Sample records for teachers completed surveys

  1. Teachers Taking Action with Student Perception Survey Data

    ERIC Educational Resources Information Center

    Villa, Lessita Ann Lorin

    2017-01-01

    As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and…

  2. Procedures and Tools Used by Teachers When Completing Functional Vision Assessments with Children with Visual Impairments

    ERIC Educational Resources Information Center

    Kaiser, Justin T.; Herzberg, Tina S.

    2017-01-01

    Introduction: This study analyzed survey responses from 314 teachers of students with visual impairments regarding the tools and procedures used in completing functional vision assessments (FVAs). Methods: Teachers of students with visual impairments in the United States and Canada completed an online survey during spring 2016. Results: The…

  3. An Exploratory Survey of Teachers' Attitudes toward Sex-Stereotyping.

    ERIC Educational Resources Information Center

    Minix, Nancy A.; And Others

    This survey examined the attitudes of teachers in southwestern Kentucky toward sex-stereotyping in the classroom. A random sample of 35 teachers of grades kindergarten through adult completed a written survey instrument that asked them to read statements regarding sex-stereotyping and to rate themselves regarding their own classroom practices.…

  4. National Survey of Public School Teachers.

    ERIC Educational Resources Information Center

    2001

    This report presents national survey results of public school teachers' opinions on the relationship between interior design and academic performance. The 1,050 teachers surveyed reveal that they recognize the relationship between interior design and academic achievement and that most teachers see the advantages of classroom carpeting relative to…

  5. National Chemistry Teacher Safety Survey

    NASA Astrophysics Data System (ADS)

    Plohocki, Barbra A.

    This study evaluated the status of secondary school instructional chemistry laboratory safety using a survey instrument which focused on Teacher background Information, Laboratory Safety Equipment, Facility Safety, General Safety, and a Safety Content Knowledge Survey. A fifty question survey instrument based on recent research and questions developed by the researcher was mailed to 500 secondary school chemistry teachers who participated in the 1993 one-week Woodrow Wilson National Fellowship Foundation Chemistry Institute conducted at Princeton University, New Jersey. The data received from 303 respondents was analyzed by t tests and Analysis of Variance (ANOVA). The level of significance for the study was set at ~\\ <.05. There was no significant mean difference in test performance on the Safety Content Knowledge Survey and secondary school chemistry teachers who have had undergraduate and/or graduate safety training and those who have not had undergraduate and/or graduate safety training. Secondary school chemistry teachers who attended school district sponsored safety inservices did not score higher on the Safety Content Knowledge Survey than teachers who did not attend school district sponsored safety inservice sessions. The type of school district (urban, suburban, or rural) had no significant correlation to the type of laboratory safety equipment found in the instructional chemistry laboratory. The certification area (chemistry or other type of certificate which may or may not include chemistry) of the secondary school teacher had no significant correlation to the type of laboratory equipment found in the instructional chemistry laboratory. Overall, this study indicated a majority of secondary school chemistry teachers were interested in attending safety workshops applicable to chemistry safety. Throughout this research project, many teachers indicated they were not adequately instructed on the collegiate level in science safety and had to rely on common

  6. Teacher Activity Survey.

    ERIC Educational Resources Information Center

    Delaware Univ., Newark. School of Education.

    The purpose of this survey is to determine what teachers think are (a) the relevant teaching activities, skills, or procedures and (b) the appropriate time and place to develop competence in an activity. Multiple choice responses are given for each of the following teacher activities: (a) utilize more than one approach to controlling and…

  7. Teachers and Marine Education: A Survey.

    ERIC Educational Resources Information Center

    Milkent, Marlene M.; And Others

    A survey of Alabama and Mississippi high school science teachers was conducted in the spring of 1979 as an initial step in the Man and the Gulf of Mexico (MGM) marine education project. Most teachers surveyed had little or no formal coursework pertaining to the marine sciences. The teachers felt they did not have adequate knowledge for teaching…

  8. Development and Validation of a Novice Teacher and Supervisor Survey

    ERIC Educational Resources Information Center

    Finster, Matthew

    2017-01-01

    This brief presents initial evidence about the reliability and validity of a novice teacher survey and a novice teacher supervisor survey. The novice teacher and novice teacher supervisor surveys assess how well prepared novice teachers are to meet the job requirements of teaching. The surveys are designed to provide educator preparation programs…

  9. The MetLife Survey of the American Teacher: Teachers, Parents and the Economy

    ERIC Educational Resources Information Center

    MetLife, Inc., 2012

    2012-01-01

    "The MetLife Survey of the American Teacher: Teachers, Parents and the Economy" (2011) examines the teaching profession and parent-school engagement at a time when there has been a prolonged economic downturn. The survey explores how teachers, parents and schools are working together to promote student learning and healthy development in the…

  10. 1988-89 Teacher Followup Survey: Data File User's Manual.

    ERIC Educational Resources Information Center

    Faupel, Elizabeth; And Others

    The National Center for Education Statistics (NCES) sponsored the 1988-89 Teacher Followup Survey (TFS), conducted by the U.S. Bureau of the Census, to update data on teacher career patterns and plans. This survey is a follow-up of the 1987-88 Schools and Staffing Survey (SASS) teacher sample. The TFS is the fifth component of the SASS. The sample…

  11. Motivation and Degree Completion in a University-Based Teacher Education Programme

    ERIC Educational Resources Information Center

    Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara

    2015-01-01

    This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study: motivation for becoming a teacher, teaching…

  12. Science Teachers in Deaf Education: A National Survey of K-8 Teachers

    ERIC Educational Resources Information Center

    Shaw, Cynthia

    2009-01-01

    A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique…

  13. Science teachers in deaf education: A national survey of K-8 teachers

    NASA Astrophysics Data System (ADS)

    Shaw, Cynthia

    A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p < .05, deaf teachers were more familiar than hearing teachers with the ASL/English Bilingual Star School program (chi2 (1, N = 67) = 8.49, p < .01). Deaf teachers participated more in the Star Schools training compared to hearing teachers (chi2 (1, N = 67) = 14.15, p < .001). Deaf teachers compared to hearing teachers were more likely to use the bilingual strategy, translanguaging than hearing teachers (chi2 (1, N = 67) = 4.54, p < .05). Hearing teachers used the computer more often in the classroom than deaf teachers (chi 2 (1, N = 67) = 4.65, p < .01). Hearing teachers had their students use the computer more regularly than deaf teachers (chi2 (1, N = 67) = 11.49, p < .01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops chi2 (1, N = 67) = 6.83, p < .01, attended

  14. Teacher Attrition and Mobility: Results from the 2012-13 Teacher Follow-Up Survey. First Look. NCES 2014-077

    ERIC Educational Resources Information Center

    Goldring, Rebecca; Taie, Soheyla; Riddles, Minsun

    2014-01-01

    This report presents selected findings from the Current Teacher and Former Teacher Data Files of the 2012-13 Teacher Follow-up Survey (TFS). TFS is a nationally representative sample survey of public and private school K-12 teachers who participated in the previous year's Schools and Staffing Survey (SASS). First fielded in school year 1988-89,…

  15. Teacher Followup Survey, 1994-1995: Data File User's Manual, Public-Use Version. Schools and Staffing Survey.

    ERIC Educational Resources Information Center

    Whitener, Summer D.; Gruber, Kerry J.; Rohr, Carol; Fondelier, Sharon

    The Teacher Followup Survey (TFS) is a 1-year follow-up of a sample of teachers who were originally selected for the Teacher Questionnaire in the Schools and Staffing Survey (SASS), an integrated set of surveys of public and private schools. There have been three data cycles for the SASS, and three for the TFS. The data in this report links…

  16. Developing, testing, and implementing a survey of scientist mentoring teachers as part of an RET: The GABI RET mentor survey.

    NASA Astrophysics Data System (ADS)

    Davey, B.

    2017-12-01

    The impacts of mentoring in education have been well established. Mentors have a large impact on their mentees and have been show to affect mentee attitudes towards learning, interest in subjects, future success, and more. While mentoring has a well-documented impact on the mentees, mentoring also has an impact on the mentors themselves. However, little has been studied empirically about these impacts. When we looked for a validated instrument that measured the impact of mentoring on the scientists working with the teachers, we found many anecdotal reports but no instruments that meet our specific needs. To this end, we developed, tested, and implemented our own instrument for measuring the impacts of mentoring on our scientist mentors. Our instrument contained both quantitative and qualitative items designed to reveal the effects of mentoring in two areas: 1) cognitive domain (mentoring, teaching, understanding K-12) and 2) affective domain (professional, personal, participation). We first shared our survey with experts in survey development and mentoring, gathered their feedback, and incorporated their suggestions into our instrument. We then had a subsection of our mentors complete the survey and then complete it again three to four days later (test-retest). Our survey has a high correlation for the test-retest quantitative items (0.93) and a high correlation (0.90) between the three reviewers of the qualitative items. From our findings, we feel we have a validated instrument (face, content, and contruct validity) that answers our research questions reliably. Our contribution to the study of mentoring of science teachers reveals a broad range of impacts on the mentors themselves including an improved understanding of the challenges of classroom teaching, a recognition of the importance of scientists working with science teachers, an enhanced ability to communicate their research and findings, and an increased interest and excitement for their own work.

  17. Guide to Using the Teacher Data Use Survey. REL 2017-166

    ERIC Educational Resources Information Center

    Wayman, Jeffrey C.; Wilkerson, Stephanie B.; Cho, Vincent; Mandinach, Ellen B.; Supovitz, Jonathan A.

    2016-01-01

    The Teacher Data Use Survey can be used to query teachers, administrators, and instructional support staff about how teachers use data to support instruction, their attitudes toward data, and the supports that help teachers use data. This guide provides step-by-step instructions to help district and school planners implement the survey. The…

  18. Survey of Special Education Teacher Population of Indiana, Michigan and Ohio with Special Reference to Consultant Effectiveness. Monograph Series No. 5.

    ERIC Educational Resources Information Center

    Bulgarella, Rosaria A.; Williams, Lois Q.

    Reported in the survey (1968) were effects of the regional Instructional Materials Center (IMC) consultant among special education (SE) teacher populations in Indiana, Ohio, and Michigan. Some of the teacher background information compiled from 222 completed questionnaires indicated that over half taught slow learners, had taught handicapped…

  19. Video Use in Teacher Education: A Survey of Teacher-Educators' Practices across Disciplines

    ERIC Educational Resources Information Center

    Arya, Poonam; Christ, Tanya; Chiu, Ming Ming

    2016-01-01

    Video methods utilize tenets of high quality teacher education and support education students' learning and application of learning to teaching practices. However, how frequently video is used in teacher education, and in what ways is unknown. Therefore, this study used survey data to identify the extent to which 94 teacher-educators used video in…

  20. San Francisco Unified School District Survey Report I: Teacher Evaluation

    ERIC Educational Resources Information Center

    Gao, Niu

    2013-01-01

    This survey report contains the results of the 2009-10, 2010-11, and 2011-12 Teacher and Principal Surveys conducted by Stanford's Center for Education Policy Analysis (CEPA). The surveys were administered to teachers and principals in the San Francisco Unified School District (SFUSD). This report appears in two parts, each highlighting some of…

  1. Comparative Analysis of National Teacher Surveys

    ERIC Educational Resources Information Center

    Pressey, Briana

    2013-01-01

    As technologies gain an increasingly strong foothold in the classroom, there are more and more surveys seeking to gauge teachers' interests and attitudes towards integrating devices, software, and tools into their practice. We've noticed that while each of the major surveys that have been announced over the past year and a half offer a unique take…

  2. GLACiAR: GaLAxy survey Completeness AlgoRithm

    NASA Astrophysics Data System (ADS)

    Carrasco, Daniela; Trenti, Michele; Mutch, Simon; Oesch, Pascal

    2018-05-01

    GLACiAR (GaLAxy survey Completeness AlgoRithm) estimates the completeness and selection functions in galaxy surveys. Tailored for multiband imaging surveys aimed at searching for high-redshift galaxies through the Lyman Break technique, the code can nevertheless be applied broadly. GLACiAR generates artificial galaxies that follow Sérsic profiles with different indexes and with customizable size, redshift and spectral energy distribution properties, adds them to input images, and measures the recovery rate.

  3. Militancy and Accommodativeness in Teachers' Negotiations: Two Ontario Surveys

    ERIC Educational Resources Information Center

    Fris, J.

    1976-01-01

    Reports findings of two surveys of Ontario elementary and secondary teachers that measured teachers' attitudes regarding collective bargaining tactics and classified teachers' responses according to their militancy or accomodativeness. Available from Department of Educational Administration, The University of Alberta, Edmonton, Alberta, Canada T6G…

  4. Pharmacological Neuroenhancement: teachers' knowledge and attitudes-Results from a survey study among teachers in Germany.

    PubMed

    Franke, Andreas G; Lehmberg, Sophie; Soyka, Michael

    2016-09-20

    Pharmacological neuroenhancement (PN) is a topic of increasing importance. Its prevalence rates range from 1 % to more than 20 %. Students are a group that shows exceptionally high prevalence rates. However, little is known about teachers' knowledge, management, attitudes and ethical judgements regarding PN. A web-based survey containing 40 closed questions was developed. All teachers working at all private and public schools in Mecklenburg-Vorpommern, a state in northeastern Germany, were invited to participate after their respective school offices were contacted by telephone, email and mail. In total, 255 teachers participated in the survey. Of those, 73.3 % had already heard about PN in general, and 68.2 % had heard about PN in students. Their sources of knowledge were digital media such as TV (73.8 %) and the internet (40.6 %) and print media (64.7 %); their own students informed 29.9 % of the teachers about PN in general and 35.6 % of them about PN among students. Furthermore, 34.9 % of the surveyed teachers were convinced that PN substance use was ineffective in general, and 51.8 % of the surveyed teachers believed that PN substances were ineffective in achieving better grades. Only 1.2 % thought that none of the so-called PN substances could lead to addiction, and 37.6 % would classify PN substance use as general drug misuse. The highest values regarding risk of addiction were observed for illicit drugs. The prevalence of PN substance use was evaluated to be very low and to be significantly higher in male, highly skilled and college/university students. In total, 1.6 school lessons per year were used to discuss PN. Finally, 55.7 % of the surveyed teachers believed that performance-enhancing substances should be forbidden at schools. Teachers, as an integral part of the education of children and adolescents, often know about PN substances and mostly refuse their use being afraid about the risk of addiction. However, regarding effects as well as

  5. International Teachers' Judgment of Gifted Mathematics Student Characteristics

    ERIC Educational Resources Information Center

    Ficici, Abdullah; Siegle, Del

    2008-01-01

    Teachers play a key role in the identification and training of talented mathematicians, and their attitudes are important in improving math instruction for gifted students. We surveyed secondary mathematics teachers from South Korea, Turkey, and the United States. These teachers completed a survey instrument called the Teachers' Judgments of…

  6. Lower Urinary Tract Dysfunction in Elementary School Children: Results of a Cross-Sectional Teacher Survey.

    PubMed

    Ko, Lauren N; Chuang, Kai-wen; Champeau, Angelique; Allen, I Elaine; Copp, Hillary L

    2016-04-01

    Lower urinary tract dysfunction in school-aged children is common and yet data are lacking on current teacher practice regarding bathroom use and daytime incontinence during classroom hours. We determined the prevalence of elementary school teachers who promote lower urinary tract health and identified predictors for and against such behavioral promotion. We performed an electronic cross-sectional survey among self-identified teachers using targeted social media advertisement during a 1-week period in July 2014. The empirical survey tool consisted of 27 questions and collected data on 5 principal domains, including 1) teacher demographics, 2) rules and regulations on water intake and bathroom use during classroom hours, 3) characteristics of school bathrooms in terms of safety, supervision and suitability for use, 4) experience with and management of students with daytime incontinence and 5) training on the topic of lower urinary tract health. Predictors for promoting lower urinary tract health were identified by multivariable logistic regression. Of the 4,166 teachers who completed the survey 88% indicated that they encourage students to hold urine. Despite strict bathroom protocols 81% of teachers allowed children unlimited access to water. Of the teachers 82% reported never having undergone any professional development on bathroom regulations for children. Overall only 24% of surveyed teachers met criteria for promoting lower urinary tract health. The odds of promoting lower urinary tract health decreased with ascending grade level (OR 0.80, 95% CI 0.76-0.84). Conversely it increased if teaching experience was greater than 5 years (OR 1.66, 95% CI 1.39-1.98) or professional development on the subject had been received (OR 1.42, 95% CI 1.18-1.70). Of elementary school teachers 76% are not promoting lower urinary tract health in school-aged children. Professional development training on the topics of lower urinary tract dysfunction and/or lower urinary tract

  7. Characteristics of Teacher Incentive Pay Programs: A Statewide District Survey

    ERIC Educational Resources Information Center

    Liang, Guodong; Akiba, Motoko

    2015-01-01

    Purpose: The purpose of this paper is to examine the characteristics of teacher incentive pay programs used by midsize to large school districts in Missouri. Design/methodology/approach: This study primarily used the Teacher Compensation Programs (TCP) survey data. The TCP survey was developed by the authors to understand the nature and…

  8. Teacher Attrition and Mobility: Results from the 2008-09 Teacher Follow-Up Survey. First Look. NCES 2010-353

    ERIC Educational Resources Information Center

    Keigher, Ashley

    2010-01-01

    The Teacher Follow-up Survey (TFS) is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year's Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach. The objective of TFS is to provide…

  9. What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

    ERIC Educational Resources Information Center

    Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

    2015-01-01

    This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

  10. The Effectiveness of Marshall University's Master of Arts in Teaching and Post-Baccalaureate Teacher Certificate Programs as Determined by Graduates' and Completers' Perceptions

    ERIC Educational Resources Information Center

    Spivy, Melissa F.

    2010-01-01

    This study examined graduates' and completers' perceptions of the effectiveness of Marshall University's alternative certification programs, the Master of Arts in Teaching (MAT) and Post-Baccalaureate Teacher Certificate (PBTC), from 1999-2010. This non-experimental descriptive cross-sectional study used the "Spivy Survey of MAT and PBTC Program…

  11. Questionnaires as Interventions: Can Taking a Survey Increase Teachers' Openness to Student Feedback Surveys?

    ERIC Educational Resources Information Center

    Gehlbach, Hunter; Robinson, Carly D.; Finefter-Rosenbluh, Ilana; Benshoof, Chris; Schneider, Jack

    2018-01-01

    Administrators often struggle in getting teachers to trust their school's evaluation practices--a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers' support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of…

  12. The New York State Teacher. The Metropolitan Life Survey.

    ERIC Educational Resources Information Center

    Harris (Louis) and Associates, Inc., New York, NY.

    Results are presented of a survey of 500 teachers in New York who were asked their opinions on public education in the state. A summary of findings provides information about teachers' opinions on: (1) emphasis on basic skills; (2) school discipline and safety; (3) extension of school day or year; (4) teacher apprenticeships; (5) career ladders…

  13. Teachers' Professional Agency and Learning--From Adaption to Active Modification in the Teacher Community

    ERIC Educational Resources Information Center

    Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

    2015-01-01

    The aim of this study was to examine teacher learning in terms of teachers' professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers' active efforts to learn in the professional community and to promote school development cannot be…

  14. Examining Secondary Special Education Teachers' Literacy Instructional Practices

    ERIC Educational Resources Information Center

    Leko, Melinda M.; Handy, Tamara; Roberts, Carly A.

    2017-01-01

    This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses indicate predominant foci of secondary special education teachers' reading…

  15. A Study of Science Teachers' Homework Practices

    ERIC Educational Resources Information Center

    Tas, Yasemin; Sungur-Vural, Semra; Öztekin, Ceren

    2014-01-01

    This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework…

  16. Documentation for the 2008-09 Teacher Follow-up Survey. NCES 2011-304

    ERIC Educational Resources Information Center

    Graham, Shawna; Parmer, Randall; Chambers, Lisa; Tourkin, Steven; Lyter, Deanna M.

    2011-01-01

    The Teacher Follow-up Survey (TFS) is sponsored by the National Center for Education Statistics (NCES) on behalf of the U.S. Department of Education and is conducted by the U.S. Census Bureau. TFS is a follow-up survey of selected elementary and secondary school teachers who participated in the Schools and Staffing Survey (SASS). SASS is the…

  17. Survey Says: Using Teacher Feedback to Bolster Evaluation

    ERIC Educational Resources Information Center

    Wiener, Ross; Lundy, Kasia

    2014-01-01

    Many of the leading private sector organizations have for years embraced a survey approach to improving products, services, and internal policies and processes. Like these successful private sector businesses, school systems can utilize a similar survey-based approach to improving teacher evaluation. Here, the authors provide and outline some…

  18. How Do Primary Grade Teachers Teach Handwriting? A National Survey

    ERIC Educational Resources Information Center

    Graham, Steve; Harris, Karen R.; Mason, Linda; Fink-Chorzempa, Barbara; Moran, Susan; Saddler, Bruce

    2008-01-01

    A random sample of primary grade teachers from across the United States was surveyed about their instructional practices in handwriting. Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per week. Only 12% of teachers, however, indicated that the education courses taken in college adequately…

  19. A Survey of Student Teachers' Library Media Skills: A Replication.

    ERIC Educational Resources Information Center

    Thurman, Glenda B.

    This study investigated the current status of student teachers' library media skills. The primary objective of the study was to replicate a 1966 survey by the Knapp Foundation Project that examined student teachers' knowledge of library resources and services. Other objectives were to expand the population studied to include all teacher education…

  20. Survey Feedback and the Problem of Change in Teacher Education.

    ERIC Educational Resources Information Center

    Hopkins, David

    The problem of change in Canadian teacher education was studied, and the effectiveness of survey feedback, an organization development intervention, was tested in twelve Canadian teacher education institutions. Based on a review of the literature on change and teacher education, the argument is made that the impetus for change occurs as a result…

  1. Outcomes of Primary Teacher Education in Finland: An Exit Survey

    ERIC Educational Resources Information Center

    Saloviita, Timo; Tolvanen, Asko

    2017-01-01

    Seven final year cohorts of Finnish pre-service primary teachers (N = 384) were given an exit survey, which measured their estimated attainment of knowledge and experience in the 10 domains of professional activity considered critical for new teachers in the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The results…

  2. An Inquiry into Teacher Concerns in Taiwan.

    ERIC Educational Resources Information Center

    Chen, Yih-fen; Reeves, Carolyn

    This study identified concerns of teachers in Taiwan and contrasted concerns of these teachers with the 56 concerns which comprise the Teacher Concerns Checklist (TCC), Form B, developed in the United States. A total of 294 teachers (155 preservice teachers and 139 inservice teachers) completed a Chinese version of the Survey of Teacher Concerns.…

  3. Teacher Attrition and Mobility: Results from the 2004-05 Teacher Follow-Up Survey. NCES 2007-307

    ERIC Educational Resources Information Center

    Marvel, John; Lyter, Deanna M.; Peltola, Pia; Strizek, Gregory A.; Morton, Beth A.; Rowland, Renee

    2007-01-01

    The objective of the Teacher Follow-up Survey (TFS) is to provide information about teacher mobility and attrition among elementary and secondary school teachers who teach in grades K-12 in the 50 states and the District of Columbia. In pursuit of this objective, TFS examines the characteristics of those who stay in the teaching profession and…

  4. School Climate and Teacher Commitment

    ERIC Educational Resources Information Center

    Smith, Larry Don

    2009-01-01

    This study examined the relationship between school climate and teacher commitment. The study focused on elementary schools in Northeast Alabama. Thirty-four elementary schools consisting of 522 teachers took part in the study. The teachers completed two survey instruments: the Organizational Climate Index (OCI) and the Organizational Commitment…

  5. Preservice Teachers' Technology Self-Efficacy

    ERIC Educational Resources Information Center

    Kent, Andrea M.; Giles, Rebecca M.

    2017-01-01

    Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring…

  6. Principal Change Leadership Competencies and Teacher Attitudes toward Change: The Mediating Effects of Teacher Change Beliefs

    ERIC Educational Resources Information Center

    Tai, Mei Kin; Kareem, Omar Abdul; Nordin, Mohamad Sahari; Khuan, Wai Bing

    2018-01-01

    This study investigates the relationship between "Principal Change Leadership Competencies," "Teacher Change Beliefs" and "Teacher Attitudes toward Change." A total of 936 teachers from 47 High Performing Secondary Schools in Malaysia completed the survey. Structural equation modelling was applied to test the models.…

  7. Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey

    NASA Astrophysics Data System (ADS)

    Winarno, N.; Widodo, A.; Rusdiana, D.; Rochintaniawati, D.; Afifah, R. M. A.

    2017-09-01

    This study aims to investigate the profile of pre-service science teachers based on STEM (Science, Technology, Engineering, and Mathematics) Career Interest Survey. The study uses descriptive survey method as the research design. Samples collected from 66 preservice science teachers in a university located in Bandung, Indonesia. The results of the study are the profile of pre-service science teachers based on STEM Career Interest Survey shows that the average number of career interest in the field of technology is 4.08, in science 3.80, mathematics 3.39 and engineering 3.30. Pre-service science teachers are found to have interests in the STEM career fields. This research is necessary as there are many instances of people choosing majors or studies that are not in accordance with their interests and talents. The recommendation of this study is to develop learning in pre-service science teachers by using STEM approach.

  8. Preschool Teacher Survey, 1999-2000: A Report of the Detroit Public Schools.

    ERIC Educational Resources Information Center

    Washington, Joyce A.

    The Preschool Teacher Survey was designed to gather information on the experience of preschool teachers in the Detroit Public Schools (DPS) and their perceptions of program effectiveness regarding student cognitive development, school readiness, parent involvement, and stability of classroom enrollment. The 12-item survey was distributed,…

  9. Subject Teachers as Educators for Sustainability: A Survey Study

    ERIC Educational Resources Information Center

    Uitto, Anna; Saloranta, Seppo

    2017-01-01

    Sustainability education (SE) is included in school curricula to integrate the principles, values, and practices of sustainable development (SD) into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in…

  10. Teacher Efficacy of Secondary Special Education Science Teachers

    NASA Astrophysics Data System (ADS)

    Bonton, Celeste

    Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

  11. Stress, Teaching and Teacher Health

    ERIC Educational Resources Information Center

    Bowers, Tony

    2004-01-01

    Managers in 281 schools of all types in 20 LEAs in England completed a survey about teacher absence and its causes. This paper reports reasons for teachers' long-term absences in those schools, examining the link between age and ability to report for work. Head teachers' views on the impact of school stress on teacher attendance are also explored.…

  12. Reported Voice Difficulties in Student Teachers: A Questionnaire Survey

    ERIC Educational Resources Information Center

    Fairfield, Carol; Richards, Brian

    2007-01-01

    As professional voice users, teachers are particularly at risk of abusing their voices and developing voice disorders during their career. In spite of this, attention paid to voice care in the initial training and further professional development of teachers is unevenly spread and insufficient. This article describes a questionnaire survey of 171…

  13. The Metropolitan Life Survey of the California Teacher, 1985

    ERIC Educational Resources Information Center

    Metropolitan Life Insurance Company, 1985

    1985-01-01

    In addition to being one of the largest states in the country, California is also known for innovation and change. Reform in California often presages change throughout the country. The views of California teachers are, therefore, of special Significance to policymakers. This survey examines the 1985 views of California teachers for strengthening…

  14. 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…

  15. Help Teachers Feel Less Stressed

    ERIC Educational Resources Information Center

    Richards, Jan

    2011-01-01

    The author's concern for how teachers nationwide are coping with unrelenting levels of stress is the topic of current research. A national sample of 1,200 teachers was asked to complete a survey addressing three areas: the sources of teacher stress; the manifestations of stress; and coping strategies they found most successful. Knowing the areas…

  16. National Survey of Education of Teachers. Bulletin, 1933, No. 10. Volume III: Teacher Education Curricula

    ERIC Educational Resources Information Center

    Rugg, Earle U.; Peik, Wesley E.; Foster, Frank K.; John, Walton C.; Raup, Robert B.

    1935-01-01

    Of the problems attracting attention in the education of teachers, more are connected with curricula than with any other phase. Curricula for the preparation of teachers are diverse, and their revision should be made in the light of all available information. This survey gave special emphasis to an analysis of existing curricula for educating…

  17. Practical microbiology in schools: a survey of UK teachers.

    PubMed

    Redfern, James; Burdass, Dariel; Verran, Joanna

    2013-11-01

    A survey of secondary school teachers investigated practical microbiology in the classroom. The results were heartening (practical microbiology was common), but concerns were expressed regarding equipment, time, cost, and expertise. Microbiologists should engage more with school education to support teachers and maintain the health of microbiology for future generations. Copyright © 2013 Elsevier Ltd. All rights reserved.

  18. Revision and Validation of the Revised Teacher Beliefs Survey.

    ERIC Educational Resources Information Center

    Benjamin, Jane

    This study revised the Teacher Beliefs Survey (S. Wooley and A. Wooley, 1999; TBS), an instrument to assess teachers beliefs related to constructivist and behaviorist theories of learning, and then studied the validity of the revised TBS. Drawing on a literature review, researchers added items for the existing constructs of the TBS and added a new…

  19. Understanding Teachers' Perspectives on Student Mental Health: Findings from a National Survey

    ERIC Educational Resources Information Center

    Froese-Germain, Bernie; Riel, Richard

    2012-01-01

    This 2012 research report, based on a national online survey conducted by the Canadian Teachers’ Federation (CTF) in collaboration with the Mental Health Commission of Canada, gathers the responses of over 3,900 teachers who voluntarily took part in the survey. Teachers were asked to identify the potential barriers to the provision of mental…

  20. Examining Pre-Kindergarten-Grade 8 Teacher Practices and Perceptions Regarding Using Facebook and Twitter for Parent-Teacher Communication

    ERIC Educational Resources Information Center

    Gruber, Heidi

    2016-01-01

    The purpose of this quantitative, descriptive, survey research was to examine pre-Kindergarten- Grade 8 teacher's perceptions regarding their preparedness, propensity, and felt value of using Facebook and Twitter for parent-teacher communication. The 38 participants completed the Teacher Presurvey, followed by an online instructional intervention,…

  1. Juvenile Justice Teachers' Job Satisfaction: A Comparison of Teachers in Three States

    ERIC Educational Resources Information Center

    Houchins, David E.; Shippen, Margaret E.; McKeand, Kim; Viel-Ruma, Kim; Jolivete, Kristine; Guarino, Anthony J.

    2010-01-01

    The purpose of this study was to examine the differences in the perceptions of juvenile justice teachers in Georgia, Louisiana, and Ohio. Juvenile justice teachers (n = 542) completed an extensive attrition and retention survey with a 98% response rate. Comparisons were made between states, type of facility (short or long-term), gender, and…

  2. Factors Associated with Alignment between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction

    ERIC Educational Resources Information Center

    Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian

    2016-01-01

    We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…

  3. Self-Perceptions of Pre-Service Mathematics Teachers Completing a Graduate Diploma of Secondary Education

    ERIC Educational Resources Information Center

    Hine, Gregory S. C.

    2015-01-01

    This qualitative research project explored the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on…

  4. Associations between Beliefs about Medicines and Medicines Education: A Survey among Finnish Comprehensive School Teachers

    ERIC Educational Resources Information Center

    Siitonen, Piia; Vainio, Kirsti; Keinonen, Tuula; Kiviniemi, Vesa; Hämeen-Anttila, Katri

    2015-01-01

    Objective: To describe the association between teachers' beliefs about medicines and teaching about illnesses and medicines-related topics by Finnish comprehensive school teachers. Design: A nationwide postal survey. Setting: Finnish primary and lower secondary school teachers. Method: Data were collected using a nationwide postal survey from a…

  5. What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers' Instructional Materials, Preferences, and Practices

    ERIC Educational Resources Information Center

    Lenski, Susan; Larson, Mindy; McElhone, Dot; Davis, Dennis S.; Lauritzen, Carol; Villagómez, Amanda; Yeigh, Maika; Landon-Hays, Melanie; LeJeune, Marie; Scales, W. David

    2016-01-01

    This study reports the results of a survey of a representative sample of 1,206 elementary reading and English Language Arts teachers in Oregon to learn (1) what materials are currently being used, (2) what materials teachers would prefer, and (3) what instructional practices teachers use. Qualitative data included 365 comments and 34 interviews…

  6. Teacher's Assessment of the Quality of Their Schools.

    ERIC Educational Resources Information Center

    Davis, Voyia

    Thirty-eight teachers completed the Illinois Quality Schools Index Survey, which measured teachers' attitudes towards characteristics of quality schools. The majority of the teachers felt that the characteristics indicative of a quality school were often implemented in their school. Over half the teachers felt that their schools often or always…

  7. A Survey Study of Chinese In-Service Teachers' Self-Efficacy about Inclusive Education

    ERIC Educational Resources Information Center

    Wang, Mian; Zan, Fei; Liu, Jiaqiu; Liu, Chunling; Sharma, Umesh

    2012-01-01

    A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than…

  8. Physics Teacher Characteristics and Classroom Practices

    NASA Astrophysics Data System (ADS)

    Taylor, Melissa S.; Phillips, Jeffrey A.

    2010-10-01

    One hundred eighteen high school and college teachers in Southern California completed a web-based survey designed to better understand the differences in physics classrooms and the reasons behind the teachers' choices. Survey topics included teachers' familiarity and use of research-based instructional strategies, amount of student-student interaction in their classes, their views about teaching and their interactions with the physics teaching community. Partial results from the survey are presented in this paper. Among the findings was that while increased interactions with colleagues correlated with more student-student interactions, increased participation in conferences or reading of journals related to physics teaching did not.

  9. Principals Judge Teachers by Their Teaching

    ERIC Educational Resources Information Center

    Nixon, Andy; Packard, Abbot; Dam, Margaret

    2013-01-01

    This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests,…

  10. Voice Problems in New Zealand Teachers: A National Survey.

    PubMed

    Leão, Sylvia H de S; Oates, Jennifer M; Purdy, Suzanne C; Scott, David; Morton, Randall P

    2015-09-01

    This study determined the prevalence and nature of voice problems in New Zealand (NZ) teachers using a national self-report questionnaire. Epidemiological cross-sectional survey. Participants were 1879 primary and secondary teachers (72.5% females). Three prevalence timeframes were estimated. Severity of voice problems, recovery time, days away from work, symptoms, health assistance, and voice education were also investigated. Prevalence of self-reported vocal problems was 33.2% during their teaching career, 24.7% over the teaching year, and 13.2% on the day of the survey. Primary teachers (P<0.001; odds ratio [OR]=1.74; confidence interval [CI]=1.33-2.40), females (P=0.008; OR=1.63; CI=1.13-2.37), and those aged 51-60 years (P=0.010; OR=1.45; CI=1.11-3.00) were more likely to report problems. Among teachers reporting voice problems during the year, 47% were moderate or severe; for 30%, voice recovery took more than 1 week. Approximately 28% stayed away from work 1-3 days owing to a vocal problem and 9% for more than 3 days. Women reported longer recovery times and more days away. Symptoms associated with voice problems (P<0.001) were voice quality alteration (OR=4.35; CI=3.40-5.57), vocal effort (OR=1.15; CI=0.96-1.37), voice breaks (OR=1.55; CI=1.30-1.84), voice projection difficulty (OR=1.25; CI=1.04-1.50), and throat discomfort (OR=1.22; CI=1.02-1.47). Of the teachers reporting voice problems, only 22.5% consulted a health practitioner. Only 38% of the teachers with chronic voice problems visited an otolaryngologist. Higher hours of voice training/education were associated with fewer self-reported voice problems. Voice problems are of concern for NZ teachers, as has been reported for teachers in other countries. There is still limited awareness among teachers about vocal health, potential risks, and specialized health services for voice problems. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  11. Teachers' Nature of Science Implementation Practices 2-5 Years after Having Completed an Intensive Science Education Program

    ERIC Educational Resources Information Center

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

    2013-01-01

    Few, if any, studies have examined the impact of nature of science (NOS) instruction on science teachers' practices 2 or more years after completing a science teacher education program. Extant studies on preservice and first-year teachers' NOS teaching practices have had disappointing results, with few teachers valuing NOS as a cognitive objective…

  12. Teacher Followup Survey, 1994-95: Data File User's Manual Restricted-Use Codebook. Working Paper Series.

    ERIC Educational Resources Information Center

    Whitener, Summer D.; Gruber, Kerry J.; Rohr, Carol L.; Fondelier, Sharon E.

    The Teacher Followup Survey (TFS) is a 1-year followup of a sample of teachers who were originally selected for the Teacher Questionnaire of the Schools and Staffing Survey (SASS) of the National Center for Education Statistics. There have been three data cycles for the SASS and three TFS versions. This data file user's manual enables the user to…

  13. Evaluation of the 1985-86 Beginning Teacher Program.

    ERIC Educational Resources Information Center

    Feldman, H. S.

    The Florida Beginning Teacher Program was evaluated in 1985-86 to determine its impact on teacher performance and to study problem areas identified in the 1984-85 evaluation. A sample of 43 beginning teachers and their support team members (a peer teacher, a building-level administrator, and one or more professional educators) completed surveys.…

  14. Living with Smartphones: Does Completion Device Affect Survey Responses?

    ERIC Educational Resources Information Center

    Lambert, Amber D.; Miller, Angie L.

    2015-01-01

    With the growing reliance on tablets and smartphones for internet access, understanding the effects of completion device on online survey responses becomes increasing important. This study uses data from the Strategic National Arts Alumni Project, a multi-institution online alumni survey designed to obtain knowledge of arts education, to explore…

  15. Toy Preference and Safety Knowledge: A Pilot Survey of Teachers of Young Children.

    ERIC Educational Resources Information Center

    Evans, Joyce; Stewart, Patricia

    This paper describes the procedures, instrumentation, data analysis and results of a pilot study of the extent of teachers' knowledge of (1) toy safety and (2) teachers' and children's preferences for toys. The survey was conducted in the form of a 22-item questionnaire administered during a training workshop for Head Start teachers. Teachers were…

  16. Revolutionizing Multicultural Education Staff Development: Factor Structure of a Teacher Survey.

    ERIC Educational Resources Information Center

    Scott, Kimberly A.; Pinto, Anthony

    2001-01-01

    Investigated African American and white elementary teachers' beliefs about and knowledge of multicultural education and their interest in staff development, noting differences by race. Survey data indicated that teachers considered multicultural education beneficial to students, but they were not very motivated to participate in training sessions.…

  17. SHELS: A complete galaxy redshift survey with R ≤ 20.6

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

    Geller, Margaret J.; Hwang, Ho Seong; Fabricant, Daniel G.

    2014-08-01

    The SHELS (Smithsonian Hectospec Lensing Survey) is a complete redshift survey covering two well-separated fields (F1 and F2) of the Deep Lens Survey to a limiting R = 20.6. Here we describe the redshift survey of the F2 field (R.A.{sub 2000} = 09{sup h}19{sup m}32.4 and decl.{sub 2000} = +30°00'00''). The survey includes 16,294 new redshifts measured with the Hectospec on the MMT. The resulting survey of the 4 deg{sup 2} F2 field is 95% complete to R = 20.6, currently the densest survey to this magnitude limit. The median survey redshift is z = 0.3; the survey provides a viewmore » of structure in the range 0.1 ≲ z ≲ 0.6. An animation displays the large-scale structure in the survey region. We provide a redshift, spectral index D {sub n}4000, and stellar mass for each galaxy in the survey. We also provide a metallicity for each galaxy in the range 0.2« less

  18. A Survey of Ethics Curriculum in Canadian Initial Teacher Education

    ERIC Educational Resources Information Center

    Maxwell, Bruce; Tremblay-Laprise, Audrée-Anne; Filion, Marianne

    2015-01-01

    This paper reports the results of a survey on ethics education in initial teacher education in Canada. Using an online survey and an academic calendar analysis, data was collected on ethics course requirements, perceptions about ethics content, institutional factors mediating the implementation of ethics courses, and teaching and learning…

  19. Teacher Contract Non-Renewal: What Matters to Principals?

    ERIC Educational Resources Information Center

    Nixon, Andy; Packard, Abbot; Dam, Margaret

    2016-01-01

    This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of teachers' contracts. Nearly 2,000 school principals in 13 states completed an emailed survey. In deciding whether to non-renew a teacher contract,…

  20. Teacher Supply and Demand in Kansas Public Schools. Twentieth Annual Survey.

    ERIC Educational Resources Information Center

    Tompkins, Loren; Mehring, Teresa A.; Hedstrom, Cora Z.; Switzer, Maggie

    This annual report investigates Kansas' current teacher job market. Data came from surveys of superintendents from all 304 unified school districts, special education directors, directors of teacher education programs, and college placement directors. The nine sections are (1) Historical Perspective, (2) Sources of Data, (3) Relevance of Each Data…

  1. 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…

  2. The State of Teacher Professional Learning: Results from a Nationwide Survey

    ERIC Educational Resources Information Center

    Learning Forward, 2017

    2017-01-01

    Effective teacher learning is vital to student success. Teachers who continually improve their practice by using data to inform instructional decisions see improved results for their students. In the tradition of supporting effective professional learning, in 2016 Corwin launched a nationwide survey in partnership with Learning Forward and the…

  3. Characteristics of Public Elementary and Secondary School Teachers in the United States: Results from the 2015-16 National Teacher and Principal Survey. First Look. NCES 2017-072

    ERIC Educational Resources Information Center

    Taie, Soheyla; Goldring, Rebecca

    2017-01-01

    The 2015-16 National Teacher and Principal Survey (NTPS) is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public School Teacher Data File of NTPS. NTPS is a redesign of the Schools and Staffing Survey (SASS).…

  4. An Analysis of the Efficacy Beliefs of Special Education Teachers Completing the Alternative versus the Traditional Certification Programs

    ERIC Educational Resources Information Center

    Beasley, Thomas Hunter

    2012-01-01

    This study investigated the efficacy beliefs of two groups of special education teachers who had completed certification requirements in mild/moderate disabilities. The first group included 26 special education teachers who had completed an alternative certification program at a midsize public university in Louisiana between 2003 and 2008. The…

  5. Perspectives on Teacher Quality: Bilingual Education and ESL Teacher Certification, Test-Taking Experiences, and Instructional Practices

    ERIC Educational Resources Information Center

    Lemberger, Nancy; Reyes-Carrasquillo, Angela

    2011-01-01

    This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE…

  6. [Influence of inclusive child day-care on nursery school teachers: a questionnaire survey of teachers with experience in inclusive child day-care in K City].

    PubMed

    Kawachi, Shinobu; Fukuzawa, Yukiko; Hamada, Yuuko

    2006-09-01

    The purpose of this survey questionnaire is to investigate the factors influencing how nursery school teachers perceive inclusive child day-care in K City in order to qualify what support we can provide. The questionnaire was sent to nursery school teachers with experience in inclusive child day-care in K City. Three hundred seventeen teachers provided sufficient data for analysis. The results of this survey suggest that teachers perceive inclusive child day-care to lead up to self-development and the pleasure of child-caring. On the other hand, they feel a burden of inclusive child day-care, with teachers in their 40 s feeling a stronger burden than teachers in their 20 s. And teachers with experience in taking care of emotionally disturbed children or teachers with experience in taking care of hearing-impaired children feel a stronger burden than teachers without experience in taking care of them. The results of our survey also suggest that it is necessary for support systems to have special knowledge about disabled children and special ways of caring, and to decrease teachers' burden or dissatisfaction with inclusive child day-care.

  7. Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants

    ERIC Educational Resources Information Center

    Johnson, Genevieve Marie

    2013-01-01

    Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with…

  8. Numeracy and Australian Teachers

    ERIC Educational Resources Information Center

    Forgasz, Helen; Leder, Gilah

    2016-01-01

    Australian teachers, recruited via Facebook, completed an online survey about aspects of numeracy. The survey was designed to explore views on numeracy and capacity to respond to numeracy tasks. In this paper, we focus primarily on responses to two numeracy tasks--one numerical, the other requiring critical evaluation. On the first item, 40%…

  9. Survey of Teachers' Use of Planetary Data for Authentic Research in K-12 Classrooms

    NASA Astrophysics Data System (ADS)

    Parker, S. J.; Slater, T. F.; Shipp, S.; Lowes, L.

    2007-12-01

    Science education reform documents universally call for students to have authentic experiences using real data in the context of their science education that mimic actual research. In order for planetary scientists to provide the most useful data or professional development for K-12 teachers, a survey was undertaken to determine how teachers are currently using planetary science data and, if not, why not. A national survey collected data from 320 teachers from 42 states. Teachers targeted for this survey were those who are most likely to be knowledgeable in the ins and outs of using online planetary data. When asked to identify the ESS online resources that they access five or more days per year the three more commonly used websites were USGS.gov (28%), GoogleEarth (23%), and Volcano World (12%). However, at this time, the use of online data for inquiry and analysis in the classroom is actually quite rare. Survey results indicate that 41-24% of teachers use student collected data and teacher- produced hard copies of data for the bulk of any inquiry or analysis that is conducted in class. Most often (52%) teachers' primary use of the internet in ESS involves the downloading of images to share with students. Only 25- 32% of these teachers report that they use online data, in the forms of large WWW data sets real time data, or virtual online data, to engage students in inquiry or data analysis. The most noteworthy finding is that 89% of teachers report that they rarely use the most open and authentic forms of inquiry when instructing students. Data shows that the types of inquiry always or usually used by teachers are confirmation activities (38%) or structured inquiry (46%), in which students investigate the teacher-provided question, using a prescribed procedure. 81% of ESS teachers stated that the amount of time allocated to inquiry in their classrooms is either not enough, or wholly insufficient. Teachers did not perceive that inquiry increases students

  10. Teachers' Perceptions about the Common Core State Standards in Writing

    ERIC Educational Resources Information Center

    Hall, Anna H.; Hutchison, Amy; White, Kelley Mayer

    2015-01-01

    This article describes findings from a survey completed by 250 K-12th grade teachers from eight states (i.e., Kentucky, Minnesota, Michigan, Maine, Delaware, North Carolina, Georgia, and Mississippi) that had fully implemented the Common Core State Standards (CCSS) by spring 2013. The survey was designed to examine teachers' perceptions about…

  11. Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers

    ERIC Educational Resources Information Center

    Akiba, Motoko

    2012-01-01

    Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and…

  12. Teachers' Experiences with Literacy Instruction for Dual-Media Students Who Use Print and Braille

    ERIC Educational Resources Information Center

    Herzberg, Tina S.; Rosenblum, Penny; Robbins, Mary E.

    2017-01-01

    Introduction: This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille. Methods: These teachers in the United States and Canada completed an online survey during spring 2015. Results: The teachers reported that they…

  13. Aspects of Calculus for Preservice Teachers

    ERIC Educational Resources Information Center

    Fothergill, Lee

    2011-01-01

    The purpose of this study was to compare the perspectives of faculty members who had experience teaching undergraduate calculus and preservice teachers who had recently completed student teaching in regards to a first semester undergraduate calculus course. An online survey was created and sent to recent student teachers and college mathematics…

  14. Preservice Teachers' Internet Addiction in Terms of Gender, Internet Access, Loneliness and Life Satisfaction

    ERIC Educational Resources Information Center

    Demirer, Veysel; Bozoglan, Bahadir; Sahin, Ismail

    2013-01-01

    The aim of this study is to investigate pre-service teachers' Internet addiction in terms of gender, Internet accessibility, loneliness and life satisfaction. Statistical analyses were completed on the data by the 247 preservice teachers that filled the surveys completely. According to findings, pre-service teachers' level of loneliness and…

  15. Relating Use of Digital Technology by Pre-Service Teachers to Confidence: A Singapore Survey

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Lim, Kam Ming; Tay, Eng Guan; Lam-Chiang, Audrey Cheausim; Hui, Chenri

    2012-01-01

    Teachers today are expected to be able to apply a wide range of digital technologies in the classroom. Initial teacher education programs should prepare teachers to apply them with confidence. Pre-service teachers in Singapore responded to a survey on use of technologies in their personal lives and in their teaching, and how confident they were in…

  16. Cognitive-Behavioural Approaches for Students with Autism Spectrum Disorder: A Teacher Survey

    ERIC Educational Resources Information Center

    Ho, Betty P. V.; Stephenson, Jennifer; Carter, Mark

    2017-01-01

    This study provided an investigation of the knowledge, implementation and perspectives of Australian teachers of students with autism spectrum disorder regarding cognitive-behavioural approaches, using an anonymous survey. The sample of 270 New South Wales teachers reported a reasonable level of knowledge and implementation of strategies commonly…

  17. Teacher Preparation in E/BD: A National Survey.

    ERIC Educational Resources Information Center

    Katsiyannis, Antonis; Maag, John W.

    1999-01-01

    A survey of 101 directors of teacher training programs for working with students with emotional and behavioral disorders (E/BD) found encouraging practices such as offering E/BD programming at the graduate level; however, there were some areas such as special education law and multicultural issues that received little attention. (Author/CR)

  18. [Survey among academic teachers about psychiatric training in France].

    PubMed

    van Effenterre, A; Hanon, C; Llorca, P-M

    2014-06-01

    Given the results of resident psychiatrists' surveys conducted in France over the past 3 years, it has become essential to also examine the opinion of the academic psychiatrists in charge of psychiatry education. To study the teachers point of view on psychiatric training in France, the weaknesses and strengths of the training, recent improvements and problems, and to compare their opinion with that of the residents. A survey was conducted in April 2012 among 125 academic teachers professors hospital practitioners (PU-PH), in child & adolescent psychiatry and adult psychiatry. An anonymous online questionnaire including seven parts and three open questions was sent to the PU-PH. The questionnaire was answered by 79/125 psychiatric PU-PH (63%). Results show that a majority of PU-PH (78%) were willing to maintain a single training pathway including adult psychiatry and child psychiatry with a single diploma, with the addition of a DESC (specific and additional Diploma) in forensic psychiatry (72%) and old age psychiatry (62%). Almost all respondents suggested the implementation of an assessment of teaching and a formal mentorship program. Some aspects of training included more controversial issues: such as the length of the training, the opening of training to private practice physicians, or the European harmonization. The survey stressed some areas of improvement: such training in psychotherapy and research, access to supervision as well as barriers to improved training including an insufficient number of academic practitioners. Compared with other surveys, it emphasized that in addition to the need of diversifying the theoretical (thematic, interactive media and teaching, teachers, etc.) and the practical aspect (training sites), it is essential according to trainees and PU-PH, to implement an efficient supervision during residency. Copyright © 2013 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

  19. Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers

    ERIC Educational Resources Information Center

    Buonviri, Nathan O.; Paney, Andrew S.

    2015-01-01

    Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…

  20. Teachers' Perceptions of Students with Special Education Needs in Cameroon Secondary Schools

    ERIC Educational Resources Information Center

    Arrah, Rosemary Oneke; Swain, Kristine D.

    2014-01-01

    This study examined teachers' perceptions of including students with special education needs in Cameroon secondary schools. Teachers (N = 130) from five secondary government, denominational or lay private schools in Buea subdivision of Cameroon, Africa, completed a 26-item survey. The survey was analyzed using descriptive statistics, t-tests, and…

  1. Examining Elementary Teachers' Use of Online Learning Environments: An Exploratory Study

    ERIC Educational Resources Information Center

    Beach, Pamela

    2018-01-01

    This article presents the results of a study that examined elementary teachers' use of online learning environments for their informal professional learning in literacy instruction. Forty-five elementary teachers from a metropolitan area in Ontario, Canada, completed an online survey and participated in a semistructured interview. Survey and…

  2. Test Of Astronomy STandards TOAST Survey of K-12 Teachers

    NASA Astrophysics Data System (ADS)

    Slater, Timothy F.; Slater, Stephanie; Stork, Debra J.

    2015-01-01

    Discipline-based education research in astronomy is focused on understanding the underlying mental mechanisms used by students when learning astronomy and teachers when teaching astronomy. Systematic surveys of K-12 teacher' knowledge in the domain of astronomy are conducted periodically in order to better focus and improve professional development. These surveys are most often done when doing contemporary needs assessments or when new assessment instruments are readily available. Designed by Stephanie J. Slater of the CAPER Center for Astronomy & Physics Education Research, the 29-item multiple-choice format Test Of Astronomy STandards - TOAST is a carefully constructed, criterion-referenced instrument constructed upon a solid list of clearly articulated and widely agreed upon learning objectives. The targeted learning concepts tightly align with the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's 1996 National Science Education Standards. Without modification, the TOAST is also aligned with the significantly less ambitious 2013 Next Generation Science Standards created by Achieve, Inc., under the auspices of the National Research Council. This latest survey reveals that K-12 teachers still hold many of the same fundamental misconceptions uncovered by earlier surveys. This includes misconceptions about the size, scale, and structure of the cosmos as well as misconceptions about the nature of physical processes at work in astronomy. This suggests that professional development in astronomy is still needed and that modern curriculum materials are best served if they provide substantial support for implementation.

  3. Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty

    ERIC Educational Resources Information Center

    Lang, Lucinda Anne; Bell, Sherry Mee

    2017-01-01

    Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating…

  4. Special Education Teachers' Attitudes and Perceptions of Teamwork

    ERIC Educational Resources Information Center

    Malone, D. Michael; Gallagher, Peggy A.

    2010-01-01

    One hundred and eighty-four special education teachers serving school-based intervention teams completed the "Attitudes About Teamwork Survey", the "Team Characteristics Survey", and the "Team Process Perception Survey". Respondents' regard for the team process in planning and implementing supports for children with disabilities was generally…

  5. Family planning studies the teachers' survey. Part 2: fertility differentials and practice of family planning.

    PubMed

    Kamel, W H; Hanna, A T; Kamel, N A; Wahdan, M H

    1970-06-01

    This study deals with biologic and socioeconomic fertility differentials of married female teachers in the Alexandria Governorate who were surveyed via questionnaire from October 1966 to February 1967. It also shows fertility patterns of educated working women, their opinions about family planning, their use of contraceptives, and their knowledge and use of family planning services. Of the 3893 teachers who responded, 65%, or 2626, were married and 92.5% were of childbearing age. The average age was 32.70 years; the average duration of marriage was 7.18 years. Half had just 1 or 2 children, with an inverse relationship between educational attainment and number of children. The number of children increased with the age of the teacher, but there was an inverse relationship between age at marriage and number of children. Just over 25% of the pregnancies ended in abortion, with an average of .64 abortions per teacher. There was a direct relationship between age of teacher and frequency of abortion. Teachers who married when they were under 20 were the most likely to abort. 13% of the teachers were pregnant at the time of the study. An inverse relationship existed between the desire to be pregnant and the number of surviving children. Statistics for married teachers over 45 who had completed their fertility indicate that the average teacher is likely to have 1.02 abortions, 3.1 deliveries, and 2.6 living children. All teachers favored family planning. 77.3% were currently practicing it, most in the 30-44 age group. 42% had consulted private doctors; 44.3% were prac ticing without medical advice; and only 14.8% went to a family planning center. The pill and the IUD were the most popular method, being used by 59.7%. Among those with children, those with no boys were the least likely to use contraceptives. Teachers, with their frequent contact with young people and parents, are seen as a good conduit for information about family planning. However, most teachers themselves

  6. Middle School Teachers' Perceptions Regarding the Motivation and Effectiveness of Homework

    ERIC Educational Resources Information Center

    Snead, Donald; Burris, Kathleen G.

    2016-01-01

    The purpose of this study was to understand middle school teachers' perspectives on the role of homework. Approximately 118 middle school teachers volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed teachers identified several instructional and…

  7. Estimating a Competitive Salary for Lead Teachers in a Local School District from Survey Data.

    ERIC Educational Resources Information Center

    Cohn, Elchanan; Bird, Ronald

    Data from the 1986 Current Population Survey (CPS) and a 1987 survey of public and private enterprises in Orangeburg, South Carolina, provide the basis for estimating a salary schedule for lead teachers in Orangeburg School District 5. The underlying rationale for the development of lead teacher positions is described in terms of salary gaps…

  8. Opening the Classroom Door--A Survey of Middle Grades Teachers Who Mentor Preservice Teachers--Lessons from Clinical Partnerships and Implications for Practice

    ERIC Educational Resources Information Center

    Turner, Steven L.; Greene, Carie C.

    2017-01-01

    Middle school mentor teachers who participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers' development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as…

  9. A Survey Instrument: General Educators and Students with Physical Disabilities.

    ERIC Educational Resources Information Center

    Singh, Delar K.

    A survey instrument is presented that is designed to explore the in-service training needs of general elementary and secondary teachers as they relate to learners with physical disabilities. It contains 75 items and takes 20-25 minutes to complete. The survey includes questions about the educator's teaching experience, teacher training in special…

  10. The Survey and Analysis of Excellent Senior High School Physics Teachers' Professional Growth Actuality

    ERIC Educational Resources Information Center

    Sun, Haibin; Liu, Tingting

    2010-01-01

    Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers' professional growth actuality in Shandong is surveyed in this article by the self-made "Questionnaire of Excellent Senior High School Physics Teachers' Professional Growth",…

  11. The Impact of a Teacher Education Course on Pre-Service Teachers' Beliefs about Inclusion: An International Comparison

    ERIC Educational Resources Information Center

    Sharma, Umesh; Sokal, Laura

    2015-01-01

    In this comparative study, the impact of two stand-alone university courses on pre-service teachers' attitudes, concerns and teaching efficacy to teach in inclusive classrooms is examined. Twenty-eight pre-service teachers (PSTs) from Australia and 60 PSTs from Canada completed a survey at pre- and post-stages of the course. It was found that…

  12. The Chandra Deep Wide-Field Survey: Completing the new generation of Chandra extragalactic surveys

    NASA Astrophysics Data System (ADS)

    Hickox, Ryan

    2016-09-01

    Chandra X-ray surveys have revolutionized our view of the growth of black holes across cosmic time. Recently, fundamental questions have emerged about the connection of AGN to their host large scale structures that clearly demand a wide, deep survey over a large area, comparable to the recent extensive Chandra surveys in smaller fields. We propose the Chandra Deep Wide-Field Survey (CDWFS) covering the central 6 sq. deg in the Bootes field, totaling 1.025 Ms (building on 550 ks from the HRC GTO program). CDWFS will efficiently probe a large cosmic volume, allowing us to carry out accurate new investigations of the connections between black holes and their large-scale structures, and will complete the next generation surveys that comprise a key part of Chandra's legacy.

  13. Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

    PubMed

    Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

    2012-06-01

    There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

  14. Building-related health symptoms and classroom indoor air quality: a survey of school teachers in New York State.

    PubMed

    Kielb, C; Lin, S; Muscatiello, N; Hord, W; Rogers-Harrington, J; Healy, J

    2015-08-01

    Most previous research on indoor environments and health has studied school children or occupants in non-school settings. This investigation assessed building-related health symptoms and classroom characteristics via telephone survey of New York State school teachers. Participants were asked about 14 building-related symptoms and 23 classroom characteristics potentially related to poor indoor air quality (IAQ). Poisson regression analysis was used to assess the relationship between these symptoms and each classroom characteristic, controlling for potential confounders. About 500 teachers completed the survey. The most frequently reported classroom characteristics included open shelving (70.7%), food eaten in class (65.5%), dust (59.1%), and carpeting (46.9%). The most commonly reported symptoms included sinus problems (16.8%), headache (15.0%), allergies/congestion (14.8%), and throat irritation (14.6%). Experiencing one or more symptoms was associated most strongly with reported dust (relative risk (RR) = 3.67; 95% confidence interval (CI): 2.62-5.13), dust reservoirs (RR = 2.13; 95% CI: 1.72-2.65), paint odors (RR = 1.73; 95% CI: 1.40-2.13), mold (RR = 1.71; 95% CI: 1.39-2.11), and moldy odors (RR = 1.65 95% CI: 1.30-2.10). Stronger associations were found with increasing numbers of reported IAQ-related classroom characteristics. Similar results were found with having any building-related allergic/respiratory symptom. This research adds to the body of evidence underscoring the importance to occupant health of school IAQ. Teachers play an important role in educating children, and teacher well-being is important to this role. Health symptoms among New York teachers while at work are common and appear to be associated with numerous characteristics related to poor classroom IAQ. Improving school Indoor Air Quality may reduce sickness and absenteeism and improve teacher performance. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  15. Secondary Teachers' Nutrition Knowledge, Attitudes, and Practices.

    ERIC Educational Resources Information Center

    Penner, Karen P.; Kolasa, Kathryn M.

    The nutrition knowledge, attitudes, and practices of secondary teachers of health and physical education, home economics, science, and social studies were assessed. Of the 518 teachers who completed the survey instruments, 43 percent had never taken a food or nutrition course, and 63 percent had no inservice training in nutrition or food…

  16. Improving Response Rates and Response Quality in Educational Survey Research.

    ERIC Educational Resources Information Center

    Tollefson, Nona; And Others

    The purpose of this study was to apply the tenets of social exchange theory in developing cover letters for mailed surveys. A survey questionnaire designed to measure teachers' attitudes toward tests was mailed to 1200 Kansas teachers. Cover letters were written to create variation in perceived cost (time needed to complete the questionnaire) and…

  17. 50 CFR 86.113 - What if I have recently completed a boat access survey?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 50 Wildlife and Fisheries 9 2013-10-01 2013-10-01 false What if I have recently completed a boat access survey? 86.113 Section 86.113 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE... I have recently completed a boat access survey? If the recent survey substantially answers the...

  18. 50 CFR 86.113 - What if I have recently completed a boat access survey?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 50 Wildlife and Fisheries 9 2014-10-01 2014-10-01 false What if I have recently completed a boat access survey? 86.113 Section 86.113 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE... I have recently completed a boat access survey? If the recent survey substantially answers the...

  19. How To Become a Teacher: A Complete Guide.

    ERIC Educational Resources Information Center

    Haselkorn, David; Calkins, Andrew

    This guide to becoming a teacher includes six sections: (1) "A Snapshot of the Profession" (e.g, reasons to teach, the need to improve schools, working conditions for teachers, areas of high teacher demand, and how to find out more); (2) "Preparing to be a Teacher" (e.g., a primer on teacher education programs, three pathways to the classroom,…

  20. Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use

    ERIC Educational Resources Information Center

    Pagliaro, C.; Kritzer, K. L.

    2005-01-01

    The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…

  1. Third and Fourth Grade Teacher's Classroom Practices in Writing: A National Survey

    ERIC Educational Resources Information Center

    Brindle, Mary; Graham, Steve; Harris, Karen R.; Hebert, Michael

    2016-01-01

    A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers' beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and…

  2. Characteristics of Teachers Participating in Voluntary Music Integration Professional Development

    ERIC Educational Resources Information Center

    Wagner, Diana; Baron, Jessica

    2008-01-01

    This study examines characteristics of teachers participating in the national Guitars in the Classroom program in the 2007-2008 school year. 96 teacher participants from programs across the United States completed an online survey at the start of their professional development programs, usually 6-10 hours. 75 percent of teachers electing to…

  3. Secondary Science Teachers' Implementation of CCSS and NGSS Literacy Practices: A Survey Study

    ERIC Educational Resources Information Center

    Drew, Sally Valentino; Thomas, Jeffrey

    2018-01-01

    Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students' literacy in science. This survey study examined the extent to which science teachers report…

  4. A World of Ideas: International Survey Gives a Voice to Teachers Everywhere

    ERIC Educational Resources Information Center

    Crow, Tracy

    2013-01-01

    Kristen Weatherby is a senior policy analyst at OECD in the education directorate. She runs the Teaching and Learning International Survey (TALIS) and is author or co-author of publications and blog posts on TALIS and teachers. She started her career as a classroom teacher in the United States before working in education in the private sector in…

  5. The MetLife Survey of the American Teacher: Challenges for School Leadership

    ERIC Educational Resources Information Center

    MetLife, Inc., 2013

    2013-01-01

    "The MetLife Survey of the American Teacher: Challenges for School Leadership" (2012) was conducted by Harris Interactive and is the twenty-ninth in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This report examines the views of teachers and principals on the responsibilities and challenges…

  6. 50 CFR 86.113 - What if I have recently completed a boat access survey?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 50 Wildlife and Fisheries 6 2010-10-01 2010-10-01 false What if I have recently completed a boat access survey? 86.113 Section 86.113 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE... completed a boat access survey? If the recent survey substantially answers the provisions in § 86.118, the...

  7. 50 CFR 86.113 - What if I have recently completed a boat access survey?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 50 Wildlife and Fisheries 8 2011-10-01 2011-10-01 false What if I have recently completed a boat access survey? 86.113 Section 86.113 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE... completed a boat access survey? If the recent survey substantially answers the provisions in § 86.118, the...

  8. 50 CFR 86.113 - What if I have recently completed a boat access survey?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 50 Wildlife and Fisheries 9 2012-10-01 2012-10-01 false What if I have recently completed a boat access survey? 86.113 Section 86.113 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE... completed a boat access survey? If the recent survey substantially answers the provisions in § 86.118, the...

  9. Preservice Elementary Teachers' Attitudes Toward Gay and Lesbian Parenting.

    ERIC Educational Resources Information Center

    Maney, Dolores W.; Cain, Richard E.

    1997-01-01

    This study assessed preservice elementary teachers' attitudes toward homosexual parents and their children. Surveys of 198 preservice teachers who completed the Gay and Lesbian Parenting Questionnaire indicated that some homophobia existed, though less than expected. Females had significantly more favorable attitudes toward homosexual parents and…

  10. Early Career Teachers' Perceptions of Their Preparedness To Teach "Diverse Learners": Insights from an Australian Research Project

    ERIC Educational Resources Information Center

    Rowan, Leonie; Kline, Jodie; Mayer, Diane

    2017-01-01

    In 2012, early career teachers in Queensland and Victoria (Australia) were invited to complete the Studying the Effectiveness of Teacher Education graduate survey. The survey included a "Preparation for Teaching Scale" that provided opportunities to selfreport on how well their teacher education program prepared them for 46 areas of…

  11. A Survey of Professional Training and Certification of Rural Administrators and Rural Teachers in New Mexico.

    ERIC Educational Resources Information Center

    Tingley, Wayne

    Teachers and administrators in rural New Mexico schools and preservice teachers at New Mexico State University were surveyed to determine components that could be included in teacher education programs to augment prospective rural teachers' skills and to ease problems of recruitment/retention of certified personnel in rural schools. Questionnaires…

  12. Why Do Primary School English Teachers Decide to Teach English?

    ERIC Educational Resources Information Center

    Amengual-Pizarro, Marian; Garcia Laborda, Jesus

    2015-01-01

    This study is an attempt to explore the nature of L2 teachers' motivation towards English language learning and their decision to become English teachers. A total of 45 third-year prospective Primary school English teachers at the University of the Balearic Islands completed a small-scale survey adapted from Gardner's Attitude/Motivation Test…

  13. Inclusion Classrooms and Teachers: A Survey of Current Practices

    ERIC Educational Resources Information Center

    Kilanowski-Press, Lisa; Foote, Chandra J.; Rinaldo, Vince J.

    2010-01-01

    This study investigates the current state of inclusion practices in general education classrooms via survey of 71 inclusion teachers currently serving as special educators across the state of New York. Specifically, small group instruction, co-teaching, one-to-one instruction, and planning support are explored in relationship to class size, number…

  14. Case, Teacher and School Characteristics Influencing Teachers' Detection and Reporting of Child Physical Abuse and Neglect: Results from an Australian Survey

    ERIC Educational Resources Information Center

    Walsh, Kerryann; Bridgstock, Ruth; Farrell, Ann; Rassafiani, Mehdi; Schweitzer, Robert

    2008-01-01

    Objective: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. Methods: A sample of 254 teachers completed a self-report questionnaire. They responded to a series of 32…

  15. Attitudes Regarding Inclusion and Perceptions of Support of Early Childhood Teachers in Texas

    ERIC Educational Resources Information Center

    Cox, Jennifer

    2013-01-01

    The purpose of this study was to explore the attitudes and perceptions of early childhood teachers regarding inclusion. Participants included fourteen early childhood teachers in Texas. Participants completed an online survey and participated in synchronous online focus group. Five of the fourteen participants also agreed to complete a face to…

  16. Physical Attacks: An Analysis of Teacher Characteristics Using the Schools and Staffing Survey

    ERIC Educational Resources Information Center

    Williams, Thomas O., Jr.; Ernst, Jeremy V.

    2016-01-01

    This study investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in…

  17. Elementary School Teachers' Beliefs and Emotions: Implications for School Counselors and Counselor Educators

    ERIC Educational Resources Information Center

    Warren, Jeffrey M.; Dowden, Angel R.

    2012-01-01

    An understanding of teacher beliefs and emotions is invaluable for school counselors developing comprehensive counseling programs. This study explored the relationships among elementary school teachers' beliefs and emotions. Teachers (n = 42) completed surveys related to efficacy beliefs, irrational beliefs, and emotions. Significant relationships…

  18. Survey of What Secondary Teachers Read Aloud to Students.

    ERIC Educational Resources Information Center

    Carneal, Ann; Bohning, Gerry

    Prompted by the fact that short and interesting materials suitable for reading aloud to secondary school students are difficult to find, a survey was conducted to compile a list of such materials for dissemination. The 260 respondents included secondary school teachers in all curriculum areas. Results indicated that half the respondents read…

  19. Personalized contact strategies and predictors of time to survey completion: analysis of two sequential randomized trials.

    PubMed

    Dinglas, Victor D; Huang, Minxuan; Sepulveda, Kristin A; Pinedo, Mariela; Hopkins, Ramona O; Colantuoni, Elizabeth; Needham, Dale M

    2015-01-09

    Effective strategies for contacting and recruiting study participants are critical in conducting clinical research. In this study, we conducted two sequential randomized controlled trials of mail- and telephone-based strategies for contacting and recruiting participants, and evaluated participant-related variables' association with time to survey completion and survey completion rates. Subjects eligible for this study were survivors of acute lung injury who had been previously enrolled in a 12-month observational follow-up study evaluating their physical, cognitive and mental health outcomes, with their last study visit completed at a median of 34 months previously. Eligible subjects were contacted to complete a new research survey as part of two randomized trials, initially using a randomized mail-based contact strategy, followed by a randomized telephone-based contact strategy for non-responders to the mail strategy. Both strategies focused on using either a personalized versus a generic approach. In addition, 18 potentially relevant subject-related variables (e.g., demographics, last known physical and mental health status) were evaluated for association with time to survey completion. Of 308 eligible subjects, 67% completed the survey with a median (IQR) of 3 (2, 5) contact attempts required. There was no significant difference in the time to survey completion for either randomized trial of mail- or phone-based contact strategy. Among all subject-related variables, age ≤40 years and minority race were independently associated with a longer time to survey completion. We found that age ≤40 years and minority race were associated with a longer time to survey completion, but personalized versus generic approaches to mail- and telephone-based contact strategies had no significant effect. Repeating both mail and telephone contact attempts was important for increasing survey completion rate. NCT00719446.

  20. When Students Grade Their Teachers: A Validity Analysis of the Tripod Student Survey

    ERIC Educational Resources Information Center

    Kuhfeld, Megan

    2017-01-01

    This article develops a validity argument for the use of the Tripod student survey of instructional practices to assess teacher effectiveness in summative teacher evaluations and professional development decisions. This paper expands upon previous research in three ways: (a) it draws from current validity thinking to examine the evidence for…

  1. Connection between Topic-Specific Teacher Knowledge and Student Performance in Lower Secondary School Mathematics

    ERIC Educational Resources Information Center

    Tchoshanov, Mourat; Quinones, Maria Cruz; Shakirova, Kadriya B.; Ibragimova, Elena N.; Shakirova, Liliana R.

    2017-01-01

    The interpretive cross-case study focused on the examination of connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on division of…

  2. Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance

    ERIC Educational Resources Information Center

    Tchoshanov, Mourat; Cruz, Maria D.; Huereca, Karla; Shakirova, Kadriya; Shakirova, Liliana; Ibragimova, Elena N.

    2017-01-01

    This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge.…

  3. MetLife Survey of the American Teacher: Transitions and the Role of Supportive Relationships, 2004-2005. A Survey of Teachers, Principals and Students

    ERIC Educational Resources Information Center

    MetLife, Inc., 2005

    2005-01-01

    This report is the twenty-second in the series of surveys sponsored annually by MetLife since 1984. This year's report examines the essential aspects in student and educator transitions including the supporting relationships. The current study incorporates the perspectives of key stakeholders in exploring this issue: new public school teachers in…

  4. A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource

    ERIC Educational Resources Information Center

    Hunter, Leah J.; Hall, Cristin M.

    2018-01-01

    Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States…

  5. Changing Pre-Service Teachers' Beliefs to Teach in Inclusive Classrooms in Victoria, Australia

    ERIC Educational Resources Information Center

    Sharma, Umesh

    2012-01-01

    The purpose of this study was to determine the effect of completing a course in inclusive education on pre-service teachers' beliefs and confidence to teach in inclusive classrooms. Twenty seven pre-service teachers completed a survey and concept maps. It was found that participants' beliefs and confidence level to teach in inclusive classrooms…

  6. Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

    ERIC Educational Resources Information Center

    Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

    2017-01-01

    Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…

  7. Teacher Questionnaire: Schools and Staffing Survey. 2011-12 School Year. SASS-4A

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    The Schools and Staffing Survey (SASS) is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education and policymakers a variety of statistics on the condition of education in the United States. The SASS system covers a wide range of topics from teacher demand, teacher and principal…

  8. Teaching Science in the Primary School: Surveying Teacher Wellbeing and Planning for Survival

    ERIC Educational Resources Information Center

    Morgan, Anne-Marie

    2012-01-01

    A teacher-researcher in a primary school setting surveyed the middle years' teachers of her school and those in the local science hub group, to determine their confidence and satisfaction levels in relation to teaching science. Her results confirm feelings of inadequacy and reluctance to teach Science, but also indicate ways that schools can…

  9. Teacher-Board Relations in Virginia: A Case of Perceptual Discontinuity.

    ERIC Educational Resources Information Center

    Carlton, Patrick W.; Johnson, Richard T.

    1981-01-01

    Reports the results of a survey of teachers and school board members in Virginia on their opinions concerning collective bargaining and teacher involvement in militant activities or in political activism to achieve economic goals. The data revealed almost complete disagreement between the two groups. (Author/WD)

  10. Successful Daily Practices of Inclusion Teachers of Children with Down Syndrome.

    ERIC Educational Resources Information Center

    Wolpert, Gloria

    This study asked 230 regular education teachers about their educational practices in teaching students with Down syndrome within their mainstream classes. Teachers completed surveys that asked about background experience; preparation for inclusion and the transition process; classroom information (curriculum, class arrangement, therapies, and…

  11. Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop

    NASA Astrophysics Data System (ADS)

    Sechler, Phares Lochiel Coleman

    State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type

  12. 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…

  13. Meeting NCLB Goals for Highly Qualified Teachers: Estimates by State from Survey Data

    ERIC Educational Resources Information Center

    Blank, Rolf K.; Langesen, Doreen; Laird, Elizabeth; Toye, Carla; de Mello, Victor Bandeira

    2004-01-01

    This article presents results of survey data showing teacher qualifications for their assignments that are comparable from state-to-state as well as data trends over time. The analysis is intended to help state leaders, educators, and others obtain a picture of highly qualified teachers in their state, and to be able to compare their state…

  14. Implementation of Unified English Braille by Teachers of Students with Visual Impairments in the United States

    ERIC Educational Resources Information Center

    Hong, Sunggye; Rosenblum, L. Penny; Campbell, Amy Frank

    2017-01-01

    Introduction: This study analyzed survey responses from 141 teachers of students with visual impairments who shared their experiences about the implementation of Unified English Braille (UEB). Methods: Teachers of students with visual impairments in the United States completed an online survey during spring 2016. Results: Although most respondents…

  15. Integrating art into science education: a survey of science teachers' practices

    NASA Astrophysics Data System (ADS)

    Turkka, Jaakko; Haatainen, Outi; Aksela, Maija

    2017-07-01

    Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science teachers (n = 66). A pedagogical model for science teachers' art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration.

  16. The Role of Values in Preservice Teachers' Decision to Teach

    ERIC Educational Resources Information Center

    Torsney, Benjamin M.; Ponnock, Annette R.; Lombardi, Doug

    2017-01-01

    The current study explored the values preservice teachers use as motivation for pursuing a teaching career. Preservice teachers (N = 97) from a large Northeastern urban university were chosen to complete a survey measuring personal utility value, social utility value, and epistemic value. Data analysis was conducted using exploratory factor…

  17. Preservice teachers' perceived confidence in teaching school violence prevention.

    PubMed

    Kandakai, Tina L; King, Keith A

    2002-01-01

    To examine preservice teachers' perceived confidence in teaching violence prevention and the potential effect of violence-prevention training on preservice teachers' confidence in teaching violence prevention. Six Ohio universities participated in the study. More than 800 undergraduate and graduate students completed surveys. Violence-prevention training, area of certification, and location of student- teaching placement significantly influenced preservice teachers' perceived confidence in teaching violence prevention. Violence-prevention training positively influences preservice teachers' confidence in teaching violence prevention. The results suggest that such training should be considered as a requirement for teacher preparation programs.

  18. Opinions of Upper Elementary Students about a "Good Teacher" (Case Study in Turkey).

    ERIC Educational Resources Information Center

    Aksoy, Naciye

    This study examined the opinions of 170 Turkish elementary students in grades 6-8 about what makes a good teacher. Students completed surveys that asked about how they would describe a good teacher, what a teacher should do to be good, and what they would do and would not do if they were good teachers. Questions were open-ended to elicit student…

  19. Accommodations: Results of a Survey of Alabama Special Education Teachers. Synthesis Report 81

    ERIC Educational Resources Information Center

    Altman, Jason R.; Cormier, Damien C.; Lazarus, Sheryl S.; Thurlow, Martha L.; Holbrook, Marla; Byers, Miriam; Chambers, DaLee; Moore, Margaret; Pence, Nanette

    2010-01-01

    This report contains the findings from a survey of 2,336 special education teachers in the state of Alabama on making and implementing decisions about accommodations. Key findings included: (1) When making instructional accommodations decisions 51% of the survey respondents considered student characteristics as an important factor. Only 12% of…

  20. Determination of in-service needs of Turkish high school science teachers in Istanbul

    NASA Astrophysics Data System (ADS)

    Ogan, Feral

    The purposes of this study were to identify the in-service needs of high school science teachers in Istanbul, Turkey according to the subgroups such as school type and gender and determine the priority obstacles preventing these science teachers from attendance at in-service programs. Moreover, this study aimed to find the other greatest needs of high school science teachers that are not mentioned in the survey instrument. The data for this research was gathered by conducting a survey in Istanbul, Turkey in Fall 2001 and Spring 2002 Semesters. Turkish translation of the modified version of a science teacher's needs inventory, Science Teacher Inventory of Need (STIN), entitled STIN-2 was used as the survey instrument. The subjects consisted of 75 high school science teachers who were selected from 369 high schools by using stratified random sampling in grades nine through eleven. By personally administering the survey, 422 science teachers from 75 high schools completed the survey and a 97% response rate was achieved. The results obtained in this study show that Turkish high school science teachers in Istanbul have a number of shared needs. One other indication is that they also have a number of needs, which are specific to subgroups of those science teachers.

  1. Teachers' Perceptions on Current Piano Use in the Elementary General Music Classroom

    ERIC Educational Resources Information Center

    Baker, Valerie A.

    2017-01-01

    The purpose of this study was to identify teacher opinion of piano use, the amount of piano use, and current purposes for pianos in elementary general music classrooms. A geographically diverse sample of general music teachers (N = 189) completed a piano use survey. The data indicated that teachers felt piano was an important part of elementary…

  2. Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States

    ERIC Educational Resources Information Center

    Hutchison, Amy; Reinking, David

    2011-01-01

    This research explores literacy teachers' perceptions of integrating information communication technologies (ICTs) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICTs, beliefs about…

  3. The Large Area KX Quasar Survey: Photometric Redshift Selection and the Complete Quasar Catalogue

    NASA Astrophysics Data System (ADS)

    Maddox, Natasha; Hewett, P. C.; Peroux, C.

    2013-01-01

    We have completed a large area, ˜600 square degree, spectroscopic survey for luminous quasars flux-limited in the K-band. The survey utilises the UKIRT Infrared Deep Sky Survey (UKIDSS) Large Area Survey (LAS) in regions of sky within the Sloan Digital Sky Survey (SDSS) footprint. We exploit the K-band excess (KX) of all quasars with respect to Galactic stars in combination with a custom-built photometric redshift/classification scheme to identify quasar candidates for spectroscopic follow-up observations. The survey is complete to K≤16.6, and includes >3200 known quasars from the SDSS, with more than 250 additional confirmed quasars from the KX-selection which eluded the SDSS quasar selection algorithm. The selection is >95% complete with respect to known SDSS quasars and >95% efficient, largely independent of redshift and magnitude. The KX-selected quasars will provide new constraints on the fraction of luminous quasars reddened by dust with E(B-V)≤0.5 mag. Several projects utilizing the KX quasars are ongoing, including a spectroscopic campaign searching for dusty quasar intervening absorption systems. The KX survey is a well-defined sample of quasars useful for investigating the properties of luminous quasars with intermediate levels of dust extinction either within their host galaxies or due to intervening absorption systems.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Johnson, Donald M.

    1996-01-01

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

  6. Writing in Mathematics: A Survey of K-12 Teachers' Reported Frequency in the Classroom

    ERIC Educational Resources Information Center

    Kosko, Karl Wesley

    2016-01-01

    Although writing in mathematics has been advocated in practitioner journals, policy documents, and various research, surveys of mathematics teachers between 1988 and 2008 in various English-speaking countries have reported relatively infrequent incorporation into mathematics lessons. Further, much of prior survey research has yielded only…

  7. 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.

  8. Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes

    NASA Astrophysics Data System (ADS)

    Kahn, Sami; Lewis, Anna R.

    2014-12-01

    Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

  9. Teachers' Opinion Survey on the Use of ICT Tools to Support Attendance-Based Teaching

    ERIC Educational Resources Information Center

    Castro Sanchez, Jose Juan; Aleman, Elena Chirino

    2011-01-01

    The present paper reports on the results obtained from a teachers' opinion survey on the use of ICT tools to support of attendance-based teaching. In order to carry out this study, it was necessary to design a questionnaire to collect data among all in-service teachers with access to the university virtual campus. The findings show that…

  10. A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers

    ERIC Educational Resources Information Center

    Ford, Michael P.; Opitz, Michael F.

    2008-01-01

    This study presents the results of a national survey of 1500 K-2 teachers describing understandings and practices related to guided reading. Results focused on five questions: What is the purpose of guided reading groups? What grouping techniques should be used? What texts should be used? How is instruction planned with and away from the teacher?…

  11. Does the Risk Outweigh the Benefits? Adolescent Responses to Completing Health Surveys.

    PubMed

    Shaw, Thérèse; Runions, Kevin C; Johnston, Robyn S; Cross, Donna

    2018-06-01

    The aim of this study is to describe the self-reported experiences of adolescents in population-based samples when completing health-related surveys on topics with varying potential for evoking distress. Survey data were collected in three school-based studies of bullying behaviors (N = 1,771, 12-14 years), alcohol use (N = 823, 12, 15, and 17 years), and electronic image sharing (N = 274, 13 years). Between 5% and 15% of respondents reported being upset at survey completion, but at most 1.4% were entirely negative in their evaluation. Age was not associated with being upset, but younger adolescents were more likely to see benefit in participation. Although concurrent mental health symptoms increased the risk of being upset, this was mostly mitigated by perceived benefits from participation. © 2017 Society for Research on Adolescence.

  12. "Almost Everything We Do Includes Inquiry": Fostering Inquiry-Based Teaching and Learning with Preschool Teachers

    ERIC Educational Resources Information Center

    Hollingsworth, Heidi L.; Vandermaas-Peeler, Maureen

    2017-01-01

    Given the increased emphasis on science in early learning standards, two studies were conducted to investigate preschool teachers' efficacy for teaching science and their inquiry-based teaching practices. Fifty-one teachers completed a survey of their efficacy for teaching science and understanding of inquiry methods. Teachers reported moderate…

  13. Teacher Beliefs regarding Grade Retention in an Urban Elementary School

    ERIC Educational Resources Information Center

    Gilmore-Hook, Toni

    2011-01-01

    The purpose of this study was to determine if exposure to a research-based presentation on grade retention, including the academic, socio-emotional and behavioral outcomes, would yield a change in teacher beliefs regarding retention as an intervention strategy. Teachers from a small urban school district were asked to complete a pre-survey, view a…

  14. The Change in Epistemological Beliefs and Beliefs about Teaching and Learning: A Study among Pre-Service Teachers

    ERIC Educational Resources Information Center

    Chai, Ching Sing; Teo, Timothy; Lee, Chwee Beng

    2009-01-01

    This study investigated the change in Singaporean pre-service teachers' epistemological beliefs and beliefs about learning and teaching over the course of a teacher preparation program. An online survey was administered during the first week of a nine-month program and the same survey was administered after the 413 participants had completed all…

  15. The Metropolitan Life Survey of the American Teacher, 2000: Are We Preparing Students for the 21st Century?

    ERIC Educational Resources Information Center

    Axelrod, Anne; Markow, Dana

    2000-01-01

    "The Metropolitan Life Survey of the American Teacher, 2000: Are We Preparing Students for the 21st Century?" examines teachers', students', and parents' views on where students are headed and how prepared they will be to reach their future goals. This report is part of an annual series of national surveys conducted since 1984 for MetLife by…

  16. Deaf Education Services in Southern Regions of Vietnam: A Survey of Teacher Perceptions and Recommendations

    ERIC Educational Resources Information Center

    Nelson, Lauri H.

    2015-01-01

    Purpose: This survey study explored teacher perceptions regarding services for children who are deaf or hard of hearing in southern regions of Vietnam, including educational successes and challenges, the availability and use of hearing technology, and teacher recommendations for improving child outcomes. Method: Using a cross-sectional survey…

  17. A Mixed Methods Survey Research Study of Novice Special Education Teachers: Investigation of Reading Preparedness

    ERIC Educational Resources Information Center

    Stratton, Mary P.

    2017-01-01

    Novice special education teachers have become an integral part of the public and private school systems throughout Pennsylvania. This mixed-methods research study explored the expertise and preparedness of current novice special education teachers. A combination of an electronic survey questionnaire and phone and face-to-face interviews were…

  18. Survey of handwriting instruction practices of elementary teachers and educational programs: implications for occupational therapy.

    PubMed

    Donica, Denise K; Larson, Michelle H; Zinn, Abbey A

    2012-01-01

    ABSTRACT The purpose of this study was to investigate perceptions of elementary school teachers on training in handwriting instruction received during their education, as well as their current classroom practices. The quantity and quality of training in handwriting instruction provided by baccalaureate degree-granting teacher education programs in North Carolina was also examined. An online survey was administered to each population identified to inquire about handwriting instruction practices. Results from 505 teachers and 16 professors indicated that while handwriting instruction content is valued by both teachers and professors, varied levels of training were provided to the teachers. Implications for occupational therapy practice are discussed including strategies for school-based therapists.

  19. Reading Practices of Pre-Service Teachers in the United States

    ERIC Educational Resources Information Center

    Huang, SuHua

    2017-01-01

    The purpose of this mixed method study was to investigate the reading practices of pre-service teachers in the United States. A total of 395 (38 male and 357 female) pre-service teachers completed a self-reported survey. In addition, 45 (10 males and 35 females) of the 395 voluntarily agreed to participate in interviews and classroom observations.…

  20. Affirmative Action Survey: Non Teacher-Certificated Female Staff. Prepared for the Non Teacher-Certificated Affirmative Action Advisory Committee.

    ERIC Educational Resources Information Center

    Peebles, Dorothy

    This report presents findings of a survey of female staff members (secretaries, administrative assistants, clerks, matrons, psychoeducational consultants, teachers' aides, etc) in order to gain statistical evidence on which to build programs and formulate recommendations to improve their working conditions. Questionnaires were used in the survey…

  1. Preservice Teachers' Perceptions of Learning Science Methods through Hybridizing Asynchronous and Traditional Experiences

    ERIC Educational Resources Information Center

    Thomas, Jeff

    2011-01-01

    This study addresses preservice teachers' perceptions toward online experiences, specifically, their perceptions about utilizing an online science methods curriculum versus a traditional methods curriculum. Thirty-eight senior level preservice teachers at a midwestern U.S. university completed surveys about their experiences during their methods…

  2. Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers

    ERIC Educational Resources Information Center

    Yow, Jan A.; Eli, Jennifer A.; Beisiegel, Mary; McCloskey, Andrea; Welder, Rachael M.

    2016-01-01

    Sixty-nine recently graduated doctoral students in mathematics education completed a survey to determine their perceptions of transitioning from a doctoral program into an academic position at an institution of higher education. Research literature for novice mathematics school teachers was also reviewed to document their experiences transitioning…

  3. Perceptions of Early-Career School Music Teachers Regarding Their Preservice Preparation

    ERIC Educational Resources Information Center

    Legette, Roy M.

    2013-01-01

    The purpose of the present study was to examine the perceptions of early-career music teachers regarding their preservice music education program, with respect to its success in developing competencies needed to be effective in school music classrooms. An online survey was completed by 101 school music teachers designed to elicit responses related…

  4. Ten years (1990--1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum: Teachers' implementation practices and perceptions

    NASA Astrophysics Data System (ADS)

    Paul, Regina J.

    This study examined the success rate of IEEIA inservice training, and attempted to identify key variables that influenced successful implementation of the IEEIA curriculum. The study used both quantitative and qualitative methods to obtain in-depth data. The total sample consisted of 251 participants; 132 usable surveys were returned resulting in a 53% response rate. The quantitative phase of the study consisted of a nine-page survey. The survey was designed to determine the effectiveness of inservice teacher training for the implementation of IEEIA, teachers' implementation, and their perceptions of the effectiveness of the inservice, the impact using IEEIA had on students and themselves, and barriers that prevented complete implementation. Additional analyses examined the relationships between use of the approach with the variables of length and type of training, and support types teachers received. The second phase analyzed both comments written by the respondents on their surveys, and eight teacher interviews. The research found that teachers perceived their workshops to be between moderately to very effective in helping them develop skills related to IEEIA and for teaching them how to implement it with students. Analyses revealed that teachers who received extended training or attended multiple inservices tended to use IEEIA more than teachers who did not. However, the number of years the teachers had been using the approach had a stronger influence for addressing the action components. Over half of the teachers had used the approach. Support after the inservice was important to implementation. The component of having students conduct an actual issue investigation was addressed the most. Fewer teachers addressed the final component of action by having their students resolve the issues they investigated. However, the teachers who fully implemented IEEIA had students who were active in their communities. Teachers perceived using the approach resulted in positive

  5. The impact of a student's suicide: Teachers' perspectives.

    PubMed

    Kõlves, Kairi; Ross, Victoria; Hawgood, Jacinta; Spence, Susan H; De Leo, Diego

    2017-01-01

    The impact of suicide of adolescents is devastating, yet little is known about the distressing impact for teachers. The aim of this study therefore is to explore the impact student suicide on teachers' personal and professional lives. A cross-sectional anonymous online survey of primary and secondary school teachers was conducted in Australia. The Impact of Event Scale - Revised, questions about personal and professional impact, help seeking, perceived needs and experiences after student's suicide were included in the analysis. In total, 229 teachers commenced the questionnaire, with 138 (60.3%) completing the full questionnaire. Questions about exposure to students' suicide were completed by 145 teachers (63.3%). In total, 35.9% (n=52) were exposed to at least the suicide of one student (two or more: 54.8%). The most recent suicide of a student had (some or great) impact on the personal life of 76% of teachers and on the professional life of 85.7%. Impact on personal life was significantly higher for female teachers. The most frequent source for help seeking was family or partner (65.3%); use of professional help was also reported, with the school counsellor being the most frequent (30.6%). Following the most recent suicide of a student, 27.1% of teachers exposed to suicide felt that they needed more support. The potential for selection bias through the use of an online survey, and the relatively small sample. The study showed high levels of distress among teachers after exposure to a student's suicide and greater need for help than that obtained. Copyright © 2016 Elsevier B.V. All rights reserved.

  6. Harassment in Workplace Among School Teachers: Development of Survey

    PubMed Central

    Russo, Andrea; Milić, Ranko; Knežević, Bojana; Mulić, Rosanda; Mustajbegović, Jadranka

    2008-01-01

    Aim To study the incidence of harassment in the workplace among teachers at primary and secondary schools. Methods We analyzed the existing questionnaires on harassment in the workplace and developed a new one was to specifically address harassment of teachers in the public education sector. The questionnaire was then experimentally applied to a sample of 764 primary and secondary school teachers in Split Dalmatia County, Croatia. It included three scales –exposure to harassment, witnessing harassment, and disturbance by harassment. Validity of the three scales was examined by factor analysis. Results All three scales showed satisfactory metric characteristics: Cronbach α coefficient was 0.93 for exposure scale, 0.95 for witnessing scale, and 0.97 for disturbance scale. Out of 764 teachers surveyed, 164 (22.4%) were exposed to and 192 (31.7%) witnessed different kinds of harassment in the previous 12 months. There were significantly more of those who experienced harassment as witnesses (χ21 = 249.301; P < 0.001) than as direct victims. Eighty-six teachers (11.5%) reported having psychological and 76 (10.1%) physical health problems caused by their work. Exclusion as a consequence of harassment disturbed women more than men (χ21 = 5.27; P = 0.022). Those who were exposed to harassment had significantly lower median age (42; range 23-68) than those who were not exposed (45; range 23-65) (U = 31401.50; z = 2.129; P = 0.033). Conclusion The questionnaire registered wide spectrum of harassment types, indicating the need for continuous monitoring and systematic work on the prevention of these phenomena. The study showed that exposure to harassment is associated with age, indicating that younger teachers should be the target population for detection and prevention of workplace harassment. PMID:18717002

  7. Do teachers have more health problems? Results from a French cross-sectional survey.

    PubMed

    Kovess-Masféty, Viviane; Sevilla-Dedieu, Christine; Rios-Seidel, Carmen; Nerrière, Eléna; Chan Chee, Christine

    2006-04-21

    Although only a few studies have been published on teachers' health, certain ideas are widely accepted, such as for example, the preconceived notion that teachers suffer from an excessively high rate of mental health problems. The objective of this study is to compare teachers' mental and physical health to that of a control group. A cross-sectional postal survey was conducted among a sample of 3,679 teachers and 1,817 non-teachers aged 20 to 60 years old. No lifetime prevalence of any psychiatric disorder (with the exception of undifferentiated somatoform disorder in men) or mean scores of psychological distress were found to be significantly higher in teachers. However, multiple analyses, adjusted for all confounding variables, revealed a higher risk of lifetime anxiety disorders in male teachers. On the other hand, significant differences were observed for some physical ailments: a higher lifetime prevalence of rhinopharyngitis/laryngitis in both male and female teachers, of conjunctivitis and lower urinary tract infection in male teachers and of bronchitis, eczema/dermatitis and varicose veins in female teachers. No significant difference was found for chronic pain between the two groups. Teachers do not seem to have poorer mental health. However, their physical condition is characterized by a higher prevalence of health problems related to the ENT tract, and to a lesser extent, depending on the gender, to skin, eyes, legs and lower urinary tract.

  8. Community and Conformity: A National Survey Contrasting Rural, Suburban, and Urban Lesbian, Gay Male, and Bisexual Public School Teachers.

    ERIC Educational Resources Information Center

    Juul, Thomas P.

    This study used data from a national survey of homosexual and bisexual public school teachers to explore differences among participants in rural, suburban, and urban schools. A survey was sent to 1,350 participants through national, state, and urban based gay teacher organizations. Of those sampled, 904 responded. Findings included the following:…

  9. Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

    PubMed

    Pagliaro, Claudia M; Kritzer, Karen L

    The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

  10. The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

    ERIC Educational Resources Information Center

    Briley, Jason S.

    2012-01-01

    Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

  11. Efficacy Beliefs of Special Educators: The Relationships among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction

    ERIC Educational Resources Information Center

    Viel-Ruma, Kim; Houchins, David; Jolivette, Kristine; Benson, Gwen

    2010-01-01

    In order to examine the relationship between reported levels of teacher self-efficacy, collective efficacy, and job satisfaction in special educators, teachers in one school district completed three surveys measuring these constructs. The results indicated that teacher self-efficacy had a direct effect on job satisfaction. It was further found…

  12. Comparison of perceptions among rural versus nonrural secondary science teachers: A multistate survey

    NASA Astrophysics Data System (ADS)

    Baird, William E.; Preston Prather, J.; Finson, Kevin D.; Oliver, J. Steve

    A 100-item survey was distributed to science teachers in eight states to determine characteristics of teachers, schools, programs, and perceived needs. Results from 1258 secondary science teachers indicate that they perceive the following to be among their greatest needs: (1) to motivate students to want to learn science; (2) to discover sources of free and inexpensive science materials; (3) to learn more about how to use computers to deliver and manage instruction; (4) to find and use materials about science careers; and (5) to improve problem solving skills among their students. Based on whether teachers classified themselves as nonrural or rural, rural teachers do not perceive as much need for help with multicultural issues in the classroom or maintaining student discipline as their nonrural peers. Rural teachers report using the following classroom activities less often than nonrural teachers: cooperative learning groups, hands-on laboratory activities, individualized strategies, and inquiry teaching. More rural than nonrural teachers report problems with too many class preparations per day, a lack of career role models in the community, and lack of colleagues with whom to discuss problems. Among all secondary science teachers, the most pronounced problems reported by teachers were (in rank order): (1) insufficient student problem-solving skills; (2) insufficient funds for supplies; (3) poor student reading ability; (4) lack of student interest in science: and (5) inadequate laboratory facilities.

  13. Early Childhood Education Teachers: Life History, Life Course, and the Problem of Family-Work Balance

    ERIC Educational Resources Information Center

    Bullough, Robert V., Jr.

    2016-01-01

    In contrast to the wider education literature, rather little is known about the lives of early childhood education (ECE) teachers and the impact of those lives on their practice. Drawing on surveys completed by Head Start assistant and lead teachers, teacher lifelines, and interviews, and through the lens of life-course theory, the author portrays…

  14. Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses

    ERIC Educational Resources Information Center

    Caruana, Vicki; Woodrow, Kelli; Pérez, Luis

    2015-01-01

    The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformative experiences. This study examined pre-service teachers' critical reflection of the course…

  15. A Report of the Responses of Botswana Junior Secondary School Teachers on the Three Subscales of the Teachers' Sense of Efficacy Scale (TSES)

    ERIC Educational Resources Information Center

    Dibapile, Waitshega Tefo Smitta

    2012-01-01

    The focus of this paper is to present the findings of the study on teacher efficacy and classroom management. To collect data a survey was administered to 1006 Botswana participants. Out of 1006 participants only 6 did not complete the survey. Pearson-product moment correlation was computed to analyze the data using Statistical Package of Social…

  16. Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

    PubMed

    Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A

    2018-03-08

    The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all

  17. 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…

  18. Modeling the Determinants of Pre-Service Teachers' Perceived Usefulness of E-Learning

    ERIC Educational Resources Information Center

    Teo, Timothy

    2011-01-01

    Purpose: The purpose of this paper is to explore the determinants of pre-service teachers' perceived usefulness of e-learning for teaching and learning. Design/methodology/approach: A total of 189 pre-service teachers completed a survey questionnaire measuring their responses to four constructs which explain perceived usefulness in the context of…

  19. Preparing Teachers to Train the Next Generation of Scientists with the AMS DataStreme Project

    NASA Astrophysics Data System (ADS)

    Abshire, W. E.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

    2016-12-01

    K-12 teacher professional development rich in content and pedagogical methods and materials for implementation of STEM concepts in the classroom will enhance teacher preparation and practice, and ultimately student learning is the purpose of the American Meteorological Society (AMS) DataStreme Project. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams across the country in coordination with AMS Education Program scientists and educators. Participants may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each course and construction of a Plan of Action for peer-training. Peer training is a key focus of DataStreme. Based on survey results, a DataStreme participant impacts an average of up to 10 other teachers and over 350 students within two years of training. Therefore, the 220 teachers who completed a DataStreme course in fall 2015 will likely reach over 2000 teachers and close to 77,000 students within two years. Further, DataStreme improves teachers' pedagogical abilities. According to the fall 2015 pre-survey of DataStreme ECS participants, approximately 15% of participants rated their pedagogical abilities in the Superior or Exemplary levels (highest rankings). On the post-survey, 59% of participants fell in these categories, clearly highlighting the positive shift. This survey also revealed teachers' ability to use climate-science content to stimulate student interests. The AMS looks to further this success with redevelopment of a previously offered K-12 teacher professional development course focused on water. From 2001-2008, AMS offered DataStreme Water in the Earth System, training 3145 teachers on the global water cycle. AMS is eager to continue helping teachers and students improve their understanding of water processes and overall environmental science literacy.

  20. The MetLife Survey of the American Teacher: Preparing Students for College and Careers

    ERIC Educational Resources Information Center

    MetLife, Inc., 2011

    2011-01-01

    "The MetLife Survey of the American Teacher: Preparing Students for College and Careers" was conducted by Harris Interactive and is the twenty-seventh in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This MetLife Survey examines the priority that all students graduate from high school prepared…

  1. From Zero to Sixty: A Survey of College Writing Teachers' Grading Practices and the Affect of Failed Performance

    ERIC Educational Resources Information Center

    Babb, Jacob; Corbett, Steven J.

    2016-01-01

    Drawing on results from a survey distributed nationally through the WPA and WCenter listservs, we examine the affective aspect of failure in teachers' responses to student writing, aiming to pinpoint teachers' perceptions of why students fail. Overall, we posit that writing studies needs to pay closer attention to teachers' emotional responses to…

  2. The Anthropogenic "Greenhouse Effect": Greek Prospective Primary Teachers' Ideas about Causes, Consequences and Cures

    ERIC Educational Resources Information Center

    Ikonomidis, Simos; Papanastasiou, Dimitris; Melas, Dimitris; Avgoloupis, Stavros

    2012-01-01

    This study explores the ideas of Greek prospective primary teachers about the anthropogenic greenhouse effect, particularly about its causes, consequences and cures. For this purpose, a survey was conducted: 265 prospective teachers completed a closed-form questionnaire. The results showed serious misconceptions in all areas (causes, consequences…

  3. Mississippi Survey Completed

    Treesearch

    R. L. Johnson

    1958-01-01

    Mississippi forests are now growing more pine but less hardwood than is being cut, according to a new survey of the State's forest resources. But because many timber stands are not fully stocked, growth is only about half the potential.

  4. The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers: Results of a Questionnaire Survey

    ERIC Educational Resources Information Center

    Nathanson, Steven; Pruslow, John; Levitt, Roberta

    2008-01-01

    This article describes a questionnaire survey of 747 students enrolled in a graduate school of education, who are currently teachers or prospective teachers. The Literacy Habits Questionnaire, developed by Applegate and Applegate, was administered in September 2006. Findings suggest a high prevalence of aliteracy, the ability to read but a…

  5. The Development and Validation of a Teacher Preparation Program: Follow-Up Survey

    ERIC Educational Resources Information Center

    Schulte, Laura E.

    2008-01-01

    Students in my applied advanced statistics course for educational administration doctoral students developed a follow-up survey for teacher preparation programs, using the following scale development processes: adopting a framework; developing items; providing evidence of content validity; conducting a pilot test; and analyzing data. The students…

  6. Report of the Detroit Public Schools Kindergarten Teacher Survey, 1999-2000.

    ERIC Educational Resources Information Center

    Washington, Joyce, A.

    This study surveyed regular and extended-day kindergarten teachers in the Detroit public school system. Key findings included the following: (1) most respondents (63.6 percent) had 5 or more years experience in their current position; (2) respondents reported an average class size of 22.7 to 30.4 students; (3) most respondents perceived that their…

  7. Examination of Applicant Profiles for Admission into and Completion of an Online Secondary Teacher Certification Program

    ERIC Educational Resources Information Center

    Denton, Jon J.; Davis, Trina J.; Capraro, Robert M.; Smith, Ben L.; Beason, Lynn; Graham, B. Diane; Strader, R. Arlen

    2007-01-01

    The purpose of this research was to determine whether particular biographic and academic characteristics would predict whether an applicant would matriculate into and successfully complete an online secondary teacher certification program for Texas public schools. Extensive biographic data on applicants were compiled into a program data base…

  8. Exploring the Early Literacy Practices of Teachers of Infants, Toddlers, and Preschoolers with Visual Impairments

    ERIC Educational Resources Information Center

    Murphy, Jeanne Lovo; Hatton, Deborah; Erickson, Karen A.

    2008-01-01

    Practices endorsed by 192 teachers of young children with visual impairments who completed an online early literacy survey included facilitating early attachment (70%), providing early literacy support to families (74%), and providing adaptations to increase accessibility (55%). Few teachers reported using assistive technology, providing…

  9. Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms

    NASA Astrophysics Data System (ADS)

    Goos, Merrilyn; Bennison, Anne

    2008-12-01

    For many years, education researchers excited by the potential for digital technologies to transform mathematics teaching and learning have predicted that these technologies would become rapidly integrated into every level of education. However, recent international research shows that technology still plays a marginal role in mathematics classrooms. These trends deserve investigation in the Australian context, where over the past 10 years secondary school mathematics curricula have been revised to allow or require use of digital technologies in learning and assessment tasks. This paper reports on a survey of mathematics teachers' use of computers, graphics calculators, and the Internet in Queensland secondary schools, and examines relationships between use and teachers' pedagogical knowledge and beliefs, access to technology, and professional development opportunities. Although access to all forms of technology was a significant factor related to use, teacher beliefs and participation in professional development were also influential. Teachers wanted professional development that modelled planning and pedagogy so they could meaningfully integrate technology into their lessons in ways that help students learn mathematical concepts. The findings have implications not only for resourcing of schools, but also for designing professional development that engages teachers with technology in their local professional contexts.

  10. Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs.

    PubMed

    Fromme, H Barrett; Whicker, Shari A; Paik, Steve; Konopasek, Lyuba; Koestler, Jennifer L; Wood, Beverly; Greenberg, Larrie

    2011-06-01

    We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.

  11. How Portuguese and American teachers plan for literacy instruction.

    PubMed

    Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

    2016-04-01

    This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning.

  12. Which long-term care residents should be asked to complete a customer satisfaction survey?

    PubMed

    Van De Water, Margaret S; Kutner, Michael; Parmelee, Patricia A; Johnson, Theodore

    2003-01-01

    (1) To compare staff members' opinions of long-term care (LTC) residents' ability to complete a customer satisfaction survey (CSS) with a measure of cognition (MDS-COGS) derived from Minimum Data Set data; and (2) to examine the association between CSS answer reliability and MDS-COGS score. Retrospective comparison of the staff's assessment and MDS-COGS score for each respondent, as well as a prospective comparison of MDS-COGS scores with reliability measures from repeated survey administration. A 100-bed Veterans Affairs (VA) nursing home. We administered a CSS designed by our VA network following an assigned protocol. We later calculated each respondent's MDS-COGS score (grouped into 4 categories) and compared it with the staff's opinion of whether that resident was "capable of responding" (yes/no) to a CSS. We subsequently modified the CSS for low reading level and low vision, and randomly selected 40 LTC residents for repeated survey administration (T1 and T2 1 week later). Test-retest reliability was estimated by examining the extent to which T1 and T2 answers agreed (agreed exactly; meaningfully agreed as defined by VA network personnel who designed the survey; or meaningfully agreed as decided by paper authors). Staff judged that 25 of 76 LTC residents were not and 51 of 76 were capable of responding to the CSS. In 82% of cases, MDS-COGS score category and staff opinion agreed ("no cognitive impairment"/"mild-moderate cognitive impairment" with "able to complete"; and "moderate-severe cognitive impairment"/"severe cognitive impairment" with "unable to complete"). Cohen's kappa was 0.57 with a P value of <0.001. Of the 40 LTC residents randomly selected for repeated survey administration, 32 successfully completed surveys at T1 and T2. Higher MDS-COGS scores, suggesting greater cognitive impairment, were significantly associated with lower answer reliability. The answers given by LTC residents changed meaningfully (by network criteria) from T1 to T2 by 12

  13. Findings from the Pilot Teacher Compensation Survey: School Year 2005-06. First Look. NCES 2008-440

    ERIC Educational Resources Information Center

    Johnson, Frank; Cornman, Stephen

    2008-01-01

    This report presents findings from the Pilot Teacher Compensation Survey (TCS), which collected data for school year 2005-2006. This pilot collection is a research and development effort to see if it is possible to collect and publish teacher-level data from the administrative records residing in state departments of education. Seven states…

  14. The Leadership Role of the Teacher Librarian in Technology Integration: Early Results of a Survey of Highly Certified Teacher Librarians in the United States

    ERIC Educational Resources Information Center

    Everhart, Nancy; Mardis, Marcia A.; Johnston, Melissa

    2010-01-01

    In 2008, the United States' Institute for Museum and Library Services funded Project Leadership-in-Action (LIA) that included surveys of the technology integration practices of teacher librarian leaders with National Board Certification. Preliminary 2009 survey results suggested that the 295 respondents worked in well-resourced libraries with…

  15. Teachers Use of Writing to Support Students' Learning in Middle School: A National Survey in the United States

    ERIC Educational Resources Information Center

    Ray, Amber B.; Graham, Steve; Houston, Julia D.; Harris, Karen R.

    2016-01-01

    A random sample of middle school teachers (grades 6-9) from across the United States was surveyed about their use of writing to support students' learning. The selection process was stratified so there were an equal number of English language arts, social studies, and science teachers. More than one-half of the teachers reported applying 15 or…

  16. Attitude, knowledge and behaviour towards evidence-based medicine of physical therapists, students, teachers and supervisors in the Netherlands: a survey.

    PubMed

    Scholten-Peeters, Gwendolijne G M; Beekman-Evers, Monique S; van Boxel, Annemiek C J W; van Hemert, Sjanna; Paulis, Winifred D; van der Wouden, Johannes C; Verhagen, Arianne P

    2013-08-01

    Evidence-based medicine (EBM) has gained widespread acceptance in physical therapy. However, because little is known about the attitudes, knowledge and behaviour of physical therapists towards EBM, and their participation in research to generate EBM, we explored these aspects among physical therapy students, teachers, supervisors and practising physical therapists. This is a cross-sectional survey in which participants completed a web-based questionnaire to determine their attitudes, knowledge and behaviour regarding EBM, and their participation in research. Questionnaires were sent to 814 participants of which 165 were returned. The overall mean score for attitude was 4.3 [standard deviation (SD) 1.0; range 1-7], which indicates a weak positive attitude. Teachers scored the highest (4.9, SD 1.2) and students the lowest (4.1, SD 0.8). Although most participants had some understanding of the technical terms used in EBM, only teachers felt able to explain these terms to others. Of the students, 45% rated their perceived EBM knowledge as bad and 45% as average, whereas 78% of the teachers considered that they had good knowledge. To answer clinical questions, most students generally use textbooks (96%) and the opinion of their supervisors (87.7%). There is a weak positive attitude of physical therapists, teachers, supervisors and students towards participating in research in general practice, but there is a lack of knowledge and active behaviour regarding EBM, especially among physical therapy students. © 2011 John Wiley & Sons Ltd.

  17. Professional Development for Language Teachers: Preparing Educators for the 21st Century. 1998 State Survey.

    ERIC Educational Resources Information Center

    Lucke, Melinda Rae, Comp.

    The survey, using data gathered from state foreign language association presidents and state foreign language supervisors and a number of other sources, investigated issues in professional development for language teachers. Forty-six out of 50 states responded to the survey, but not all of the states responded to each quotation. The survey…

  18. Student Teachers' Prior Experiences of History, Geography and Science: Initial Findings of an All-Ireland Survey

    ERIC Educational Resources Information Center

    Waldron, Fionnuala; Pike, Susan; Varley, Janet; Murphy, Colette; Greenwood, Richard

    2007-01-01

    Research into student teachers' perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in…

  19. An Investigation into Pre-Service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology

    ERIC Educational Resources Information Center

    Hinton, Vanessa; Flores, Margaret; Burton, Megan; Curtis, Rebecca

    2015-01-01

    The purpose of this mixed method study was to investigate future special education teachers' preparation for effectively teaching mathematics. During the last semester of their program, pre-service special education teachers completed elementary level mathematics computation and problem solving assessments, a mathematics efficacy beliefs survey,…

  20. Scrutinizing a Survey-Based Measure of Science and Mathematics Teacher Knowledge: Relationship to Observations of Teaching Practice

    NASA Astrophysics Data System (ADS)

    Talbot, Robert M.

    2017-12-01

    There is a clear need for valid and reliable instrumentation that measures teacher knowledge. However, the process of investigating and making a case for instrument validity is not a simple undertaking; rather, it is a complex endeavor. This paper presents the empirical case of one aspect of such an instrument validation effort. The particular instrument under scrutiny was developed in order to determine the effect of a teacher education program on novice science and mathematics teachers' strategic knowledge (SK). The relationship between novice science and mathematics teachers' SK as measured by a survey and their SK as inferred from observations of practice using a widely used observation protocol is the subject of this paper. Moderate correlations between parts of the observation-based construct and the SK construct were observed. However, the main finding of this work is that the context in which the measurement is made (in situ observations vs. ex situ survey) is an essential factor in establishing the validity of the measurement itself.

  1. Harassment in workplace among school teachers: development of a survey.

    PubMed

    Russo, Andrea; Milić, Ranko; Knezević, Bojana; Mulić, Rosanda; Mustajbegović, Jadranka

    2008-08-01

    To develop a questionnaire on harassment in the workplace among teachers at primary and secondary schools. We analyzed the existing questionnaires on harassment in the workplace and developed a new one was to specifically address harassment of teachers in the public education sector. The questionnaire was then experimentally applied to a sample of 764 primary and secondary school teachers in Split Dalmatia County, Croatia. It included three scales -exposure to harassment, witnessing harassment, and disturbance by harassment. Validity of the three scales was examined by factor analysis. All three scales showed satisfactory metric characteristics: Cronbach alpha coefficient was 0.93 for exposure scale, 0.95 for witnessing scale, and 0.97 for disturbance scale. Out of 764 teachers surveyed, 164 (22.4%) were exposed to and 192 (31.7%) witnessed different kinds of harassment in the previous 12 months. There were significantly more of those who experienced harassment as witnesses (chi(2)(1)=249.301; P<0.001) than as direct victims. Eighty-six teachers (11.5%) reported having psychological and 76 (10.1%) physical health problems caused by their work. Exclusion as a consequence of harassment disturbed women more than men (chi(2)(1)=5.27; P=0.022). Those who were exposed to harassment had significantly lower median age (42; range 23-68) than those who were not exposed (45; range 23-65) (U=31401.50; z=2.129; P=0.033). The questionnaire registered wide spectrum of harassment types, indicating the need for continuous monitoring and systematic work on the prevention of these phenomena. The study showed that exposure to harassment is associated with age, indicating that younger teachers should be the target population for detection and prevention of workplace harassment.

  2. Development of a Survey to Measure Self-Efficacy and Attitudes toward Web-Based Professional Development among Elementary School Teachers

    ERIC Educational Resources Information Center

    Kao, Chia-Pin; Tsai, Chin-Chung; Shih, Meilun

    2014-01-01

    The major purpose of this study was to develop a survey to measure elementary school teachers' self-efficacy for web-based professional development. Based on interviews with eight elementary school teachers, three scales of web-based professional development self-efficacy (WPDSE) were formed, namely, general self-efficacy (measuring teachers'…

  3. To See or Not to See: Preservice Teacher Attitudes toward Color Blindness

    ERIC Educational Resources Information Center

    Kreamelmeyer, Kathleen; Kline, Anthony; Zygmunt, Eva; Clark, Patricia

    2016-01-01

    This study examined the perspectives of 85 undergraduate preservice teacher candidates engaged in a required survey course on diversity at a midsized Midwestern university. Candidates completed the Common Beliefs Survey at both the beginning and end of the 16-week semester. Quantitative analysis of the pre- and postcourse Likert ratings of…

  4. Rural elementary students', parents', and teachers' perceptions of bullying.

    PubMed

    Stockdale, Margaret S; Hangaduambo, Saidou; Duys, David; Larson, Karl; Sarvela, Paul D

    2002-01-01

    To examine the prevalence and correlates of bullying in 7 rural elementary schools from students', parents', and teachers' perspectives. Surveys were completed by 739 fourth, fifth, and sixth grade students, 367 parents, and 37 teachers. Students tended to report higher prevalence of bullying than did parents or teachers, and their reports were associated with aggression, attitudes toward violence, and perceptions of school safety. Bullying behavior is prevalent in rural elementary schools and is indicative of aggression and proviolence attitudes. Parents and teachers need to pay closer attention to bullying behavior among schoolchildren and to impart their knowledge to children in a comprehensive, coordinated manner.

  5. A Science Teacher Experience in the Sumatra Earthquake and Tsunami Offshore Survey Expedition of May 2005

    NASA Astrophysics Data System (ADS)

    Moran, K.; Holt, S.; Grilli, S.

    2005-12-01

    Through the NSF-funded ARMADA Project, K-12 teachers can participate in scientific expeditions to gain a first-hand, and usually exciting, research experience. ARMADA Master Teachers decode this research opportunity that includes data collection and experimentation, into methodology development, and technology for use in their classrooms. Their experiences have broader impact because each teacher mentors other teachers in their school district and directly participates in the National Science Teachers Association Annual Convention to share the knowledge to an even broader educational audience. A science teacher, Susan Holt (from Arcadia High School in Phoenix, Arizona) participated as part of an international scientific party on a recent cruise to study the seafloor in the area of the December 26th Great Sumatra earthquake and tsunami-the Sumatra Earthquake And Tsunami Offshore Survey (SEATOS). She participated in all aspects of the expedition: geophysical surveys, Remotely Operated Vehicle (ROV) "watch", sample preparation and recovery, science planning and review meetings, and by interacting with the expert ship's crew. Susan posted reports regularly on a website and prepared a daily log that that was useful not only for her students, but also for other teachers in the Scottsdale Unified School District in Arizona and the Montgomery County School District in Tennessee, science team members' families, friends, and local press. Overall, the experience benefited all parties: the teacher by learning and experiencing a shipboard geophysical operation; the scientists by Susan's fresh perspective that encouraged everyone to re-examine their first assumptions and interpretations; the SEATOS expedition by Susan's assistance in science operations; and the shipboard environment where she was able to break down the typical artificial barriers between the science `crew' and the ship's crew through frank and open dialogue. We present a summary of the SEATOS expedition, the

  6. Comparing the Effects of Suburban and Urban Field Placements on Teacher Candidates' Experiences and Perceptions of Family Engagement in Middle and High Schools

    ERIC Educational Resources Information Center

    Bergman, Daniel J.

    2013-01-01

    Two groups of teacher candidates completed a survey based on the Parent Teacher Association's National Standards for Family-School Partnerships at the start and end of the semester of a general methods course and corresponding fieldwork (practicum) experience. One group of participants (N[subscript "S"] = 60) completed their clinical…

  7. The impact of federal policy on teachers' use of science manipulatives: A survey of teacher philosophy and practices

    NASA Astrophysics Data System (ADS)

    Helgoe, Catherine A.

    Recently, educators in public K-12 schools have added testing of science knowledge to the measures of Adequate Yearly Progress required by the federal No Child Left Behind (NCLB) legislation. Research of the impact of NCLB policy on general teaching practices had credited the policy with improving instruction; however, negative impacts noted included the concern that teachers "teach to the test," narrowing the curriculum. Testing as an assessment strategy was not advocated by the professional educators and scientists responsible for the National Science Education Standards (NSES). Results from previous studies pointed to a potential conflict between the NCLB reforms and the National Science Education Standards science standards, in which teachers might reduce or eliminate hands-on activities and other constructivist practices in order to focus class time on other topics and tasks. Most research on NCLB policy, however, had not evaluated instructional practices regarding science education. This study examined the relationship among teacher beliefs, specifically the strength of their constructivist versus traditional beliefs, teachers' responses to NCLB policy, and teachers' use of constructivist practices in the form of manipulatives. This study showed that national policy did have an impact on teachers; however, that impact was not specific to the hands-on practices in science education. Teachers who responded to this survey had found many benefits in student learning using manipulatives and those positive impacts on their students justified the increased use of manipulatives in the classroom. The strength of teachers' constructivist beliefs showed a weak positive correlation to choices related to curriculum priorities, learning goals and advantages in using manipulatives. However, a relationship to beliefs was not found in the changes teachers made to various instructional practices, or in how they viewed certain manipulative materials, or in how they viewed

  8. Understanding Educational Neuroscience: A Teacher's Perspective

    NASA Astrophysics Data System (ADS)

    Morgan, Robbi Jo

    The purpose of this project was to determine what teachers know and what they need to know about neuro-education applications in the classroom. Teachers in grades kindergarten through eighth grade from a Midwestern community of approximately 45,000 people. There were sixty-nine respondents with 7.2% of them being male. The question regarding their level of education resulted in 59.4% having their master's degree. It was interesting to note that 40.6% of the teachers responding were between the ages of 51-65 and had been teaching for more than 21 years were asked to complete a survey about their understanding of neuro-myths that effect classroom performance. These implications focus on neuro-myths. The resulting list is to provide possible professional development opportunities for the teachers. This survey was conducted for three weeks. There were a total of forty-five statements that asked the respondent to rank on a 5-point scale whether they disagreed or agreed. There were also four open-ended questions. The results indicated teachers were not correct or not confident in their responses regarding the importance of movement in the classroom, good nutrition, proper amount of sleep, and the importance of a positive relationship between the teacher and student. Some of the neuro-myths that teachers were unsure about were learning with only one hemisphere of the brain, synaptic pruning and learning, students' misbehavior changing with conversation, and regenerating brain cells.

  9. Preschool teachers' perception and use of hearing assistive technology in educational settings.

    PubMed

    Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

    2013-07-01

    This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

  10. Good Teaching Matters, Teachers Matter, and Teacher Education Matters

    ERIC Educational Resources Information Center

    Gordon, Lynn Melby

    2012-01-01

    This paper was the keynote address at the June 6, 2012 Occidental College completion ceremony for new teachers completing their teacher credential program. This occasion was momentous because it was the final new teacher graduation that Occidental College would hold, due to the previously announced closure of the teacher preparation program by the…

  11. Preservice Teachers' Classroom Management Training: A Survey of Self-Reported Training Experiences, Content Coverage, and Preparedness

    ERIC Educational Resources Information Center

    Christofferson, Michael; Sullivan, Amanda L.

    2015-01-01

    Many teachers report that their preservice training in classroom management was inadequate or ineffective, but little is known about the types of training they receive. In this exploratory study, 157 preservice teachers from throughout the United States were surveyed about the training sources through which they obtained knowledge and skills in…

  12. A Survey of Attitudes towards Critical Thinking among Hong Kong Secondary School Teachers: Implications for Policy Change

    ERIC Educational Resources Information Center

    Stapleton, Paul

    2011-01-01

    The term "critical thinking" (CT) is frequently found in educational policy documents in sections outlining curriculum goals. Despite this frequency, however, precise understandings among teachers of what CT really means are lacking. In this study, 72 high school teachers in Hong Kong were surveyed and interviewed on their beliefs about…

  13. Validation and Application of the Constructivist Learning Environment Survey in English Language Teacher Education Classrooms in Iran

    ERIC Educational Resources Information Center

    Ebrahimi, Nabi. A.

    2015-01-01

    This article reports the validation and application of an English language teacher education (LTE) version of the Constructivist Learning Environment Survey (CLES). The instrument, called the CLES-LTE, was field tested with a sample of 622 Iranian English language student teachers in 28 classes. When principal components analysis led to the…

  14. Teacher Contract Non-Renewal: Southeast and Midwest Principals

    ERIC Educational Resources Information Center

    Nixon, Andy; Packard, Abbot L; Dam, Margaret

    2011-01-01

    This quantitative study investigated reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeast and Midwest completed an emailed survey. The ordinal nature of the data gathered dictated that comparisons be made between groups using the Mann Whitney U. The study investigated the barriers…

  15. The American Teacher, 1984-1995, Metropolitan Life Survey. Old Problems, New Challenges.

    ERIC Educational Resources Information Center

    Harris (Louis) and Associates, Inc., New York, NY.

    During the past decade there have been considerable efforts to reform the American public school system. This survey, based on 15-minute telephone interviews with a nationally representative sample of 1,011 public school teachers in the United States, duplicates the sampling and interviewing process used in a similar study in 1984 and 1985. In…

  16. GLACiAR, an Open-Source Python Tool for Simulations of Source Recovery and Completeness in Galaxy Surveys

    NASA Astrophysics Data System (ADS)

    Carrasco, D.; Trenti, M.; Mutch, S.; Oesch, P. A.

    2018-06-01

    The luminosity function is a fundamental observable for characterising how galaxies form and evolve throughout the cosmic history. One key ingredient to derive this measurement from the number counts in a survey is the characterisation of the completeness and redshift selection functions for the observations. In this paper, we present GLACiAR, an open python tool available on GitHub to estimate the completeness and selection functions in galaxy surveys. The code is tailored for multiband imaging surveys aimed at searching for high-redshift galaxies through the Lyman-break technique, but it can be applied broadly. The code generates artificial galaxies that follow Sérsic profiles with different indexes and with customisable size, redshift, and spectral energy distribution properties, adds them to input images, and measures the recovery rate. To illustrate this new software tool, we apply it to quantify the completeness and redshift selection functions for J-dropouts sources (redshift z 10 galaxies) in the Hubble Space Telescope Brightest of Reionizing Galaxies Survey. Our comparison with a previous completeness analysis on the same dataset shows overall agreement, but also highlights how different modelling assumptions for the artificial sources can impact completeness estimates.

  17. A comparative study of educational provision for children with neurogenetic syndromes: parent and teacher survey.

    PubMed

    Reilly, C; Senior, J; Murtagh, L

    2015-12-01

    A number of neurogenetic syndromes have a high association with special educational needs including fragile X syndrome (FXS), Prader-Willi syndrome (PWS), Williams syndrome (WS) and Velo-Cardio-Facial syndrome (VCFS). There is a paucity of research on educational provision for children affected by these syndromes. Parents (n = 381) and teachers (n = 204) of school-aged children with one of the four syndromes in the UK and Ireland were surveyed in a range of areas concerning the child's educational provision. Areas surveyed included school placement, views on the needs of children with the syndromes, desired changes to current provision and perceived teacher knowledge. School placement in mainstream settings decreased with age in all of the syndromes. Males with the syndromes were more likely to be in specialised educational settings with the exception of WS. Teachers reported limited input on initial or subsequent training for all of the syndromes. The majority of teachers did not view the needs of children with syndromes as different from other children with intellectual disability (ID) although there were significant differences between the syndromes. Changes deemed necessary to provision by parents and teachers differed between the syndromes indicating the existence of perceptions of syndrome specific needs. The lowest perceived level of teacher knowledge was in the VCFS group. The majority of teachers of children with neurogenetic syndromes report limited knowledge of the syndromes, but also a lack of belief that the children's needs are different from the majority of children with ID. Differences between the syndromes in some areas of provision suggest that a child's syndrome does impact on educational provision in some areas. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  18. United States Guild Certified Feldenkrais Teachers®: a survey of characteristics and practice patterns

    PubMed Central

    2014-01-01

    Background Feldenkrais Method® teachers help students improve function and quality of life through verbally and manually guided lessons. The reasons people seek Feldenkrais® lessons are poorly understood. Similarly, little is known about practice characteristics and patterns. To address these knowledge gaps, we conducted an extensive survey of United States Guild Certified Feldenkrais Teachers®. Methods We invited all Feldenkrais Teachers to participate in this survey delivered in web-based or print formats. We obtained overall and question-specific response rates, descriptive statistics, chi-square tests of response bias, and performed qualitative thematic review of comments. Results Overall response rate was 30.5% (392/1287). Ninety percent of responders had college degrees in diverse fields; 12.5% had credentials outside health care, 36.9% held conventional health care licenses, and 23.1% had complementary and alternative medicine credentials. Mean age was 55.7 years; most teachers were women (83%). California (n = 100) and New York (n = 34) had the most teachers. Forty-five percent of teachers earned ≤ 20% of their gross income from their practices, while 26% earned > 80%. Most saw < 10 students/week for individual lessons and < 10 students/week for group lessons. Students were mostly women (71.1%) and 45–64 years old. The primary reason students sought Feldenkrais lessons was pain. A quarter of students self-referred, a fifth were referred by conventional health care providers, and two-thirds paid for services directly. Themes from comments included: beliefs that Feldenkrais training had important personal and professional benefits for teachers; recognition of the challenges of operating small businesses and succinctly describing the Feldenkrais Method; the variety of practice approaches; and a deep commitment to the Feldenkrais Method. Conclusions Most Feldenkrais Teachers were well educated, often held additional credentials

  19. The Metropolitan Life Survey of the American Teacher, 1999: Violence in America's Public Schools--Five Years Later

    ERIC Educational Resources Information Center

    Binns, Katherine; Markow, Dana

    1999-01-01

    "The Metropolitan Life Survey of the American Teacher, 1999: Violence in America's Public Schools: Five Years Later" revisits issues addressed in a 1993 study (ED397190), and compares findings of the two studies on the issue of school violence from the perspectives of students, teachers, and law enforcement officers across the country,…

  20. Receptivity to Telecommunications among K-12 Teachers in a Rural State: Results of a West Virginia Survey.

    ERIC Educational Resources Information Center

    Howley, Aimee A.; Howley, Craig B.

    Distance education is a way to provide needed instructional resources to rural schools, and the Internet and other telecommunications networks are the newest addition to the distance education toolkit. However, little is known about rural teachers' technological skills and attitudes in this area. A mail survey of 262 K-12 teachers in West…

  1. Learners' and Teachers' Voices in Developing Digital Language Learning Environments: Insights from a Survey

    ERIC Educational Resources Information Center

    Niinivaara, Janne; Vaattovaara, Johanna

    2018-01-01

    This article deals with a learning environment survey conducted among University of Helsinki students and language teachers in the university's Language Centre (LC). The survey was designed to acquire information for the development of a practical strategy for the digitalization of language learning and teaching by the local LC. The article…

  2. An Evaluation of the Data from the Teacher Compensation Survey: School Year 2007-08 through 2009-10. Research and Development Report. NCES 2018-120

    ERIC Educational Resources Information Center

    Glander, Mark; Cornman, Stephen Q.; Zhou, Lei; Noel, Amber M.; Nakamoto, Nanae

    2018-01-01

    The Teacher Compensation Survey (TCS) was a research and development effort by the National Center for Education Statistics (NCES) to explore the possibility of developing an administrative records survey that would compile compensation and demographic data on all public school teachers in the nation. A pilot survey in 2007 collected data from…

  3. The Relationships among Pre-Service Mathematics Teachers' Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

    ERIC Educational Resources Information Center

    Yang, Xinrong; Leung, Frederick K. S.

    2015-01-01

    This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and…

  4. Teacher Leadership Program Readiness Surveys. Toolkit/Guide

    ERIC Educational Resources Information Center

    Finster, Matthew

    2016-01-01

    Federal initiatives, such as the Teacher Incentive Fund (TIF), encourage school districts to develop teacher leadership (TL) roles and use funds to provide incentives for teachers to fill them. Before starting a teacher leader program, school districts should assess whether their current conditions are favorable to implementing teacher leader…

  5. Teacher and Administrator Perceptions of Bullying in Schools

    ERIC Educational Resources Information Center

    Kennedy, Tom D.; Russom, Ashley G.; Kevorkian, Meline M.

    2012-01-01

    The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data were collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted to determine if perceptions of bullying varied…

  6. Predictors of US Teachers' Intervention in Anti-Lesbian, Gay, Bisexual, and Transgender Bullying and Harassment

    ERIC Educational Resources Information Center

    Greytak, Emily A.; Kosciw, Joseph G.

    2014-01-01

    This study examines how United States (US) teachers' experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N?=?726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people,…

  7. Peer and Teacher Bullying/Victimization of South Australian Secondary School Students: Prevalence and Psychosocial Profiles

    ERIC Educational Resources Information Center

    Delfabbro, Paul; Winefield, Tony; Trainor, Sarah; Dollard, Maureen; Anderson, Sarah; Metzer, Jacques; Hammarstrom, Anne

    2006-01-01

    ;This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self-report survey containing questions relating to teacher and peer-related bullying,…

  8. Teachers' Perceptions of Geometry Instruction and the Learning Environment in Years 9-10 ESL Classrooms

    ERIC Educational Resources Information Center

    Ly, Rinna K.; Malone, John A.

    2010-01-01

    This paper describes the development of an instrument to assess teachers' views on their geometry instruction and their classroom learning environments in six government high schools in southwest Sydney. The sample consisted of 18 Years 9/10 ESL teachers from participating schools. The study involved completion of a survey form using a modified…

  9. A study of International Baccalaureate science teachers' choices in curriculum and instruction

    NASA Astrophysics Data System (ADS)

    Jauss, Lanett S.

    This study was designed to investigate the choices International Baccalaureate (IB) science teachers make in curriculum and instruction. Data was gathered via a survey completed by IB science teachers who had attended either an April, 2007 workshop in Reston, Virginia or a January, 2008 IB roundtable discussion in Kansas City, Missouri. Surveys solicited the different choices IB science teachers make for options, Internal Assessment (IA) activities, Theory of Knowledge (TOK) emphasis, and demographics. Teachers' reasons for their option choices were also analyzed. Statistical analysis was performed using SPSS descriptive statistics, Pearson's product-moment correlations, and linear regression. It was found that IB science teachers' most frequent reasons for their option choices were related to ease, interest, background, and available resources. IB science teachers used a variety of IA activities, with hands-on activities and worksheets being most frequent. IB science teachers did not emphasize inquiry, although they did include some aspects of it among their choices. IB science teachers preferred to use activities they design or those designed by other teachers. Years of teaching experience, both total and IB, were correlated to the level of use of some TOK tenets.

  10. Using Student Surveys to Monitor Teacher Effectiveness: Q&A with Dr. Ronald Ferguson. REL Mid-Atlantic Teacher Effectiveness Webinar Series

    ERIC Educational Resources Information Center

    Regional Educational Laboratory Mid-Atlantic, 2013

    2013-01-01

    In this webinar, Dr. Ronald Ferguson, creator of the Tripod Project and Senior Lecturer at Harvard University Graduate School of Education, discussed the use of student surveys as an approach to measuring teacher effectiveness. This Q&A addressed the questions participants had for Dr. Ferguson following the webinar. The webinar recording and…

  11. Awareness in Primary School Teachers regarding Traumatic Dental Injuries in Children and Their Emergency Management: A Survey in South Jaipur.

    PubMed

    Nirwan, Mitakshara; Syed, Ather Ahmed; Chaturvedi, Shefali; Goenka, Puneet; Sharma, Swati

    2016-01-01

    Trauma to primary and permanent teeth and their supporting structures is one of the most common dental problems seen in children. The prognosis of traumatized teeth depends on timely attention with prompt and appropriate treatment, which often relies on knowledge of the teachers who may be present at the place of accidents. Thus, the aim of this study was to evaluate via a questionnaire the knowledge level of primary school teachers in South Jaipur regarding dental trauma. Questionnaire survey. A self-designed questionnaire was administered to 300 primary school teachers from 20 randomly selected private and semi-aided schools of South Jaipur. A total of 278 teachers responded to the survey. The collected data were subjected to statistical analysis. It was found that most of the respondents had accepted poor knowledge regarding dental trauma, with a mean knowledge of 10.56 ± 2.58. This study highlighted inadequate knowledge regarding emergency management of traumatic dental injuries, and teachers felt the need for training in the management of dental trauma as part of their training program. How to cite this article: Nirwan M, Syed AA, Chaturvedi S, Goenka P, Sharma S. Awareness in Primary School Teachers regarding Traumatic Dental Injuries in Children and Their Emergency Management: A Survey in South Jaipur. Int J Clin Pediatr Dent 2016;9(1):62-66.

  12. Using Educational Computer Games in the Classroom: Science Teachers' Experiences, Attitudes, Perceptions, Concerns, and Support Needs

    ERIC Educational Resources Information Center

    An, Yun-Jo; Haynes, Linda; D'Alba, Adriana; Chumney, Frances

    2016-01-01

    Science teachers' experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants…

  13. Characteristics of Teacher Induction Programs and Turnover Rates of Beginning Teachers

    ERIC Educational Resources Information Center

    Kang, Seok; Berliner, David C.

    2012-01-01

    The federal School and Staffing Survey (SASS) and Teacher Follow-up Survey (TFS) were used to examine the impacts of induction activities on beginning teacher turnover. This study excluded those teachers who moved or left schools for unavoidable and involuntary reasons, a confounding factor in previous research. This analysis revealed that three…

  14. Food Hygiene Education in UK Secondary Schools: A Nationwide Survey of Teachers' Views

    ERIC Educational Resources Information Center

    Egan, M. B.; Bielby, G.; Eves, A.; Lumbers, M. L.; Raats, M. M.; Adams, M. R.

    2008-01-01

    Objective: A nationwide survey of teachers investigated the teaching of food hygiene in UK secondary schools. Previous studies have focused on effective strategies in consumer food hygiene training but there is little research focusing on school-based education. Design: The questionnaire was developed based on the results of in-depth interviews…

  15. Knowledge and Perception Regarding Autism among Primary School Teachers: A Cross-sectional Survey from Pakistan, South Asia.

    PubMed

    Ayub, Adil; Naeem, Buria; Ahmed, Wajahat Nazir; Srichand, Suraksha; Aziz, Komal; Abro, Brooj; Najam, Sehrish; Murtaza, Duraiz; Janjua, Ali Ahmed; Ali, Sara; Jehan, Imtiaz

    2017-01-01

    Early detection and intervention seem to improve development in autistic children, and teachers form an important part of their early social environment. The objective of this study was to assess baseline knowledge and misconceptions regarding autism among school teachers and evaluate factors influencing their knowledge. This is a cross-sectional survey enrolling primary school teachers using a self-administered questionnaire. Seventy-three teachers (mean age of 34 years, 66% females) responded. Gaps in awareness and knowledge were found. About 52 (71.2%) teachers identified themselves as having some knowledge about autism, with 23 (44.2%) among this group understanding autism as a neurological/mental disorder. The majority (73.1%) believe that special education is a helpful intervention. The only significant factor that influenced knowledge among teachers was attendance of behavioral classes ( P = 0.01). Results suggest that teachers have an inadequate understanding of autism due to several misconceptions. This calls for increased education of teachers with regard to autism and other childhood disorders.

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

    ERIC Educational Resources Information Center

    Marsh, John J.

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

  17. Teachers' Conceptualization and Actual Practice in the Student Evaluation Process at the Upper Secondary School Level in Japan, Focusing on Problem Solving Skills.

    ERIC Educational Resources Information Center

    Wai, Nu Nu; Hirakawa, Yukiko

    2001-01-01

    Studied the participation and performance of upper secondary school teachers in Japan through surveys completed by 360 Geography teachers. Findings suggest that the importance of developing problem-solving skills is widely recognized among these teachers. Implementing training in such skills is much more difficult. Developing effective teaching…

  18. Preparing Teachers To Help Children and Families of Divorce.

    ERIC Educational Resources Information Center

    Kramer, Pamela A.

    A survey of 25 institutions of higher education was completed to identify strategies that are being used to prepare future teachers to help children and families of divorce. Ten individual strategies are discussed, including case studies, journal articles and reflective papers, use of children's literature, student teaching experiences, and…

  19. Teachers' level of ICT integration in teaching and learning: A survey in Malaysian private preschool

    NASA Astrophysics Data System (ADS)

    Kamaruddin, Kamarulzaman; Abdullah, Che Anuar Che; Idris, Mohd Noor; Nawi, Mohd Nasrun Mohd

    2017-10-01

    The purpose of this study is to investigate the level of ICT integration in teaching and learning in private preschool in Malaysia. A total 61 teachers from 10 private preschools in the district of Mualim in the state of Perak Malaysia were randomly chosen in this survey research. The findings revealed that most of the teachers were knowledgeable about the educational ICT application. However, the findings revealed that the teachers' level of ICT integration is still at the low level. This is based on the results of a study that most of the teachers are normal users and ICT application was used for their own work rather than using it in their teaching and learning in the classroom. In addition, the findings indicated that teachers' awareness towards the important of ICT in teaching and learning is not encouraging and this issue is related to the training provided, equipment and time constraints that hinder the integration of ICT.

  20. Principals' and Cooperating Teachers' Expectations of Teacher Candidates

    ERIC Educational Resources Information Center

    Bigham, Sarah G.; Hively, Dorothy E.; Toole, Georgiann H.

    2014-01-01

    This study examined public school partners' expectations of teacher candidates and beginning teachers and the qualities that principals consider most important when hiring new teachers. Teachers in Maryland, West Virginia and Virginia (N = 130) responded to 37 Likert-style survey questions based upon the 100 school principals' interview questions…

  1. Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

    PubMed

    Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

    2016-04-01

    The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.

  2. Survey of Mathematics Teachers' Static and Transformational Performance and Perspectives for Teaching Similarity

    ERIC Educational Resources Information Center

    Cunningham, Robert F.; Rappa, Anthony

    2016-01-01

    Surveys were used to examine mathematics teachers (15) on their ability to solve similarity problems and on their likely implementation of lesson objectives for teaching similarity. All correctly solved a similarity problem requiring a traditional static perspective, but 7 out of 15 failed to correctly solve a problem that required a more…

  3. Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

    ERIC Educational Resources Information Center

    Jimenez, Bree Ann; Stanger, Carol

    2017-01-01

    A survey was conducted with 86 teachers across 10 states regarding their students' ease of use of physical manipulatives incorporated with implementing evidence-based early numeracy instruction. The majority of respondents indicated significant student accessibility barriers. Specifically, 75% of respondents had students with tactile defensiveness…

  4. Guidebook for the California Healthy Kids Survey. Part III: School Climate Survey for Teachers and Other Staff. 2005-2006 Edition

    ERIC Educational Resources Information Center

    Austin, G.; Duerr, M.

    2005-01-01

    No Child Left Behind (NCLB) mandates that schools receiving federal Safe and Drug-Free Schools and Community (SDFSC) funds conduct an anonymous teacher survey of the incidence of, prevalence of, and attitudes related to drug use and violence. To meet this NCLB mandate, the California Department of Education (CDE) funded the development of the…

  5. The Impact of NCLB and Accountability on Social Studies: Teacher Experiences and Perceptions about Teaching Social Studies

    ERIC Educational Resources Information Center

    Winstead, Lisa

    2011-01-01

    This article illustrates the challenges of teaching curriculum within the guidelines of No Child Left Behind. Nine school teachers write and speak about their experiences, what influences their curriculum choices, and how they attempt to incorporate social studies in the elementary classroom. The teachers completed a background survey, wrote about…

  6. Teachers' Acceptance and Use of an Educational Portal

    ERIC Educational Resources Information Center

    Pynoo, Bram; Tondeur, Jo; van Braak, Johan; Duyck, Wouter; Sijnave, Bart; Duyck, Philippe

    2012-01-01

    In this study, teachers' acceptance and use of an educational portal is assessed based on data from two sources: usage data (number of logins, downloads, uploads, reactions and pages viewed) and an online acceptance questionnaire. The usage data is extracted on two occasions from the portal's database: at survey completion (T1) and twenty-two…

  7. The Use and Management of Secondary Teachers' Time after the Education Reform Act 1988.

    ERIC Educational Resources Information Center

    Campbell, R. J.; Neill, S. R. St. J.

    A sample of 348 secondary teachers in England and Wales kept a week's record of their work and completed a questionnaire on time usage. The survey indicated that the total mean time spent on work and work-related activities was 54.4 hours per week. Of this, teachers spent 16.9 hours on teaching, 12.9 hours on preparation, 18.1 hours in…

  8. Faculty opinion survey following attendance to teacher training workshop in Kathmandu Medical College.

    PubMed

    Joshi, S; Pradhan, A; Dixit, H

    2004-01-01

    With the growing awareness of the importance of teaching and learning in Universities, the need to improve professional qualities in teachers has been identified. This paper describes the outcome of the impact of teacher training workshops on faculty- teaching performance. A total of 30 faculties who had undergone teacher training in the one-year period were included in the study. Survey questionnaire were distributed and all the forms were returned. All (100%) respondents found the teacher training to be very useful/useful for improvement of teaching skills. A total of 76.66% said that the skills learnt in the workshop were very applicable, 80% perceived changes in students classroom behaviour and found their lecture to be more participatory and interactive. As for their own change in behaviour, 66.66% respondents experienced better interaction with the students in classroom. The overall impression of the training was very positive. Future studies should include student feed back and classroom teaching observation for faculty teaching evaluation. We also need to utilise the feed back information obtained in this article, to further improve the strength of the future teacher training workshops. The future workshops should include sessions in problem-based learning and follow up refresher courses.

  9. Survey of Educational Values among Educators of French-Speaking Teachers at the Universities of Quebec.

    ERIC Educational Resources Information Center

    Lefebvre, Bernard; Lemieux, Andre

    1985-01-01

    Results of a survey of those charged with the training of French-speaking college teachers in Quebec universities concerning the importance of various aspects of education in general and of its value to themselves are presented. (MSE)

  10. Chocolate frogs do not increase completion of parent survey: randomised study.

    PubMed

    Price, Anna M H; Coates, Cathy; Symeonides, Christos; Hiscock, Harriet; Smith, Libby; York, Elissa; Hennel, Sabine

    2014-11-01

    Four months into a year-long, national survey assessing parents' experiences of a child's diagnosis of autism spectrum disorder, our response fraction was only 23%. We aimed to determine whether including a chocolate incentive in the postal survey would increase the response fraction. Families enrolled between 15 March and 25 May 2012 were randomised to receive a chocolate frog versus no chocolate frog. Both groups received a written reminder and replacement survey 2 weeks after the survey was posted and up to two telephone reminders thereafter. We analysed the effect of the incentive using χ(2) tests for the categorical response variable and t-tests for the continuous reminder and length of response variables at the end of (i) randomisation and (ii) the study (1 November 2012). A total of 137 families were randomised in the 6-week period. Parents who received an incentive were more likely to return a completed survey in the 6 weeks than those who did not (21% vs. 6%, P = 0.009). This effect faded by the end of the study (53% vs. 42%, P = 0.4). There were no differences between groups at either follow-up in the number of reminders that parents received or the number of days it took parents to return the survey. Including a chocolate-based incentive does not significantly increase response rate in a postal survey over and above standard reminder techniques like posting follow-up survey packs or phoning families. © 2014 The Authors. Journal of Paediatrics and Child Health © 2014 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

  11. Pre-Service Teachers' Use of Library Databases: Some Insights

    ERIC Educational Resources Information Center

    Lamb, Janeen; Howard, Sarah; Easey, Michael

    2014-01-01

    The aim of this study is to investigate if providing mathematics education pre-service teachers with animated library tutorials on library and database searches changes their searching practices. This study involved the completion of a survey by 138 students and seven individual interviews before and after library search demonstration videos were…

  12. Predictors of Internet Use for the Professional Development of Teachers: An Application of the Theory of Planned Behaviour

    ERIC Educational Resources Information Center

    Demir, Kamile

    2010-01-01

    This study examined teachers' internet use behaviour for professional development using the theory of planned behaviour. Data for this study were collected via a survey of 221 teachers who completed self-reported measures of attitude, subjective norm, perceived behavioural control, intention, and behaviour. The planned behaviour model was…

  13. The Effect of Perceived Organizational Support and Perceived Organizational Politics on Teacher Commitment: An Analysis of Public and Non-Public Secondary Schools

    ERIC Educational Resources Information Center

    Sides, Scott M.

    2013-01-01

    The purpose of the current research was to comparatively explore and document similarities and differences in POS, POP, and teacher commitment within the two school settings (public and non-public) by analyzing the perceptions of teachers within secondary school settings within a mid-south state. Surveys were sent to teachers for completion. After…

  14. 76 FR 28211 - Proposed Information Collection; Comment Request; Survey of Housing Starts, Sales, and Completions

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-16

    ... Housing Starts, Sales, and Completions AGENCY: U.S. Census Bureau, Commerce. ACTION: Notice. SUMMARY: The... and Budget (OMB) clearance of the Survey of Housing Starts, Sales and Completions, also known as the... system, etc.), and if applicable, date of sale, sales price, and type of financing. The SOC provides...

  15. PBS TeacherLine National Survey of Teacher Professional Development, 2005-2006

    ERIC Educational Resources Information Center

    Hezel Associates (NJ1), 2007

    2007-01-01

    PBS TeacherLine, an initiative funded under the U.S. Department of Education's Ready To Teach program, is designed to provide high-quality online professional development for K-12 teachers. Through the first five-year grant cycle, ending in 2005, PBS TeacherLine produced approximately 100 online facilitated courses in reading, mathematics,…

  16. Key Findings from a National Internet Survey of 400 Teachers and 95 Principals Conducted November 12-21, 2008

    ERIC Educational Resources Information Center

    McCleskey, Nicole

    2010-01-01

    This paper presents the key findings from a national Internet survey of 400 teachers and 95 principals. This survey was conducted November 12-21, 2008. The sample was based on a list provided by EMI Surveys, a custom online research sample provider with an extensive portfolio of projects. The margin of error for a sample of 495 interviews is [plus…

  17. A complete denture impression technique survey of postdoctoral prosthodontic programs in the United States.

    PubMed

    Mehra, Mamta; Vahidi, Farhad; Berg, Robert W

    2014-06-01

    The purpose of the study was to survey program directors of postdoctoral prosthodontic programs in the United States regarding their programs' complete denture impression techniques. The key objectives of the survey were to identify the current trends in complete denture impression making and to determine which techniques and materials are taught in US postdoctoral prosthodontic programs. An online survey was sent to all program directors of US postdoctoral prosthodontic programs. The survey comprised two sections: preliminary impressions and final impressions. The survey contained 22 questions that would take approximately 5 minutes to complete. All responses remained anonymous throughout the survey. The response rate for the survey was 87%. A majority of the programs did not separately border mold the tray prior to making the preliminary impressions (82%). The impression material of choice for the preliminary impression was irreversible hydrocolloid (88%). Selective pressure was the predominantly used impression philosophy (80%). All programs border molded the custom tray, and 95% recorded the borders in sections. The material of choice for border molding the custom tray was modeling plastic impression compound (71%). The most commonly used impression material for the final impressions was polyvinylsiloxane (PVS) (42%), and the second most commonly used impression material was polysulphide (32%). The most common technique for locating the posterior palatal seal was marking intraorally and transferring onto the final impression (65%). Most programs routinely advised their patients not to wear their existing dentures for at least 24 hours before the final impressions were made (83%). Based on the results of this study, the following conclusions can be drawn: (1) The most commonly used material for the preliminary impression was irreversible hydrocolloid and for the final impression was PVS. (2) Modeling plastic impression compound was used by most programs to

  18. Survey of K-3rd-Grade Teachers' Knowledge of Ear Infections and Willingness to Participate in Prevention Programs

    ERIC Educational Resources Information Center

    Danhauer, Jeffrey L.; Johnson, Carole E.; Caudle, Abby T.

    2011-01-01

    Purpose: Ear infections are prevalent in kindergarten through 3rd-grade (K-3rd) children and can affect their performance at school. Chewing gum, when administered by parents and teachers, can help prevent ear infections in children. This pilot study surveyed K-3rd-grade teachers in the Santa Barbara School Districts to assess their knowledge…

  19. Explaining the Intention to Use Technology among Student Teachers: An Application of the Theory of Planned Behavior (TPB)

    ERIC Educational Resources Information Center

    Teo, Timothy; Lee, Chwee Beng

    2010-01-01

    Purpose: This paper aims to examine pre-service teachers' self-reported intention to use technology by employing the Theory of Planned Behavior (TPB) as the research framework. Design/methodology/approach: In total, 157 student teachers completed a survey questionnaire measuring their responses to four constructs in the TPB. These were…

  20. [A retrospective survey of childhood corporal punishment by school teachers in students].

    PubMed

    Chen, Jing-qi; Wu, Chun-mei; Dunne, Michael P; Ma, Yu-xia; Chen, Bo; Liang, Yi-huai; Cheng, Ya-jie

    2006-01-01

    To ascertain the prevalence of childhood corporal punishment by teachers in students, to explore the influencing factors and associations between childhood corporal punishment and psychological problems. Five hundred and twenty-eight students from a college and a technical secondary school in Hebei province were surveyed by self-administered questionnaire anonymously in Dec. 2004. The questionnaire used for this survey mainly included (1) general demographic information; (2) 5 forms of childhood corporal punishments, in this study, cases of teachers' corporal punishments were defined as those who answered positively one or more of the 5 questions relating to childhood corporal punishment by school teachers occurring before the age of 16 years; (3) Symptom Checklist-90 (SCL-90); (4) Youth Risk Behaviours. Overall, 57.6% of students reported having been corporally punished at least one time, one of four forms of corporal punishment by teachers before age of 16 years, the four forms corporal punishment were non-contact corporal punishment, e.g., running for punishment, repeat-doing homework many times for punishment, standing for punishment, kneel down for punishment, not allowing to eat, sending outside in winter, etc. (53.4%), hitting/kicking/pushing very hard with open hands/fist/feet/other part of body (16.1%), beating with an object (10.2%), and locking in a small compartment/tying with rope (0.2%). No students reported having been choked, or burned/scalded, or stabbed with a sharp object by the teachers. Males had a significantly higher overall prevalence rate than females (66.4% vs. 46.6%, chi(2) = 21.01, P = 0.000). There was no statistically significant association between a history of childhood corporal punishment and the three other demographic indicators, which included residence region (rural and non-rural area) prior to 16 years of age, parental education level, and whether the respondent lived in a single or multiple children family. Compared with their

  1. Can Teachers Lead Teachers?

    ERIC Educational Resources Information Center

    Mihans, Richard

    2009-01-01

    The numbers are in, and they are not rosy. According to the "Schools and Staffing Survey," 64,954 public schools reported vacancies during the 2003-04 school year. Projections suggest teacher attrition rates will continue to soar, while student enrollments climb. American schools have an urgent challenge: the retention of teachers.…

  2. Teacher Stress and Guidance Work in Hong Kong Secondary School Teachers.

    ERIC Educational Resources Information Center

    Hui, Eadaoin, K. P.; Chan, David W.

    1996-01-01

    Sources of stress in Hong Kong teachers were investigated, with specific reference to guidance work as a potential source of stress. A survey of 415 secondary school teachers revealed guidance-related aspects of work constituted a major dimension of stress, with guidance teachers, female teachers, younger teachers and junior teachers perceiving…

  3. Standards for Certification/Preparation of Social Studies Teachers: A Fifty State Study.

    ERIC Educational Resources Information Center

    Dumas, Wayne; Weible, Tom

    A national survey determined minimum certification requirements for secondary social studies teachers in general education, professional education, and history/social science. Data were obtained through questionnaires completed by social studies education curriculum specialists and by officials in the certification divisions of state education…

  4. Constructivist-Compatible Beliefs and Practices among U.S. Teachers. Teaching, Learning, and Computing: 1998 National Survey Report #4.

    ERIC Educational Resources Information Center

    Ravitz, Jason L.; Becker, Henry Jay; Wong, YanTien

    This report, the forth in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," examines teachers' survey responses that describe the frequency with which their teaching practice involves those five types of activities and the frequency with which their practice involves more traditional transmission and…

  5. The Effectiveness of Mail Survey Techniques in Studies of Semiprofessional Work Groups: Response Rates of Vocational-Technical Teachers.

    ERIC Educational Resources Information Center

    DeBord, Larry W.

    1979-01-01

    A study of the factors influencing response rates in survey research--including kind of instrument used and personality and job characteristics of those surveyed--examined response rates to a mailed questionnaire in a sample of vocational-technical teachers and their program directors. Offers suggestions on improving response rates in…

  6. Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations

    ERIC Educational Resources Information Center

    Cohen, Julie; Goldhaber, Dan

    2016-01-01

    Improving teacher evaluation is one of the most pressing but also contested areas of educational policy. Value-added measures have received much of the attention in new evaluation systems, but they can only be used to evaluate a fraction of teachers. Classroom observations are almost universally used to assess teachers, yet their statistical…

  7. Characteristics of Public Elementary and Secondary Schools in the United States: Results from the 2015-16 National Teacher and Principal Survey. First Look. NCES 2017-071

    ERIC Educational Resources Information Center

    Taie, Soheyla; Goldring, Rebecca

    2017-01-01

    The 2015-16 National Teacher and Principal Survey (NTPS) is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public School Data File of NTPS. NTPS is a redesign of the Schools and Staffing Survey (SASS). SASS was…

  8. Case Study: What Makes a Good Case, Revisited: The Survey Monkey Tells All

    ERIC Educational Resources Information Center

    Herried, Clyde Freeman; Prud'homme-Genereux, Annie; Schiller, Nancy A.; Herreid, Ky F.; Wright, Carolyn

    2016-01-01

    This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. In this month's issue the authors provide a more definitive answer to the "What Makes a Good Case?" question based on a just-completed Survey Monkey survey given to NCCSTS teachers.

  9. The People Who Work There. The Report of the Catholic Elementary School Teacher Survey.

    ERIC Educational Resources Information Center

    Kushner, Remigia; Helbling, Madonna

    A survey instrument was developed and administered to full-time elementary teachers working in Catholic elementary schools. Of the questionnaires distributed in the six regions served by the National Catholic Educational Association (NCEA), 1,076 (52 percent) were returned. Over 90% respondents were Catholic and female, with no background as…

  10. Efficiency of the Technology Acceptance Model to Explain Pre-Service Teachers' Intention to Use Technology: A Turkish Study

    ERIC Educational Resources Information Center

    Teo, Timothy; Ursavas, Omer Faruk; Bahcekapili, Ekrem

    2011-01-01

    Purpose: The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre-service teachers' intention to use technology in Turkey. Design/methodology/approach: A total of 197 pre-service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs…

  11. The Relationships between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate

    ERIC Educational Resources Information Center

    Pulleyn, Janet L.

    2012-01-01

    This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district…

  12. The Mathematical Content Knowledge of Prospective Teachers in Iceland

    ERIC Educational Resources Information Center

    Johannsdottir, Bjorg

    2013-01-01

    This study focused on the mathematical content knowledge of prospective teachers in Iceland. The sample was 38 students in the School of Education at the University of Iceland, both graduate and undergraduate students. All of the participants in the study completed a questionnaire survey and 10 were interviewed. The choice of ways to measure the…

  13. A Survey to Assess Barriers to Urban Teaching Careers

    ERIC Educational Resources Information Center

    Creasey, Gary; Mays, Jennifer; Lee, Robert; D'Santiago, Verenice

    2016-01-01

    The "Urban Teaching Barriers" survey was created to assess barriers to urban teaching careers. Pre-service teachers (N = 377) completed this instrument, along with questionnaires that assessed urban teaching intentions and urban teaching self-efficacy. Six barrier domains were identified that tapped concerns over (a) lack of resources,…

  14. Measuring the Effect of Gender on Computer Attitudes among Pre-Service Teachers: A Multiple Indicators, Multiple Causes (MIMIC) Modeling

    ERIC Educational Resources Information Center

    Teo, Timothy

    2010-01-01

    Purpose: The purpose of this paper is to examine the effect of gender on pre-service teachers' computer attitudes. Design/methodology/approach: A total of 157 pre-service teachers completed a survey questionnaire measuring their responses to four constructs which explain computer attitude. These were administered during the teaching term where…

  15. Impact of Teacher Preparation upon Teacher Efficacy

    ERIC Educational Resources Information Center

    Redmon, Robert J.

    2007-01-01

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

  16. Template-Based Web Pages - Scaffolding Teacher Technology Skills Through The Use Of Easy-To-Use Web Templates

    ERIC Educational Resources Information Center

    Moskowitz, Steven

    2004-01-01

    In fall 2002 the Brewster Central School District introduced teacher Web pages to a teaching staff of more than 300. One of the major goals of the project was to improve teacher computer literacy. Approximately one year prior to this project, the professional staff was asked by the district technology committee to complete a technology survey so…

  17. Teaching Teachers for the Future (TTF) Project TPACK Survey: Summary of the Key Findings

    ERIC Educational Resources Information Center

    Finger, Glenn; Jamieson-Proctor, Romina; Cavanagh, Rob; Albion, Peter; Grimbeek, Peter; Bond, Trevor; Fitzgerald, Robert; Romeo, Geoff; Lloyd, Margaret

    2013-01-01

    This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation Fund grant, involved all 39 Australian Higher Education Institutions which provide initial teacher…

  18. Common Core Math in the K-8 Classroom: Results from a National Teacher Survey

    ERIC Educational Resources Information Center

    Bay-Williams, Jennifer

    2016-01-01

    Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should result in noticeable differences in primary and middle school math classrooms across the United States. "Common Core Math in the K-8 Classroom: Results from a National Teacher Survey" takes a close look at how educators are implementing the…

  19. A Survey of Secondary Mathematics Teacher Training Practices in West Germany and the Netherlands.

    ERIC Educational Resources Information Center

    Jansson, Lars C.

    The survey, conducted during 1979-80, focused on practices in the professional component of preservice teacher education in West Germany and the Netherlands. The report is divided into four major sections: (1) the structure of the questionnaire (included in the appendix), (2) the West Germany results, (3) the Dutch results, and (4) concluding…

  20. Teacher Self-Efficacy According to Turkish Cypriot Science Teachers

    ERIC Educational Resources Information Center

    Olmez, Cemil; Ozbas, Serap

    2017-01-01

    This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-Efficacy (TSE) Scale was used as a data source. It was observed that the science teachers' efficacy beliefs about student engagement in…

  1. Assessment of Educational Neuromyths among Teachers and Teacher Candidates

    ERIC Educational Resources Information Center

    Canbulat, Tuncay; Kiriktas, Halit

    2017-01-01

    The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, "Educational neuromyths…

  2. Physical Education Teacher Perceptions of Teacher Evaluation

    ERIC Educational Resources Information Center

    Norris, Jason; van der Mars, Hans; Kulinna, Pamela; Amrein-Beardsley, Audrey; Kwon, Jayoun; Hodges, Michael

    2017-01-01

    Purpose: The purpose of this study was to develop a better understanding of current PE teachers' perceptions of teacher evaluation systems. Method: A mixed methods approach was used and two sources of data collection were used: (a) a short survey of PE teachers (n = 22) in one urban school district and (b) a formal semistructured interview with 10…

  3. Development and Psychometric Evaluation of the Independent School Teacher Development Inventory

    ERIC Educational Resources Information Center

    Murray, John M.

    2012-01-01

    In this study the author examined the psychometrics of an instrument, the Independent School Teacher Development Inventory, designed to assess the professional learning opportunities in U.S. independent schools. The inventory was sent to 3,422 independent school administrators and of these, 2,474 returned completed surveys. Exploratory factor…

  4. School Principals' Authentic Leadership and Teachers' Psychological Capital: Teachers' Perspectives

    ERIC Educational Resources Information Center

    Feng, Feng-I

    2016-01-01

    This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the…

  5. Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-314

    ERIC Educational Resources Information Center

    Goldring, Rebecca; Gray, Lucinda; Bitterman, Amy

    2013-01-01

    This report presents selected findings from the Public School Teacher and Private School Teacher Data Files of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with…

  6. Do Social Studies Teachers Use Simulations?

    ERIC Educational Resources Information Center

    Young, Gail A; Schug, Mark C.

    1990-01-01

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

  7. Validation of the Technology Acceptance Measure for Pre-Service Teachers (TAMPST) on a Malaysian Sample: A Cross-Cultural Study

    ERIC Educational Resources Information Center

    Teo, Timothy

    2010-01-01

    Purpose: The purpose of this paper is to assess the cross-cultural validity of the technology acceptance measure for pre-service teachers (TAMPST) on a Malaysian sample. Design/methodology/approach: A total of 193 pre-service teachers from a Malaysian university completed a survey questionnaire measuring their responses to five constructs in the…

  8. Complete Hard X-Ray Surveys, AGN Luminosity Functions and the X-Ray Background

    NASA Technical Reports Server (NTRS)

    Tueller, Jack

    2011-01-01

    AGN are believed to make up most of the Cosmic X-Ray Background (CXB) above a few keV, but this background cannot be fully resolved at energies less than 10 keV due to absorption. The Swift/BAT and INTEGRAL missions are performing the first complete hard x-ray surveys with minimal bias due to absorption. The most recent results for both missions will be presented. Although the fraction of the CXB resolved by these surveys is small, it is possible to derive unbiased number counts and luminosity functions for AGN in the local universe. The survey energy range from 15-150 keV contains the important reflection and cutoff spectral features dominate the shape of the AGN contribution to the CXB. Average spectral characteristics of survey detected AGN will be presented and compared with model distributions. The numbers of hard x-ray blazars detected in these surveys are finally sufficient to estimate this important component's contribution the cosmic background. Constraints on CXB models and their significance will be discussed.

  9. A Survey to Examine Teachers' Perceptions of Design Dispositions, Lesson Design Practices, and Their Relationships with Technological Pedagogical Content Knowledge (TPACK)

    ERIC Educational Resources Information Center

    Koh, Joyce Hwee Ling; Chai, Ching Sing; Hong, Huang-Yao; Tsai, Chin-Chung

    2015-01-01

    This study investigates 201 Singaporean teachers' perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers' perceptions of TPACK which have not yet been explored. The…

  10. Teacher Factors Associated with Preschool Teacher-Child Relationships: Teaching Efficacy and Parent-Teacher Relationships

    ERIC Educational Resources Information Center

    Chung, Li-Chuan; Marvin, Christine A.; Churchill, Susan L.

    2005-01-01

    The present study investigated specific teacher factors that potentially influence teacher-child relationships with preschool-age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3-6-year-old children in community-based childcare and preschool centers in one mid-western state. There were 46…

  11. Teachers' Perceptions of the Use of Computer Assisted Language Learning to Develop Children's Reading Skills in English as a Second Language in the United Arab Emirates

    ERIC Educational Resources Information Center

    Al-Awidi, Hamed Mubarak; Ismail, Sadiq Abdulwahed

    2014-01-01

    This study investigated ESL teachers' perceptions regarding the use of Computer Assisted Language Learning (CALL) in teaching reading to children. A random sample of 145 teachers participated in the study by completing a survey developed by the researchers. To explore the situation in depth, 16 teachers were later interviewed. Results indicated…

  12. An Event History Analysis of Teacher Attrition: Salary, Teacher Tracking, and Socially Disadvantaged Schools

    ERIC Educational Resources Information Center

    Kelly, Sean

    2004-01-01

    In this event history analysis of the 1990-1991 Schools and Staffing Survey and the 1992 Teacher Follow-up Survey, a retrospective person-year database was constructed to examine teacher attrition over the course of the teaching career. Consistent with prior research, higher teacher salaries reduced attrition, but only slightly so. Teacher…

  13. Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 8

    ERIC Educational Resources Information Center

    von Frank, Valerie, Ed.

    2009-01-01

    "Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Tackling Behavior from All Sides (Valerie von Frank); (2) Tools: Effective Behavior Support Self-Assessment Survey; (3) Lessons from…

  14. Teachers' Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students' Motivation for Science Learning

    NASA Astrophysics Data System (ADS)

    Vedder-Weiss, Dana; Fortus, David

    2018-02-01

    Employing achievement goal theory (Ames Journal of Educational psychology, 84(3), 261-271, 1992), we explored science teachers' instruction and its relation to students' motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. The Elementary School Journal, 102(1), 35-58, 2001) and using data from 95 teachers, we developed a self-report survey assessing science teachers' usage of practices that emphasize mastery goals. We then used this survey and hierarchical linear modeling (HLM) analyses to study the relations between 35 science teachers' mastery goals in each of the TARGETS dimensions, the decline in their grade-level 5-8 students' ( N = 1.356) classroom and continuing motivation for science learning, and their schools' mastery goal structure. The findings suggest that adolescents' declining motivation for science learning results in part from a decreasing emphasis on mastery goals by schools and science teachers. Practices that relate to the nature of tasks and to student autonomy emerged as most strongly associated with adolescents' motivation and its decline with age.

  15. Changing Teacher Attitudes and Actions To Promote Better Parent-Teacher Communication.

    ERIC Educational Resources Information Center

    Schweiker-Marra, Karyn E.

    2000-01-01

    Using qualitative information (faculty meeting transcripts) and a survey, researchers showed that seven statements pertaining to parent-teacher communication at a large rural middle school were poorly rated. A subsequent survey showed improved teacher attitudes, thanks to a monthly newspaper, parent hotline, web page, and other changes. (Contains…

  16. A Survey Study to Find out the Relationship between Leadership Styles and Demographic Characteristics of Elementary and Secondary School Teachers

    ERIC Educational Resources Information Center

    Tatlah, Ijaz Ahmed; Quraishi, Uzma; Hussain, Ishtiaq

    2010-01-01

    This article reports a study aiming to investigate the leadership styles of elementary and secondary school teachers' in Public Sector schools in Lahore, Pakistan. The study also explored if there was any correlation between demographic characteristics of teachers and their leadership styles. A survey was conducted using Task-oriented and…

  17. Perceptions of preparedness of LBS I teachers in the state of Illinois and graduates of Illinois State University's LBS I program to collaborate in teaching grade 7--12 math, science, and social science

    NASA Astrophysics Data System (ADS)

    Caldwell, Janet E.

    The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher certification program in LBS I perceive their preparedness to teach these subjects. Participants provided information about coursework and life experiences, and they made suggestions about teacher preparation and professional development programs. Six key items forming the composite variable focused on level of preparation in (a) best practices, (b) selecting materials, (c) selecting objectives, (d) adapting instructional strategies, (e) planning lessons, and (f) and evaluating outcomes. Only 30 LBS I teachers of the 282 contacted by e-mail completed surveys. Of 115 graduates contacted, 71 participated in the original survey and 23 participated in a follow-up survey. Data were analyzed to learn more about the teachers' self-perceptions regarding preparedness to teach math, science, or social science. There was a correlation between perceived level of knowledge and the composite preparation variable for all subjects, but no correlation with length of teaching. Both groups indicated high school content courses were important in preparation to teach. Teachers also indicated collaboration and graduates indicated grade school learning. The most frequent recommendation for both teacher preparation and professional development was additional methods courses. A survey distributed to math, science, and social science teachers of Grades 7--12 asked about their perceptions of the preparedness of LBS I teachers to teach their area of content. Few surveys were completed for each subject so they were examined qualitatively. There was variability among participants, but generally the content area teachers rated themselves as more prepared than

  18. National Survey of Internet Usage: Teachers, Computer Coordinators, and School Librarians, Grades 3-12.

    ERIC Educational Resources Information Center

    Market Data Retrieval, Inc., Shelton, CT.

    A study was conducted to assess the number and type of schools and educators who use the Internet/World Wide Web. The national survey was conducted in November and December of 1996, and included 6,000 teachers, computer coordinators, and school librarians currently working in grades 3-5, 6-8, and 9-12. At the elementary level, classroom teachers…

  19. The Anthropogenic `Greenhouse Effect': Greek Prospective Primary Teachers' Ideas About Causes, Consequences and Cures

    NASA Astrophysics Data System (ADS)

    Ikonomidis, Simos; Papanastasiou, Dimitris; Melas, Dimitris; Avgoloupis, Stavros

    2012-12-01

    This study explores the ideas of Greek prospective primary teachers about the anthropogenic greenhouse effect, particularly about its causes, consequences and cures. For this purpose, a survey was conducted: 265 prospective teachers completed a closed-form questionnaire. The results showed serious misconceptions in all areas (causes, consequences and cures). The most prominent misconception found by this survey is the conflation between the greenhouse effect and the ozone layer depletion, which is widely reported in the literature. There is also the notion that `good things' (like clean beaches) can help ameliorate the greenhouse effect, whereas `bad things' (like insecticides) can enhance it. One of the secondary results of the survey is that prospective teachers' main source of information about the greenhouse effect is school. This calls for educational interventions to fight misconceptions at the source. Some suggestions are presented in this paper. The results of this study are compared with the results of two similar studies conducted in the UK and in Turkey.

  20. Teachers and Technology: Development of an Extended Theory of Planned Behavior

    ERIC Educational Resources Information Center

    Teo, Timothy; Zhou, Mingming; Noyes, Jan

    2016-01-01

    This study tests the validity of an extended theory of planned behaviour (TPB) to explain teachers' intention to use technology for teaching and learning. Five hundred and ninety two participants completed a survey questionnaire measuring their responses to eight constructs which form an extended TPB. Using structural equation modelling, the…

  1. Teacher Preferences for Middle Grades: Insights into Attracting Teacher Candidates

    ERIC Educational Resources Information Center

    Radcliffe, Rich A.; Mandeville, Thomas F.

    2007-01-01

    Shortages of middle-level teacher candidates may cause teacher educators to recruit candidates by focusing on what attracts and discourages candidates about teaching at the middle level. The authors used a survey approach (n = 110) to investigate why preservice middle school and high school teachers and in-service middle school teachers chose the…

  2. The Exploration of the Use of Data to Modify Instructional Practices by Representative Teachers in the State of Illinois

    ERIC Educational Resources Information Center

    Lebron, Richard

    2011-01-01

    The problem addressed in study is that teachers typically do not use all of the sources of data available to them in a regular and systematic manner to modify their instructional practices. Nine hundred and eighty one Illinois public school teachers participated by completing survey on their uses of educational data. The study employed a…

  3. Accreditation of Teacher Education by NCATE. A Survey of Opinions Commissioned by the Coordinating Board of the National Council for Accreditation of Teacher Education.

    ERIC Educational Resources Information Center

    Maul, Ray C.

    A survey was conducted to determine the attitudes of institutional representatives regarding the efforts of the National Council for Accreditation of Teacher Education (NCATE). Expression regarding NCATE policies, procedures, and standards were sought in questionnaires addressed in April 1969 to the 149 colleges and universities which have…

  4. The Abacus: Instruction by Teachers of Students with Visual Impairments

    ERIC Educational Resources Information Center

    Amato, Sheila; Hong, Sunggye; Rosenblum, L. Penny

    2013-01-01

    Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be…

  5. Cardiopulmonary Resuscitation Training in Schools Following 8 Years of Mandating Legislation in Denmark: A Nationwide Survey.

    PubMed

    Malta Hansen, Carolina; Zinckernagel, Line; Ersbøll, Annette Kjær; Tjørnhøj-Thomsen, Tine; Wissenberg, Mads; Lippert, Freddy Knudsen; Weeke, Peter; Gislason, Gunnar Hilmar; Køber, Lars; Torp-Pedersen, Christian; Folke, Fredrik

    2017-03-14

    School cardiopulmonary resuscitation (CPR) training has become mandatory in many countries, but whether legislation has translated into implementation of CPR training is largely unknown. We assessed CPR training of students following 8 years of legislative mandates in Denmark. A nationwide cross-sectional survey of Danish school leadership (n=1240) and ninth-grade homeroom teachers (n=1381) was carried out for school year 2013-2014. Qualitative interviews and the Theory of Planned Behavior were used to construct the survey. Logistic regression models were employed to identify factors associated with completed CPR training. Information from 63.1% of eligible schools was collected: 49.3% (n=611) of leadership and 48.2% (n=665) of teachers responded. According to teachers, 28.4% (95% CI 25.0% to 32.0%) and 10.3% (95% CI 8.1% to 12.8%) of eligible classes had completed CPR and automated external defibrillator training, respectively. Among leadership, 60.2% (95% CI 56.2% to 64.1%) reported CPR training had occurred during the 3 years prior to the survey. Factors associated with completed CPR training included believing other schools were conducting training (odds ratio [OR] 9.68 [95% CI 4.65-20.1]), awareness of mandating legislation (OR 4.19 [95% CI 2.65-6.62]), presence of a school CPR training coordinator (OR 3.01 [95% CI 1.84-4.92]), teacher feeling competent to conduct training (OR 2.78 [95% CI 1.74-4.45]), and having easy access to training material (OR 2.08 [95% CI 1.57-2.76]). Despite mandating legislation, school CPR training has not been successfully implemented. Completed CPR training was associated with believing other schools were conducting training, awareness of mandating legislation, presence of a school CPR training coordinator, teachers teacher feeling competent to conduct training, and having easy access to training material. Facilitating these factors may increase rates of school CPR training. © 2017 The Authors. Published on behalf of the

  6. Do teachers believe they are competent to promote healthy ICT use among their students?

    PubMed

    Zlamanski, R; Ciccarelli, M

    2012-01-01

    Information and communication technologies (ICT), including computers, are becoming commonplace tools for learning by school children in Australia and around the world. Teachers are responsible for integrating ICT into the school learning environment; however, they may not recognize how and when ICT use may compromise their students' physical health. Children's exposure to physical harm through the unhealthy use of ICT may have liability implications for the education sector. To determine (i) whether teachers consider it their responsibility to promote healthy ICT use among their students; (ii) teachers' self-perceived competence to do so; and (iii) what teachers perceive are the barriers and enablers to promoting healthy ICT use among their students. An online survey was developed for the study. All Catholic Education school principals in Western Australia (n=157) were sent an email link to the survey for distribution to teachers at their respective schools. Over the three week survey period, 95 teachers completed the survey. Descriptive and inferential statistics were used to analyze the data and summarize participants' responses. Fifty-five percent of teachers agreed they were concerned about their students' physical health when using ICT. Only 19% of teachers reported they frequently or always provided their students with information on how to use computers in their class in a way, so as to promote physical health. Teachers identified barriers to promoting healthy computing use among students including; insufficient time (47%), non-adjustable furniture (46%), and insufficient knowledge (41%). Male teachers reported more confidence in their ability to promote healthy ICT use among students than female teachers. Just over half of the teachers in this study were concerned for the physical health of their students when using ICT in the classroom. Respondents identified barriers that limit their ability to promote healthy practices to their students. Designing and

  7. Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee

    ERIC Educational Resources Information Center

    Bogart, Christopher Dean

    2013-01-01

    The purpose of this quantitative study was to investigate the perceptions of K-12 teachers as they relate to the implementation of the Tennessee Educator Acceleration (TEAM) evaluation framework. Survey links were sent to 1,115 K-12 teachers from 4 Northeast Tennessee school districts. The survey achieved a 24% return rate for a total of 270…

  8. Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

    ERIC Educational Resources Information Center

    Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

    2013-01-01

    This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

  9. Chinese Teachers' Work Stress and Their Turnover Intention

    ERIC Educational Resources Information Center

    Liu, Shujie; Onwuegbuzie, Anthony J.

    2012-01-01

    This survey study employed qualitative dominant mixed research to explore the sources of teacher stress in China and the possible reasons for Chinese teachers' turnover intention. The data were collected in Jilin Province of China, and 510 teachers participated in the survey. Quantitatively, 40.4% of the surveyed teachers reported that they…

  10. Climate for career choices: survey of medical students' motivation for studying, career preferences and perception of their teachers as role models.

    PubMed

    Pangercić, Ana; Sambunjak, Dario; Hren, Darko; Marusić, Matko; Marusić, Ana

    2010-04-01

    To assess the educational climate at a medical school, we explored students' perception of their motives for study, the importance of students' personal characteristics for success in the study and profession of medicine, students' perceptions of professional and personal characteristics of their teachers, and students' preferences for their future careers in medicine. We surveyed all students coming to the administration office to enroll for the following academic year (2nd to 6th year of study, n = 738) at Zagreb University Medical School, Croatia. Responses with answers to all questions (n = 482, 65% response rate) were analyzed. Students from both preclinical and clinical study years perceived their teachers to be formal: strict, authoritative, punctual, well prepared, and respectful of hierarchy. Similar formal characteristics were seen as important for success in their studies and in the medical profession. The strongest motivation for studying among students in all study years was task completion. Most of the students wanted a career in medical practice, with (n = 160, 33.2%) or without (n = 207, 42.9%) involvement in clinical research; a few (n = 3, 0.6%) wanted to do basic biomedical research, and an academic career was sought by 23.5% (n = 112). The choice of academic career was associated with grade point average (odds ratio [OR] = 1.75, 95% confidence interval [CI] = 1.10-2.88), higher scores on motivation scales for professional advancement (OR = 1.72; 95% CI = 1.12-2.63) and academic gains (OR = 1.58; 95% CI = 1.17-2.14). Medical students perceive formal characteristics and self-interests as dominant aspects of the educational climate at medical school, where they are motivated mostly by task completion. The change towards a climate of social sensitivity and pro-social behavior may require less frontal and more interactive teaching, with personal interaction between students and teachers.

  11. "How I Spent My Summer Vacation": Time-Use Data from the Spring 2001 BCTF Worklife of Teachers Workload Issues and Stress Survey. BCTF Research Report.

    ERIC Educational Resources Information Center

    Schaefer, Anne C.

    The British Columbia Teachers' Federation surveyed 1,500 teachers regarding workload issues and stress. This report examines teachers' use of time during summer. Teachers described how many of the 9 summer vacation weeks they spent taking holidays, teaching summer school, working in employment other than teaching summer school, taking educational…

  12. Counter-Intuitive Findings from Teacher Education Accreditation Council's Surveys of Candidates and Faculty about Candidate Knowledge and Skill

    ERIC Educational Resources Information Center

    Murray, Frank

    2013-01-01

    This article is a report of the findings from a sample of approximately 2,700 students and 1,000 faculty in the first 50 Teacher Education Accreditation\tCouncil (TEAC)-accredited programs for which the online surveys were used. The sample represents nearly all the full-time faculty members surveyed and approximately 30% of the students. On the…

  13. Arts Education in Grades 6 through 9: A National Survey of Arts Teachers and Supervisors. Research Report 84.

    ERIC Educational Resources Information Center

    Crane, Valerie

    A national survey of 1,320 arts teachers and 165 supervisors was undertaken to assist in identifying content areas and developing content objectives for an instructional television series on visual art, music, drama, and dance for students in grades 6 through 9. The objectives of the survey were to assess teaching practices in arts education in…

  14. Technology Use and Acceptance in the Classroom: Results from an Exploratory Survey Study among Secondary Education Teachers in the USA

    ERIC Educational Resources Information Center

    Holden, Heather; Ozok, Ant; Rada, Roy

    2008-01-01

    Purpose: The purpose of this study is to explore the current usage and acceptance of classroom technologies by secondary math/science education teachers in one community. Design/methodology/approach: Forty-seven secondary education math and science teachers in one American city responded to a survey about their use and perceptions of technology in…

  15. Too Important to Quit: A Call for Teacher Support of Art

    ERIC Educational Resources Information Center

    Patterson, Jodi A.

    2017-01-01

    The author argues that general education teacher candidates must learn to "­re-start" art to empower them with the skills needed to realize art's promise within their future classrooms. Entry/exit surveys completed by candidates ­revealed that an art methods course corrected misconceptions about the nature of creativity and improved…

  16. Challenges of Virtual and Open Distance Science Teacher Education in Zimbabwe

    ERIC Educational Resources Information Center

    Mpofu, Vongai; Samukange, Tendai; Kusure, Lovemore M.; Zinyandu, Tinoidzwa M.; Denhere, Clever; Huggins, Nyakotyo; Wiseman, Chingombe; Ndlovu, Shakespear; Chiveya, Renias; Matavire, Monica; Mukavhi, Leckson; Gwizangwe, Isaac; Magombe, Elliot; Magomelo, Munyaradzi; Sithole, Fungai; Bindura University of Science Education (BUSE),

    2012-01-01

    This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was collected from completed evaluation survey forms…

  17. Eighth-Grade Students' Perceptions of Teacher Effectiveness

    ERIC Educational Resources Information Center

    Sprague, Julie A.

    2013-01-01

    This quantitative study used a validated student survey instrument to collect 182 Midwestern eighth-grade students' perceptions of effective teachers. Balch's (2011) survey was used. The original intent of this survey was to have students rate the effectiveness of one teacher. In this study, students were asked to rate teacher effectiveness and…

  18. The Relationship between Special Education Teachers' Sense of Teacher Efficacy and Their Intent to Leave

    ERIC Educational Resources Information Center

    McCarty, Kristine A.

    2013-01-01

    The purpose of this mixed method study was to examine if there is a predictive relationship among special education teachers' sense of teacher efficacy and intent to leave while accounting for job satisfaction and a special education teacher's perceptions of principal support. Electronic surveys were sent via Survey Monkey to a random sample of…

  19. Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion

    ERIC Educational Resources Information Center

    Jamil, Faiza M.; Downer, Jason T.; Pianta, Robert C.

    2012-01-01

    With teacher turnover costing the U.S. as much as $7 billion per year (National Commission on Teaching and America's Future, 2007), and the continuing demand for qualified teachers, it is imperative for schools to increase retention rates among their faculty (Ingersoll & Smith, 2003). Retention efforts are especially important among novice…

  20. A survey of degree completion programs in dental hygiene education.

    PubMed

    Portillo, Karen M; Rogo, Ellen J; Calley, Kristin H; Cellucci, Leigh W

    2013-05-01

    The purpose of this descriptive study was to identify specific information related to U.S. dental hygiene baccalaureate degree completion programs. Learning experiences, assessment methods, and baccalaureate institutional partnerships were assessed. Of the sixty dental hygiene programs that offer a degree completion program, the forty-two that met the inclusion criteria (including having operated for at least three years) were invited to participate in a thirty-eight item online survey. A 62 percent (n=26) response rate was obtained. Learning experiences in responding programs included core dental hygiene courses, general education courses, and elective dental hygiene courses. Emphasis areas offered by various programs were in the specialty areas of education, public or community health, and research. Respondents reported that their graduates were employed in multiple settings (65 percent; n=17), with 19 percent (n=5) reporting employment in the combined grouping of private practice, education, and public health. Institutional partnerships included articulation agreements (88 percent; n=21), community college baccalaureate (8 percent; n=2), and university extension (4 percent; n=1) models. The findings of this study provide a baseline for assessing the educational composition and design of U.S. dental hygiene degree completion programs. However, results of this study showed inconsistencies among learning experiences that might raise concerns when considering students' level of preparation for graduate education and future leadership roles in the profession.

  1. RX for science literacy: The what, where, how, and why of health science research (A teacher`s manual about biomedical research)

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

    Hoffman, K.S.

    1994-12-31

    When the North Carolina Association for Biomedical Research (NCABR) surveyed the state`s science teachers in March 1993, 92% of those responding requested information related to biomedical research. Most of the teachers requested lesson plans and activities designed to help them give students an accurate and balanced perspective on research. In response to that need, NCABR has recently completed production of a 300-page teacher`s manual that provides an overview of the biomedical research process and describes the role and care of animals in that process. Rx for Science Literacy incorporates background information, lesson plans, handouts and activities to assist teachers inmore » K-12 classrooms. Developed by a science teacher with assistance from science and education experts, the manual captures the complex biomedical research process in an easy-to-follow, easy-to-use format. In North Carolina, NCABR plans to begin these workshops in fall 1994. The workshops will include a tour of a biomedical research laboratory and on-site presentations by bench scientists. Teacher evaluation of the manual will be structured into the workshop program. The manual is available at cost to all interested individuals and organizations.« less

  2. Variables Affecting Preservice Teacher Candidate Identification of Teacher Sexual Misconduct

    ERIC Educational Resources Information Center

    Haverland, Jeffrey A.

    2017-01-01

    Using a quantitative research model, this study explored variables affecting pre-service teacher candidate identification of teacher sexual misconduct through a scenario-based survey instrument. Independent variables in this study were respondent gender, student gender, teacher gender, student age-related ambiguity (students depicted were 17),…

  3. Who Is Responsible for Addressing Cyberbullying? Perspectives from Teachers and Senior Managers

    ERIC Educational Resources Information Center

    Green, Vanessa A.; Johnston, Michael; Mattioni, Loreto; Prior, Tessa; Harcourt, Susan; Lynch, Tegan

    2017-01-01

    This study investigates responsibility for addressing cyberbullying and the extent to which specific training is needed. A total of 888 school staff completed an anonymous online survey and included two groups: (a) teachers, including heads of departments, and (b) principals, deputy principals, and deans (i.e., school managers). The majority…

  4. Star Formation in a Complete Spectroscopic Survey of Galaxies

    NASA Astrophysics Data System (ADS)

    Carter, B. J.; Fabricant, D. G.; Geller, M. J.; Kurtz, M. J.; McLean, B.

    2001-10-01

    The 15R-North galaxy redshift survey is a uniform spectroscopic survey (S/N~10) covering the range 3650-7400 Å for 3149 galaxies with median redshift 0.05. The sample is 90% complete to R=15.4. The median slit covering fraction is 24% of the galaxy, apparently sufficient to minimize the effects of aperture bias on the EW(Hα). Forty-nine percent of the galaxies in the survey have one or more emission lines detected at >=2 σ. In agreement with previous surveys, the fraction of absorption-line galaxies increases steeply with galaxy luminosity. We use Hβ, [O III], Hα, and [N II] to discriminate between star-forming galaxies and AGNs. At least 20% of the galaxies are star-forming, at least 17% have AGN-like emission, and 12% have unclassifiable emission. The unclassified 12% may include a ``hybrid'' population of galaxies with both star formation and AGN activity. The AGN fraction increases steeply with luminosity; the fraction of star-forming galaxies decreases. We use the EW(Hα+[N II]) to estimate the Scalo birthrate parameter, b, the ratio of the current star formation rate to the time averaged star formation rate. The median birthrate parameter is inversely correlated with luminosity in agreement with the conclusions based on smaller samples (Kennicutt, Tamblyn, & Congdon). Because our survey is large, we identify 33 vigorously star-forming galaxies with b>3. We confirm the conclusion of Jansen, Franx, & Fabricant that EW([O II]) must be used with caution as a measure of current star formation. Finally, we examine the way galaxies of different spectroscopic type trace the large-scale galaxy distribution. As expected the absorption-line fraction decreases and the star-forming emission-line fraction increases as the galaxy density decreases. The AGN fraction is insensitive to the surrounding galaxy density; the unclassified fraction declines slowly as the density increases. For the star-forming galaxies, the EW(Hα) increases very slowly as the galaxy number

  5. Multilevel Factor Structure and Concurrent Validity of the Teacher Version of the Authoritative School Climate Survey.

    PubMed

    Huang, Francis L; Cornell, Dewey G; Konold, Timothy; Meyer, Joseph P; Lacey, Anna; Nekvasil, Erin K; Heilbrun, Anna; Shukla, Kathan D

    2015-12-01

    School climate is well recognized as an important influence on student behavior and adjustment to school, but there is a need for theory-guided measures that make use of teacher perspectives. Authoritative school climate theory hypothesizes that a positive school climate is characterized by high levels of disciplinary structure and student support. A teacher version of the Authoritative School Climate Survey (ASCS) was administered to a statewide sample of 9099 7th- and 8th-grade teachers from 366 schools. The study used exploratory and multilevel confirmatory factor analyses (MCFA) that accounted for the nested data structure and allowed for the modeling of the factor structures at 2 levels. Multilevel confirmatory factor analyses conducted on both an exploratory (N = 4422) and a confirmatory sample (N = 4677) showed good support for the factor structures investigated. Factor correlations at 2 levels indicated that schools with greater levels of disciplinary structure and student support had higher student engagement, less teasing and bullying, and lower student aggression toward teachers. The teacher version of the ASCS can be used to assess 2 key domains of school climate and associated measures of student engagement and aggression toward peers and teachers. © 2015, American School Health Association.

  6. Knowledge and willingness to teach cardiopulmonary resuscitation: a survey amongst 4273 teachers.

    PubMed

    Mpotos, Nicolas; Vekeman, Eva; Monsieurs, Koenraad; Derese, Anselm; Valcke, Martin

    2013-04-01

    Schoolteachers are expected to play a role in teaching cardiopulmonary resuscitation (CPR) to schoolchildren, but little is known about their attitudes, actual knowledge and willingness to do so. We conducted a survey about CPR knowledge, preparedness to perform and teach CPR as well as attitude towards an alternative self-learning strategy amongst Flemish teachers. A questionnaire was developed consisting of four distinct parts: (1) Demographics; (2) CPR knowledge and skills level; (3) Attitude towards training and (4) Resuscitation experience. Content experts screened the questionnaire in view of content validity. One hundred and seventy-one students in Educational Sciences were each asked to interview 25 different teachers. A total of 4273 teachers participated in the study (primary school n=856; secondary school n=2562; higher education n=855). Of all respondents, 59% (2539/4273) had received previous CPR training with the highest proportion observed in primary schoolteachers (69%) and in the age group 21-30 years (68%). Mandatory CPR training at school was supported by 41% (1751/4273) of the teachers and only 36% was aware that CPR is now formally included in the secondary education curriculum. Sixty-one percent (2621/4273) did not feel capable and was not willing to teach CPR, mainly because of a perceived lack of knowledge in 50% (2151/2621). In addition 69% (2927/4273) felt incompetent to perform correct CPR and 73% (3137/4273) wished more training. Feeling incompetent and not willing to teach was related to the absence of previous training. Primary schoolteachers and the age group 21-30 years were most willing to teach CPR. Although many teachers mentioned previous CPR training, only a minority of mostly young and primary schoolteachers felt competent in CPR and was willing to teach it to their students. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  7. Interactions between Teachers' Attribution for Student Learning and Implementation of Evidence-Based Practices

    ERIC Educational Resources Information Center

    Burchard, Melinda; Dormer, Jan; Fisler, Jennifer

    2017-01-01

    This study investigated interactions between evidence-based practices implemented and attributions of factors contributing to achievement of student learning objectives. Conducted in three school districts in a mid-Atlantic state, 78 teachers completed an end-of-year survey. Internal attributions were significantly correlated with implementation…

  8. Snapshots of Authentic Scientific Inquiry and Teacher Preparation: Undergraduate STEM Courses, Preservice and Inservice Teachers' Experiences

    NASA Astrophysics Data System (ADS)

    French, Debbie Ann

    In this dissertation, the researcher describes authentic scientific inquiry (ASI) within three stages of teacher preparation and development: a1) undergraduate STEM courses, b2) preservice secondary science education methods courses, and c3) inservice teacher professional development (PD). Incorporating (ASI)-- pedagogy closely modeling the research practices of scientists--is at the forefront of national science, technology, engineering, and mathematics (STEM) initiatives and the Next Generation Science Standards (NGSS). In the first of three research articles, 42 students participated in an introductory astronomy course which employed inquiry-based pedagogy. The researcher administered the Test Of Astronomy STandards (TOAST) pre/post instruction. In the second article, 56 preservice secondary science teachers completed ideal lesson plan scenarios before and after 80 hours of methods instruction. The researcher scored the scenarios using a rubrirubric developedc according to the NGSS Science and Engineering Practices, and analyzed the components from the scenarios. The third article surveyed 63 inservice STEM teachers with prior research and industry experience. The researcher highlights teacher ASI perspectives. Overall, teachers incorporated opportunities for K-20 students to use scientific instrumentation and technology to collect and analyze data, work collaboratively, and develop evidence-based conclusions. Few teachers provided opportunities for students to ask scientific questions or disseminate results, suggesting the need that teachers (at all levels) need scaffolded instruction in these areas. The researcher argues that while ASI and STEM PDs are effective for teachers, developing similar interest, on-going communities of practice may provide support for teacher to implement the ASI practices in their classrooms.

  9. Supporting Teacher Professionalism: Insights from TALIS 2013

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

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

  10. Longitudinal study of the feasibility of using ecological momentary assessment to study teacher stress: Objective and self-reported measures.

    PubMed

    McIntyre, Teresa M; McIntyre, Scott E; Barr, Christopher D; Woodward, Phillip S; Francis, David J; Durand, Angelia C; Mehta, Paras; Kamarck, Thomas W

    2016-10-01

    There is a lack of comprehensive research on Ecological Momentary Assessment (EMA) feasibility to study occupational stress, especially its long-term sustainability. EMA application in education contexts has also been sparse. This study investigated the feasibility of using EMA to study teacher stress over 2 years using both objective compliance data and a self-reported feasibility survey. It also examined the influence of individual and school factors on EMA feasibility. Participants were 202 sixth through eighth grade teachers from 22 urban middle schools in the southern United States. EMA was implemented via an iPod-based Teacher Stress Diary (TSD). Teachers recorded demands, stress responses, and resources during 12 days (6 waves) over 2 years. Feasibility was assessed via compliance data generated by the TSD (e.g., entry completion) and an EMA Feasibility Survey of self-reported user-friendliness and EMA interference. The results showed high compliance regarding entry and item completion, and completion time, which was sustained over time. User-friendliness was appraised as very high and EMA interference as low. Initial difficulties regarding timing and length of assessments were addressed via EMA method refinement, resulting in improved feasibility. Teachers' ethnicity, age, marital status, grade/course taught, class size, class load, and daily workload impacted feasibility. The results supported the feasibility of using EMA to study work stress longitudinally and the value of continued feasibility monitoring. They also support EMA use to study teacher stress and inform EMA implementation in schools. Some teacher and school factors need to be taken into consideration when deciding on EMA implementation in education contexts. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  11. [Survey regarding mental health conditions of high school students and attitudes of students and their teachers toward students' mental health issues].

    PubMed

    Hattori, Isao; Fujii, Chiyo; Fukuzawa, Ayako

    2013-01-01

    We administered a self-reporting questionnaire survey regarding the mental health conditions of high school students and attitudes of students and their teachers toward students' mental health issues. In addition, we discussed the requirements for high school students' mental health support system. The subjects were 3,312 students and 208 teachers in four Shizuoka prefectural public high schools in 2009. University Personality Inventory (UPI) is usually conducted to assess university students' mental state and is a questionnaire that high school students can answer easily. Therefore, we adopted UPI for this survey. UPI was composed of 56 unhealthy and 4 healthy condition items. High school students completed the UPI and determined the sum of unhealthy condition items; a higher score indicated a poorer mental health status. The average UPI score of all students (n = 3,312) was 12.7 points, and that of females (n = 1,217)was 15.2 points, which was significantly higher than the 11.3 points of males (n = 2,095). Those with scores > or = 30 points (7.5%), which was more than half of the maximum score, were designated as the High Score (HS) group and considered to have poor mental health. Those with scores of > or = 40 (1.4%) seemed to have very poor mental health, and there was concern that they may be suffering from psychosis. Our observations indicated that HS students were likely to avoid seeking help regarding mental health issues, which was especially true for male HS students. The majority of students chose their friends and parents as advisers, but HS students were significantly more likely to choose advisers who were engaged in jobs related to medical work. Students in both the HS and non-HS groups who did not wish to consult anyone else about their mental conditions wanted to be approached by those around them. High school teachers hesitated to intervene with mentally disturbed students and attempted to resolve problems within the school. Thus, it appears

  12. Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment

    ERIC Educational Resources Information Center

    Finn, Amber N.; Schrodt, Paul

    2012-01-01

    This study examined students' perceived understanding as a mediator of the relationship between student perceptions of teacher clarity, nonverbal immediacy cues, and learner empowerment (i.e., meaningfulness, competence, and impact). Participants included 261 undergraduate students who completed survey instruments. Results of structural equation…

  13. TPACK Survey Development Study for Social Sciences Teachers and Teacher Candidates

    ERIC Educational Resources Information Center

    Akman, Özkan; Güven, Cemal

    2015-01-01

    The purpose of this research is to develop a scale for analyzing the technological pedagogical and content knowledge (TPACK) and self-efficacy perceptions of the social sciences teachers and teacher candidates. During the development process, an item pool has been generated by evaluating the studies made in the literature. Also, after opinions…

  14. Teacher Leadership: A Survey Analysis of KwaZulu-Natal Teachers' Perceptions

    ERIC Educational Resources Information Center

    Grant, Callie; Gardner, Karen; Kajee, Farhana; Moodley, Ronnie; Somaroo, Sharila

    2010-01-01

    The notion of teacher leadership is implicit in official documentation in the South African education system post 1994, which emphasises a move towards a more shared and participatory approach to the practice of leadership and management in schools. The concept of teacher leadership is embedded in a distributed leadership theoretical framing which…

  15. Teachers' Interpretations of Exit Exam Scores and College Readiness

    ERIC Educational Resources Information Center

    McIntosh, Shelby

    2013-01-01

    This study examined teachers' interpretations of Virginia's high school exit exam policy through the teachers' responses to a survey. The survey was administered to teachers from one school district in Northern Virginia. The teachers selected for the survey taught a subject in which students must pass a Standards of Learning (SOL) test in order to…

  16. Attitudes of Secondary School Teachers towards Inclusive Education in New Delhi, India

    ERIC Educational Resources Information Center

    Bhatnagar, Nisha; Das, Ajay

    2014-01-01

    This study was undertaken to determine the attitudes of secondary regular schoolteachers towards the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organisation in Delhi, returned the completed survey. A two-part questionnaire was used in this study. Part one gathered…

  17. Preschoolers with Complex Health-Care Needs: A Survey of Early Childhood Special Education Teachers in Virginia.

    ERIC Educational Resources Information Center

    Lowman, Dianne Koontz

    1993-01-01

    Analysis of a survey of 234 early childhood special education (ECSE) teachers in Virginia found that ECSE staff conducted gastrostomy feedings and/or catheterizations, that nurses provided care for tracheostomies and mechanical ventilation, and that 38% of school systems (mostly urban and suburban) had written policies concerning preschoolers with…

  18. Characteristics and Working Conditions of Moonlighting Teachers: Evidence from the 2011-2012 Schools and Staffing Survey

    ERIC Educational Resources Information Center

    Fitchett, Paul G.; Heafner, Tina L.; Harden, Susan B.

    2016-01-01

    Moonlighting, an employment practice where individuals work outside of their primary job, is popular within the public education sector. Using data from the National Center for Education Statistics Schools and Staffing Survey, this study examined both the characteristics and motivations of public school teachers across moonlighting categories.…

  19. Retaining Quality Teachers for Alaska.

    ERIC Educational Resources Information Center

    McDiarmid, G. Williamson; Larson, Eric; Hill, Alexandra

    This report examines the demand for teachers, teacher turnover, and teacher education in Alaska. Surveys were conducted with school district personnel directors, directors of Alaska teacher education programs, teachers who exited Alaska schools in 2001, and rural and urban instructional aides. Alaska is facing teacher shortages, but these are…

  20. Comparing Teacher and Administrator Perspectives on Multiple Dimensions of Teacher Professionalism

    ERIC Educational Resources Information Center

    Tichenor, Mercedes; Tichenor, John

    2009-01-01

    In this paper, we compare teacher and administrator perspectives on multiple dimensions of teacher professionalism. An instrument with a total of 51 professional behaviors and characteristics that operationalize the multiple dimensions of professionalism was developed. Survey participants, including 216 teachers and 89 administrators, were asked…

  1. Kentucky Principal Perceptions of the State's New Teacher Evaluation System: A Survey Analysis

    ERIC Educational Resources Information Center

    Dodson, Richard L.

    2015-01-01

    This research examines how public school principals in Kentucky perceive their new teacher evaluation system and the proficiency exam they must take and pass in order to evaluate their staff. An online survey was developed and 308 out of an estimated 1,100 working school principals across Kentucky responded, yielding a response rate of 28%.…

  2. Constructing the Past: Assessment of Elementary Preservice Teachers' Perception about History

    ERIC Educational Resources Information Center

    Ohn, J. D.

    2013-01-01

    The purpose of the study was to examine if and how elementary preservice teachers' perceptions about history were changed upon their completion of a class project that engaged them in a discipline-specific inquiry as a method of teaching history. Surveys were administered to assess any changes in their perception of the history before and after…

  3. Knowledge, attitude and practice in emergency management of dental injury among physical education teachers: a survey in Bangalore urban schools.

    PubMed

    Mohandas, U; Chandan, G D

    2009-01-01

    The purpose of this study was to assess, by means of a self administered structured questionnaire, the level of Knowledge, Attitude and Practice of physical education teachers in Bangalore city with regards to emergency management of dental injuries. The questionnaire surveyed the physical education teacher's background, knowledge of management of tooth fracture, avulsion, luxation injuries, it also investigated physical education teacher's attitude and the way they handle the injuries. The sample consisted 580 teachers from 700 selected schools in Bangalore city. Chi-square test was applied to test the significance between trained and untrained teachers. Among the population 70% were males physical education teachers 30% were females. 95% of the teachers had physical education training and 5% did not have the training. 95% of the population had first aid component and 5% did not have. Only 25% of trained physical education teachers had correct knowledge about tooth identification and 17% among untrained teachers. 81% of trained teachers answered correctly regarding management of fractured anterior teeth against 27.5% of untrained teachers (P< 0.0002). The present report indicates that there is lack of knowledge and practice among physical education teachers in Bangalore city regarding emergency management of dental trauma. Educational programs to improve the knowledge and awareness among the teachers have to be implemented.

  4. The effectiveness of a monetary incentive offer on survey response rates and response completeness in a longitudinal study.

    PubMed

    Yu, Shengchao; Alper, Howard E; Nguyen, Angela-Maithy; Brackbill, Robert M; Turner, Lennon; Walker, Deborah J; Maslow, Carey B; Zweig, Kimberly C

    2017-04-26

    Achieving adequate response rates is an ongoing challenge for longitudinal studies. The World Trade Center Health Registry is a longitudinal health study that periodically surveys a cohort of ~71,000 people exposed to the 9/11 terrorist attacks in New York City. Since Wave 1, the Registry has conducted three follow-up surveys (Waves 2-4) every 3-4 years and utilized various strategies to increase survey participation. A promised monetary incentive was offered for the first time to survey non-respondents in the recent Wave 4 survey, conducted 13-14 years after 9/11. We evaluated the effectiveness of a monetary incentive in improving the response rate five months after survey launch, and assessed whether or not response completeness was compromised due to incentive use. The study compared the likelihood of returning a survey for those who received an incentive offer to those who did not, using logistic regression models. Among those who returned surveys, we also examined whether those receiving an incentive notification had higher rate of response completeness than those who did not, using negative binomial regression models and logistic regression models. We found that a $10 monetary incentive offer was effective in increasing Wave 4 response rates. Specifically, the $10 incentive offer was useful in encouraging initially reluctant participants to respond to the survey. The likelihood of returning a survey increased by 30% for those who received an incentive offer (AOR = 1.3, 95% CI: 1.1, 1.4), and the incentive increased the number of returned surveys by 18%. Moreover, our results did not reveal any significant differences on response completeness between those who received an incentive offer and those who did not. In the face of the growing challenge of maintaining a high response rate for the World Trade Center Health Registry follow-up surveys, this study showed the value of offering a monetary incentive as an additional refusal conversion strategy. Our

  5. Principals' and Special Education Teachers' Perceptions of Special Education Teachers' Roles and Responsibilities

    ERIC Educational Resources Information Center

    Mott, Japhia

    2013-01-01

    This explanatory mixed methods study focuses on the perceptions of principals and special education teachers about special education teachers' roles and responsibilities. An online survey was conducted with 11 principals and 41 special education teachers (Resource Specialists and Special Day Class teachers). Independent semi-structured interviews…

  6. Multimedia Teacher Research

    ERIC Educational Resources Information Center

    Leaman, Heather; DiLucchio, Connie

    2015-01-01

    In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers' use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized…

  7. Teacher Beliefs about Adolescent Development: Cultural and Organizational Impacts on Japanese and U.S. Middle School Teachers' Beliefs.

    ERIC Educational Resources Information Center

    LeTendre, Gerald K.; Akiba, Motoko

    2001-01-01

    Analyzes a bi-national survey about teachers' beliefs surrounding puberty; adolescent rebellious attitudes, and academics. Finds significant difference between Japanese and U.S. teachers. Explains teachers' impact on students shows cultural differences and cross-national trends. Discusses survey results in light of qualitative studies of Japanese…

  8. Philippine Classroom Teachers as Researchers: Teachers' Perceptions, Motivations, and Challenges

    ERIC Educational Resources Information Center

    Ulla, Mark B.; Barrera, Kenneth Ian B.; Acompanado, Meller M.

    2017-01-01

    This study explores teachers' perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines with regards to doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perceptions towards doing research and its…

  9. Public School Educator and Teacher Educator Job Analysis Ratings of Certification Test Objectives.

    ERIC Educational Resources Information Center

    Silvestro, John R.; And Others

    The job analysis procedures used in the development of the Illinois Certification Testing System are described. The degree of congruence between job analysis ratings provided by public school educators (PSEs) and teacher educators (TEs) who completed the job analysis surveys is examined. National Evaluation Systems, Inc., and the Illinois State…

  10. Giving Teachers a Voice

    ERIC Educational Resources Information Center

    Dagenhart, Diana B.; O'Connor, Katherine A.; Petty, Teresa M.; Day, Barbara D.

    2005-01-01

    The authors report on a teacher survey that was conducted in North Carolina to determine the wants and needs of teachers in North Carolina. The survey had Likert-scaled quesitons about administrative support and professional development needs as well as information about professional and personal characteristics. The research was conducted to give…

  11. Examination of Teacher Knowledge, Dissemination Preferences, and Classroom Management of Student Concussions: Implications for Return-to-Learn Protocols.

    PubMed

    Dreer, Laura E; Crowley, Maria T; Cash, Augusta; O'Neill, Jilian A; Cox, Molly K

    2017-05-01

    To determine teacher knowledge of (1) concussion symptomatology, (2) dissemination preferences, and (3) classroom management practices of student concussions. A cross-sectional survey assessing concussion-related information was completed by teachers/instructors in the state of Alabama. One-hundred and thirty participants completed the survey. Only a quarter perceived they were "very" or "extremely" confident enough to recognize signs related to a concussion (22.3%), and only 12.4% reported they were "very knowledgeable" about concussions. The majority were able to recognize more common concussion symptoms/challenges: headaches (95.4%), trouble concentrating (86.2%), memory (82.3%), balance problems/dizziness (82.3%), changes vision/hearing (76.2%), difficulty completing tasks (70.8%), difficulty making decisions (66.2%), changes in sleep (61.5%), and fatigue (60.8%); only half recognized emotional symptoms (e.g., mood) or symptoms associated with more prolonged recovery. Concussion informants were school nurses (74.4%), followed by parents (46.2%), students (46.2%), and coaches/athletic trainers (45.4%). A little under half of participants received concussion information as part of their job (41.9%). About 14.1% of teachers reported that someone had come to their school to talk with them as a group about concussions, and 82% felt they needed more information. Of the 37% who taught a concussed student, 83% reported they altered the classroom management strategies. In general, teachers were able to recognize the more commonly experienced concussion symptoms as well as management strategies. However, they appear to want greater concussion information and training. Given the daily influence of teachers on student tasks involving cognitive exertion, incorporation of formal concussion education for teachers is warranted.

  12. Teacher Trust in Leadership, Professional Learniing Community, and Student Achievement: An Analysis of Statewide Survey Data

    ERIC Educational Resources Information Center

    Hogg, Troy S.

    2013-01-01

    The foundation of positive interpersonal relationships is trust and such relationships are needed for professional collaboration and learning to take place. Building trust, then, must be important in order to meet organizational goals and impact student success. The purpose of this survey research was to examine the relationship among teachers'…

  13. A cystic fibrosis handbook for teachers.

    PubMed

    Ryan, L L; Williams, J K

    1996-01-01

    The purposes of this project were to (1) develop a handbook on cystic fibrosis for elementary school teachers and to (2) pilot this handbook with a group of teachers and school nurses. The project used a descriptive survey design in which parents, teachers, and school nurses of 14 elementary-age children with cystic fibrosis were recruited from one cystic fibrosis clinic. Interest in using the handbook with their child's teachers was elicited from parents; also, interest in using the handbook was obtained by open-ended questions in a mailed survey sent to teachers and school nurses. Levels of teacher and school nurse knowledge were measured with a true/false pretest and posttest instrument. All parents expressed a desire to use the handbook with their child's teachers. Sixty-seven percent of the teachers and 89% of the school nurses returned the survey, and all endorsed the use of the handbook in their classrooms or schools. Comparison of the pretest and posttest scores from the teachers revealed an increase in teachers' knowledge. Scores on pretest and posttest measures from school nurses were high at each testing time. Results support the use of a printed handbook to promote knowledge of cystic fibrosis in teachers and to support communication among nurses, parents, and teachers.

  14. The Abacus: Teachers' Preparation and Beliefs about Their Abacus Preservice Preparation

    ERIC Educational Resources Information Center

    Rosenblum, L. Penny; Hong, Sunggye; Amato, Sheila

    2013-01-01

    Introduction: This article reports on a study of 196 teachers who shared their experiences and opinions related to how they were taught to use the Cranmer abacus. Methods: In February and March 2012, the participants completed an online survey to gather information about their preparation in using and beliefs about computation with the Cranmer…

  15. The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy

    ERIC Educational Resources Information Center

    Yin, Hong-biao; Lee, John Chi-Kin; Jin, Yu-le; Zhang, Zhong-hua

    2013-01-01

    This study explores the impact of teachers' perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had…

  16. Elementary Preservice Teachers' and Teacher Educators' Perceptions of Financial Literacy Education

    ERIC Educational Resources Information Center

    Henning, Mary Beth; Lucey, Thomas A.

    2017-01-01

    The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers' and teacher educators' beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision…

  17. Kuwaiti Teachers' Perceptions of Voice Handicap.

    PubMed

    Albustan, Sana A; Marie, Basem S; Natour, Yaser S; Darawsheh, Wesam B

    2018-05-01

    The study aimed to investigate the effects of age, gender, level of education, experience, and class level taught on the perception of voice handicap by Kuwaiti teachers using the Arabic version of the Voice Handicap Index (VHI-Arab). The mean VHI scores of Kuwaiti teachers were compared with those of Jordanian and Emirati teachers. The study had a cross-sectional survey design. A total of 460 individuals (100 controls and 360 teachers) participated in this study and completed the paper copy of the VHI-Arab. We recruited 360 teachers, 180 males and 180 females (age range: 20-50 years), from 60 schools in 6 Kuwaiti districts. Teachers' VHI scores were compared with 100 nonteaching voice users (50 males and 50 females, with an age range of 18-42 years). Female teachers scored significantly higher than male teachers in all subscales (ie, physical: P = 0.02; emotional: P = 0.007; total: P = 0.017), except for the functional subscale (P = 0.147). Elementary school teachers scored significantly higher than teachers of other levels (middle and high school) in all VHI subscales (physical: P = 0.047; emotional: P = 0.01; total: P = 0.039), except for the functional subscale (P = 0.47). The mean score of Jordanian teachers was higher than that of Kuwaiti and Emirati teachers in all VHI subscales. Teachers with a more favorable teaching environment scored better on the VHI. Gender differences were found in all the Arabic nationalities studied. Female teachers of the elementary level, in particular, should be the focus of attention of efforts to prevent voice damage. Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  18. Characteristics of Public Elementary and Secondary School Principals in the United States: Results from the 2015-16 National Teacher and Principal Survey. First Look. NCES 2017-070

    ERIC Educational Resources Information Center

    Taie, Soheyla; Goldring, Rebecca

    2017-01-01

    The 2015-16 National Teacher and Principal Survey (NTPS) is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public School Principal Data File of NTPS. The purpose of NTPS is to collect information that can…

  19. Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience

    ERIC Educational Resources Information Center

    Walz, Ivy

    2014-01-01

    This document examines the current status of voice teacher education in the 21st century, focusing on the undergraduate experience as an important first step, and links that experience to current trends in pedagogical training as a whole. This document includes the results of a curriculum survey detailing the undergraduate vocal pedagogy courses…

  20. Historical Survey of Research in Physics Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    2017-01-01

    There have been efforts to provide specialized preparation for prospective physics teachers for over 100 years, both in the U.S. and elsewhere. However, systematic research investigations of these efforts are much more scarce, particularly in the U.S. I will review some highlights of research in physics teacher preparation reported in the U.S. and in several other countries as early as the 1920s. The more recent investigations (beginning around 1970) reveal a pattern of teacher preparation practices emphasizing multiple, extended experiences in analyzing physical systems-and making and testing hypotheses of experimental outcomes-by developing and reflecting on laboratory-based physics activities that are often subsequently taught (as simulated ``micro-teaching'' or in actual classrooms), all under close guidance and intensive coaching from expert physics-teacher educators. Outcomes reported include improvements in the quality of experiment design (emphasizing student-generated explanations rather than rote procedures), and in ability to communicate, better awareness of physics teachers' pedagogical knowledge, and improved learning gains by the teachers' students on tests of conceptual understanding. Supported in part by NSF DUE #1256333.

  1. Beginning English Teacher Attrition, Mobility, and Retention

    ERIC Educational Resources Information Center

    Hahs-Vaughn, Debbie L.; Scherff, Lisa

    2008-01-01

    Although much research on teacher attrition and mobility exists, few researchers have addressed English teachers specifically. The present authors, using the 1999-2000 Schools and Staffing Survey (SASS) and the Teacher Follow-Up Survey (TFS; National Center for Education Statistics, 2005) examined individual and school characteristics and…

  2. A National Descriptive Survey of Teacher Residency Programs

    ERIC Educational Resources Information Center

    Wasburn-Moses, Leah

    2017-01-01

    Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare…

  3. Procedures and Reasoning for Skill Proficiency Testing in Physical Education Teacher Education Programs

    ERIC Educational Resources Information Center

    Baghurst, Timothy; Richard, Kevin; Mwavita, Mwarumba; Ramos, Nilo

    2015-01-01

    This study sought to determine how the testing of skill proficiency is being conducted in physical education teacher education (PETE) programs in the USA and how fitness or skill proficiencies, as attributes of a physical educator, are perceived. Participants were 312 college PETE program coordinators who completed an online survey about skill…

  4. Teachers as Agents of Change in Curricular Reform: The Position of Dance Revisited

    ERIC Educational Resources Information Center

    MacLean, Justine

    2018-01-01

    This paper reports findings from a recent large-scale survey of Physical Education (PE) teachers' perceptions of teaching dance and compares them to results of a study completed 10 years previously [MacLean, J. (2007). A longitudinal study to ascertain the factors that impact on the confidence of undergraduate physical education student teachers…

  5. Attitudes of Nigerian Secondary School Teachers to Student Evaluation of Teachers

    ERIC Educational Resources Information Center

    Joshua, Monday T.; Joshua, Akon M.

    2004-01-01

    This study was designed to assess the attitudes of Nigerian secondary school teachers to student evaluation of teachers (SET), and to find out if the attitudes expressed were influenced by teacher characteristics such as gender, professional status, geographical location, academic qualification and teaching experience. The study was a survey, and…

  6. Relationship between Teachers' Preferred Teacher-Student Interpersonal Behaviour and Intellectual Styles

    ERIC Educational Resources Information Center

    Yu, Tak Ming; Zhu, Chang

    2011-01-01

    This study examines the association between teachers' preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their…

  7. Individual and contextual covariates of burnout: a cross-sectional nationwide study of French teachers.

    PubMed

    Vercambre, Marie-Noël; Brosselin, Pauline; Gilbert, Fabien; Nerrière, Eléna; Kovess-Masféty, Viviane

    2009-09-10

    Limited information on the covariates of burnout syndrome in French teachers is available. The aim of this study was to evaluate the relative contributions of individual and contextual factors on the three burnout dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment. The source data come from an epidemiological postal survey on physical and mental health conducted in 2005 among 20,099 education workers (in activity or retired) selected at random from the health plan records of the national education system. The response rate was 52.4%. Teachers in activity currently giving classes to students who participated in the survey (n = 3,940) were invited to complete a self-administered questionnaire including the Maslach Burnout Inventory. 2,558 teachers provided complete data (64.9%). Variables associated with high emotional exhaustion (highest quartile of score), high depersonalization (highest quartile), and reduced personal accomplishment (lowest quartile) were evaluated using multivariate logistic regression. Studied variables referred to demographic characteristics, socio-professional environment, job dissatisfaction, experienced difficulties at work, and teaching motivations. Different variables were associated with each burnout dimension. Female teachers were more susceptible to high emotional exhaustion and reduced personal accomplishment, whereas male teachers were more susceptible to high depersonalization. Elementary school teachers were more susceptible to high emotional exhaustion, but less susceptible to high depersonalization and reduced personal accomplishment than their higher school level counterparts. Experienced difficulties with pupils were associated with all three dimensions. A socio-economically underprivileged school neighbourhood was also related to high emotional exhaustion and high depersonalization. Programs to enhance teaching environment might be an interesting approach to try to prevent burnout. It would

  8. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    ERIC Educational Resources Information Center

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  9. Teachers Candidates' Reviews on Teacher Candidate Training System

    ERIC Educational Resources Information Center

    Altintas, Sedat; Görgen, Izzet

    2017-01-01

    In our country, as a result of the appointment in some different disciplines, nearly 30000 teacher candidates could be a part of education system. Also, a new revision has been completed on teacher candidate training and it has been put into action. Teacher candidates have been trained for six months after they have been appointed. These teachers…

  10. Teacher Stress and Coping Strategies: A National Snapshot

    ERIC Educational Resources Information Center

    Richards, Jan

    2012-01-01

    This national survey of 1,201 kindergarten through Grade-12-U.S. teachers focused on three related areas: (1) sources of teacher stress, (2) manifestations of stress, and (3) suggested coping strategies. The survey instrument was adapted from the Teacher Stress Inventory and the Coping Scale for Adults. Results indicated that teachers nationwide…

  11. Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers across Canada

    ERIC Educational Resources Information Center

    Lévesque, Stéphane G.; Zanazanian, Paul

    2015-01-01

    This paper looks at the historical consciousness of prospective history teachers in Canada. Using a bilingual online survey instrument inspired by the pan-Canadian research "Canadians and their Pasts" with volunteer participants (N = 233), the study investigates their background knowledge, their perceptions of the trustworthiness of…

  12. Teachers' Preferences for Educational Planning: Dynamic Testing, Teaching Experience and Teachers' Sense of Efficacy

    ERIC Educational Resources Information Center

    Bosma, Tirza; Hessels, Marco G. P.; Resing, Wilma C. M.

    2012-01-01

    This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers' experience and sense of efficacy on teachers' preferences was also investigated. Results indicated teachers'…

  13. CO-CREATE: Teachers' Voices to Inform Special Education Teacher Education

    ERIC Educational Resources Information Center

    Young, Kirsty

    2018-01-01

    Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the…

  14. Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility

    ERIC Educational Resources Information Center

    Feng, Li

    2010-01-01

    This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997-2003 in conjunction with the 1999-2000 Schools and Staffing Survey and its…

  15. Teachers' Perceived Efficacy among English as a Foreign Language Teachers in Middle Schools in Venezuela

    ERIC Educational Resources Information Center

    Chacon, C.T.

    2005-01-01

    Teachers' sense of efficacy has been shown to influence teachers' actions and student outcomes. This study explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela. Data were collected through a survey administered to 100 teachers. The Teacher Sense of Efficacy Scale (Tschannen-Moran &…

  16. Relationship between occupational stress and burnout among Chinese teachers: a cross-sectional survey in Liaoning, China.

    PubMed

    Wang, Yang; Ramos, Aaron; Wu, Hui; Liu, Li; Yang, Xiaoshi; Wang, Jiana; Wang, Lie

    2015-07-01

    Teaching has been reported to be one of the most stressful occupations in the world. Few studies have been conducted to explore the effects of occupational stress on burnout among teachers in developing countries. This study aimed to explore the relationship between occupational stress and burnout among teachers in primary and secondary schools in the Liaoning Province of China. A questionnaire that assessed occupational stress comprised of Karasek's job content questionnaire (JCQ), Siegrist's effort-reward imbalance questionnaire (ERI), and burnout assessed by the Maslach Burnout Inventory-General Survey was distributed to 681 teachers in primary and secondary schools. A total of 559 effective respondents became our final study subjects. Hierarchical linear regression and logistic regression analyses were performed through the use of SPSS 17.0 to explore the association between occupational stress and burnout. A high level of emotional exhaustion was significantly associated with high extrinsic effort, high overcommitment, low skill discretion, and high job demand. A high level of cynicism was associated with low reward, low skill discretion, high overcommitment, and low supervisor support. The low level of professional efficacy was associated with low coworker support, low reward, low skill discretion, and high job demand. Compared to the JCQ, the ERI was more likely to explain the burnout of teachers in our study. Occupational stress proved to be associated with dimensions of burnout among Chinese teachers. It is important for administrators of primary and middle schools to note that strategies to decrease teachers' occupational stress seem to be crucial to enhance physical and mental health of teachers in China.

  17. Impact of national smokefree environments laws on teachers, schools and early childhood centres.

    PubMed

    Watson, Donna; Glover, Marewa; McCool, Judith; Bullen, Chris; Adams, Brian; Min, Sandar

    2011-12-01

    New Zealand's (NZ) smokefree legislation, implemented on 1 January 2004, requires that all school and early childhood centre buildings and grounds are 100% smokefree; one aim being to prevent young people being influenced by seeing people (including teachers) smoke there. This study, conducted in 2008, investigated teachers'smoking behaviour and perceived adherence to the legislation. A national NZ cross-sectional survey of 2,004 teachers (oversampling Māori), who were randomly selected from the electoral roll of registered voters and sent postal invitations to complete an anonymous survey. The response rate was 70%. Current smokers numbered 7%, and proportionately more Maori and Pacific Island teachers (12% each) smoked than European/Other teachers (7%). Of current smokers, 37% smoked non-daily. Smokers smoked less on work than non-work days. Introducing smokefree legislation was associated with teachers changing when they smoked, cutting down, quitting or trying to quit. Perceived compliance with the legislation was high, although 30% of teachers reported seeing staff smoking. Proportionately, significantly more teachers from low than from high socioeconomic schools perceived poor compliance and staff visibly smoking. Smokefree legislation affects people's smoking behaviour. Smoking in NZ is becoming confined to population subgroups defined by socioeconomic status and ethnicity. Our findings argue for supporting cessation among those who work with children and young people, and for targeting support at school communities in areas of low socioeconomic status or with large populations of Māori or Pacific peoples.

  18. Retaining Teachers: How Preparation Matters

    ERIC Educational Resources Information Center

    Ingersoll, Richard; Merrill, Lisa; May, Henry

    2012-01-01

    Using data from the 2003-04 Schools and Staffing Survey, the authors studied how various aspects of teacher preparation affect the retention of new teachers--specifically mathematics and science teachers. They found that the preparation of new mathematics and science teachers differs from that of other new teachers in various respects, but factors…

  19. Does the Number of Post-Secondary Agricultural Mechanics Courses Completed Affect Teacher Competence?

    ERIC Educational Resources Information Center

    Byrd, Alex Preston; Anderson, Ryan G.; Paulsen, Thomas H.; Shultz, Matthew J.

    2015-01-01

    Preparing teachers to teach agricultural mechanics is a difficult task since many topic areas are included in the curriculum. This study examines the effect of the number of college courses taken on a teacher's perceived competence to teach agricultural mechanics. Agricultural education teachers in Iowa ranked themselves according to their…

  20. Television and Violent Classroom Behaviors: Implications for the Training of Elementary School Teachers.

    ERIC Educational Resources Information Center

    Reglin, Gary

    Through a survey of 41 North Carolina educators, this study investigated teachers' perceptions of the effects of violent television programs on elementary school students' classroom behavior. The research was designed to be descriptive; it employed a 13-item questionnaire which could be completed in about 5 minutes. Subjects were 34 female and 7…

  1. A NEARLY VOLUME-COMPLETE SPECTROSCOPIC SURVEY OF THE CLOSESTMID-TO-LATE M DWARFS

    NASA Astrophysics Data System (ADS)

    Winters, Jennifer; Irwin, Jonathan; Newton, Elisabeth; Charbonneau, David; Latham, David W.; Mink, Jessica; Esquerdo, Gil; Berlind, Perry; Calkins, Mike

    2018-01-01

    Recent results from Kepler estimate that M dwarfs harbor 2.5 planets per star. Yet, we will understand our exoplanet discoveries only as well as we understand their host stars, and much remains unknown about our low-mass stellar neighbors, such as their kinematics, ages, and multiplicity. A nearly volume-complete sample of M dwarfs lies within 15 pc of the Sun, and it is only for planets orbiting these nearest and smallest stars that thorough follow-up work for characterization will be possible. Unfortunately, more than half of this sample have only low-resolution (R < 19,000) spectroscopic measurements available from the literature, while ten percent have no published spectrum at all.We have undertaken a multi-epoch, high-resolution (R ~ 44,000) spectroscopic survey of the mid-to-late M dwarfs that lie within 15 pc via acurate trigonometric parallaxes. Observations with the Tillinghast Reflector Echelle Spectrograph (TRES) on the 1.5m telescope at the Fred Lawrence Whipple Observatory (FLWO) on Mt. Hopkins, AZ, are currently underway. We will shortly begin the southern part of this survey with CHIRON at the Cerro Tololo Inter-American Observatory / Small and Moderate Aperture Research Telescope System (CTIO/SMARTS) 1.5m. We present here results from year one of our TRES survey. We have measured radial velocities, rotational broadening, and H-alpha equivalent widths for 305 mid-to-late M dwarfs. We have discovered five new spectroscopic binaries, one of which is a rare M dwarf - (likely) brown dwarf binary within 10 pc, for which we have determined the orbit.Our survey more than doubles the number of mid-M dwarfs within 15 pc with complete high-resolution spectroscopic and trigonometric characterization. We hope to provide a legacy dataset for the use of future generations of astronomers.This work is being supported by grants from the National Science Foundation and the John Templeton Foundation.

  2. Teacher Participation in Decision Making and Its Impact on School and Teachers

    ERIC Educational Resources Information Center

    Sarafidou, Jasmin-Olga; Chatziioannidis, Georgios

    2013-01-01

    Purpose: The purpose of this paper is to examine teacher involvement in different domains of decision making in Greek primary schools and explore associations with school and teacher variables. Design/methodology/approach: A survey employing self-administered questionnaires, with a Likert-type scale assessing teachers' actual and desired…

  3. Digital Technology and Teacher Preparation: The Instructional Role of Social Media Among Pre-Service Teachers

    NASA Astrophysics Data System (ADS)

    Trytten, Bria Klotz

    As social media use becomes more prevalent among teachers, it becomes vital to understand how teachers are using social media and what effects it has, if any, on teaching practices in the classroom. This study sought to explore the relationship between pre-service teachers' use of social media and their perceptions of inquiry-based science education, an important teaching best practice. This study is unique in that it explores pre-service teachers' use of three social media platforms--Twitter, Facebook, and Pinterest--and how pre-service teachers plan to apply them to classroom education. Previous studies focused on only one social media platform, usually Twitter or Facebook. This study surveyed 113 pre-service teachers in their 3rd or 4th year of school at one of two teacher colleges. The survey employed multiple choice, open-ended, and Likert-type questions to assess pre-service teachers' use of social media as well as their attitudes surrounding inquiry-based instruction. In order to better explain and analyze survey results, fourteen survey participants were interviewed with follow-up questions to elaborate on both social media use and inquiry attitudes. Findings indicated that the pre-service teachers used social media, and overwhelmingly Pinterest, to find lesson plans and classroom organizational ideas. Cited reasons for this practice included convenience, variety of lesson planning, and easily searchable databases. The study found statistical significance in that teachers who aspire to teach lower grade levels will turn to social media to find lesson plans more frequently than those who aspire to teach higher grade levels. The study found social media use had no statistically significant effect on the level of inquiry-based teaching that the participants aimed to achieve in their future classrooms.

  4. Social contextual factors and tobacco use among Indian teachers: Insights from the Bihar School Teacher’s Study

    PubMed Central

    Nagler, Eve M.; Sinha, Dhirendra N.; Pednekar, Mangesh S.; Stoddard, Anne; Gupta, Prakash; Mathur, Neha; Lando, Harry; Aghi, Mira; Shulman, Laura; Viswanath, Vish; Sorensen, Glorian

    2015-01-01

    Tobacco use within India has significant effects on the global burden of tobacco-related disease. As role models and opinion leaders, teachers are at the forefront of tobacco control efforts, yet little is known about their own tobacco use. This study examines the association between factors in the social environment and tobacco use among teachers in Bihar, India. The study was based on the Bihar School Teachers’ Study baseline survey. Seventy-two Bihar government schools (grades 8–10) were randomly selected for the study and all school personnel were invited to complete the survey in June/July in 2009 and 2010. We assessed the relation between social contextual factors and current smoking/smokeless tobacco use by fitting a series of logistic regression models. After controlling for clustering of teachers in schools and other covariates, our results showed teachers with one or more coworkers who used tobacco were twice as likely to be smokeless tobacco users as teachers with no co-workers who used tobacco. Teachers who reported rules prohibiting smoking at home were significantly less likely to smoke than teachers without such rules. Older male teachers also had significantly greater odds of smoking/using smokeless tobacco. These findings provide direction for future interventions targeting the social context. PMID:25657167

  5. Analyzing the Online Environment: How Are More Effective Teachers Spending Their Time?

    NASA Astrophysics Data System (ADS)

    Barrentine, Scott Davis

    Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they'll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students' self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.

  6. The Success of a Planned Bereavement Response--A Survey on Teacher Use of Bereavement Response Plans When Supporting Grieving Children in Danish Schools

    ERIC Educational Resources Information Center

    Lytje, Martin

    2017-01-01

    This article investigates the strengths and weaknesses of the Danish Bereavement response plans. These are used by teachers to support grieving students and have been implemented in 96% of all Danish schools. The study is based on an Internet survey conducted with 967 teachers. Issues investigated are: "generalisation of grief",…

  7. Emotion-regulation ability, role stress and teachers' mental health.

    PubMed

    Mérida-López, S; Extremera, N; Rey, L

    2017-10-01

    Work-related stressors, including role ambiguity and role conflict, are related to psychological maladjustment and mental ill-health. However, to date, the role of personal resources such as emotion-regulation ability (ERA) in the prediction of mental health indicators has not been addressed. To examine whether ERA would contribute to explaining teachers' depression, anxiety and stress symptoms beyond role ambiguity and role conflict. We carried out a cross-sectional questionnaire survey. We used a correlation matrix and hierarchical regression models to analyse the data. Three hundred and thirty-six Spanish teachers (185 female) from several grade levels completed the surveys (40% response rate). Role ambiguity and role conflict were positively related to depression, anxiety and stress symptoms. ERA was negatively related to teachers' scores on depressive, anxious and stress symptoms, with predictive power above the main effects of role ambiguity and role conflict. An interaction between role ambiguity and ERA was also significant in predicting depression. Our study provides preliminary evidence suggesting the development of integrative models considering work-related stressors along with personal resources such as ERA aiming to prevent teachers' mental ill-health. Future studies should examine the influence of ERA on psychological symptoms using longitudinal designs. © The Author 2017. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com

  8. Teachers' Understanding of Learning Disabilities.

    ERIC Educational Resources Information Center

    Anderson, David W.; Coleman, Diana L.

    A survey of 135 Pennsylvania regular classroom teachers (kindergarten through grade 8) examined their understanding of learning disabilities (LD) and the degree to which they felt prepared to work with LD students. The survey sought information on: (1) teacher preparation, knowledge, and experience related to identifying and working with LD…

  9. Chronic Pain in the School Setting: The Teachers' Point of View.

    PubMed

    Solé, Ester; Castarlenas, Elena; Sánchez-Rodríguez, Elisabet; Galán, Santiago; de la Vega, Rocío; Jensen, Mark P; Miró, Jordi

    2018-01-01

    The aims of this study were to (1) examine the reactions of teachers and student teachers to children experiencing pain, (2) identify the most common challenges and potential resources that are associated to dealing with them, and (3) examine whether their responses differed as a function of their experience or sex. Forty teachers and 318 student teachers completed a survey which included descriptive information, a questionnaire that assesses different responses of participants to children who experience pain, and provides a list of problems and resources that participants might encounter and implement, respectively, when dealing with these children. The study participants most often endorsed use of coping and health-promoting responses. Experienced teachers endorsed solicitous responses significantly more often than student teachers. Women reported responding more with solicitous responses than men. Absenteeism and the negative effect of pain on the ability of students to engage in school activities were the most common pain-related challenges mentioned by the study participants overall. The findings emphasize (1) the need for developing guidelines to help teachers to help students experiencing chronic pain, and (2) the importance of including information about pediatric chronic pain in teachers training. © 2018, American School Health Association.

  10. Prospective Elementary Teachers' Understanding of the Nature of Science and Perceptions of the Classroom Learning Environment

    ERIC Educational Resources Information Center

    Martin-Dunlop, Catherine S.

    2013-01-01

    This study investigated prospective elementary teachers' understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed-Creative, Testable, Amoral, and Unified. The…

  11. A Case Study of Two Groups of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses

    ERIC Educational Resources Information Center

    Auslander, Susan Swars; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody

    2016-01-01

    This multiple case study examined two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Data were collected via two belief surveys, one content knowledge assessment, and individual interviews. The findings revealed differences in specialized content knowledge and mathematical beliefs between the two…

  12. Preservice Teachers and Teacher Educators: Are They Sensitive about Cultural Diversity Issues.

    ERIC Educational Resources Information Center

    Taylor, Pamela A.

    This study assessed the beliefs about and sensitivity toward cultural diversity issues of teacher educators and preservice teachers. A group of 78 predominantly white preservice teachers and 45 predominantly white teacher educators completed the Beliefs About Diversity Scale, which assessed beliefs about race, gender, social class, ability,…

  13. Primary school teachers' opinions and attitudes towards stuttering in two South African urban education districts.

    PubMed

    Abrahams, Kristen; Harty, Michal; St Louis, Kenneth O; Thabane, Lehana; Kathard, Harsha

    2016-07-27

    As teachers form an important part of the intervention process with childrenwho stutter in primary school, the primary aim was to describe primary school teachers'attitudes in South Africa. The secondary aim was to compare teachers' attitudes towardsstuttering in South Africa with those from a pooled group of respondents in the Public OpinionSurvey of Human Attributes-Stuttering (POSHA-S) database from different countries collectedin 2009-2014. A quantitative, cross-sectional survey research design was used. Primary schools intwo education districts in Western Cape, South Africa, were sampled. The POSHA-S, a selfadministeredquestionnaire, was completed by a cluster sample of 469 participants. Overall positive attitudes towards stuttering were found, specifically related to thepotential of people who stutter, although the result should be interpreted with caution as thesample was not homogenously positive. Teachers still had misconceptions about personalitystereotypes and the cause of stuttering. The attitudes of the South African sample were slightlymore positive compared with the samples in the current POSHA-S database. When developing stuttering intervention strategies, there are a number of keyconsiderations to take into account. The study provides a basis for speech-language therapiststo think about intervention with teachers and which areas of stuttering to consider.

  14. Teaching in Chapter 1 Schools: Public School Teachers' Perceptions of Resources, Discipline, and Support. Chapter 1 Data from the Schools and Staffing Survey.

    ERIC Educational Resources Information Center

    Anderson, Judith I.; And Others

    A study was done of teachers' perceptions of support, resources, empowerment, autonomy, and discipline problems in Chapter 1 and non-Chapter 1 schools. The study used data from the Schools and Staffing Survey. Overall, most teachers in elementary schools, middle schools, junior high schools, and senior high schools with Chapter 1 programs agree…

  15. Teacher Attitudes toward Career Ladder.

    ERIC Educational Resources Information Center

    Dickson, LouAnn

    An evaluation of teacher attitudes toward a public schools career ladder program is presented. Survey questionnaires mailed to 3,239 administrators, nonprogram teachers, and participating teachers elicited 1,683 returns for a 52 percent response rate. Findings indicate that the majority of teachers favored continuation of the career ladder…

  16. A brief qualitative survey on the utilization of Yoga research resources by Yoga teachers.

    PubMed

    Bhavanani, Ananda Balayogi

    2016-01-01

    Yoga has become popular worldwide with increasing research done on its therapeutic potential. However, it remains to be determined whether such findings actually percolate down into teaching and practice of Yoga teachers/therapists. The aim of this survey was to document awareness of Yoga research findings in the Yoga community and find out how these were utilized. It was undertaken with a select group of 34 international Yoga teachers and therapists utilizing email and social media between August and December 2015. Majority of responders had well-established reputation in Yoga and were from diverse lineages with 30 of them having more than 5 years of experience in the field. A set of eight questions were sent to them related to essentiality of Yoga research, how they updated themselves on research findings and whether such studies influenced their teaching and practice. Responses were compiled and appropriate statistics determined for quantitative aspects while feedback, comments and suggestions were noted in detail. About 89% agreed that it was essential to be up-to-date on Yoga research but only 70% updated themselves regularly with average papers read fully per year being <10. Most accessed information through general news reports, emails from contacts, and articles on internet sites whereas only 7% were through PubMed. About 60% felt these studies helped them in general teaching whereas 20% said that such studies had not really influenced it in any way. This survey provides a basic picture of a general lack of awareness of Yoga research amongst practicing Yoga teachers and therapists. Though a majority agree research is important, few seriously update themselves on this through scientific channels. With regard to future studies, most wanted "proof" that could be used to convince potential clients and felt that more qualitative methods should be applied.

  17. From Students of Teaching to Teachers of Students: Teacher Induction around the Pacific Rim.

    ERIC Educational Resources Information Center

    Moskowitz, Jay, Ed.; Stephens, Maria, Ed.

    This is the final report of Phase 2 of a study on teacher training and professional development in the nation members of Asia Pacific Economic Cooperation (APEC). Phase 2 examined policy and practices of teacher induction in 11 participating APEC members. This report provides responses to a survey and three case studies. The survey asked Education…

  18. Job stressors and job stress among teachers engaged in nursing activity.

    PubMed

    Muto, Shigeki; Muto, Takashi; Seo, Akihiko; Yoshida, Tsutomu; Taoda, Kazushi; Watanabe, Misuzu

    2007-01-01

    Teachers and staff members engaged in nursing activity experience more stress than other workers. However, it is unknown whether teachers engaged in nursing activity in schools for handicapped children experience even greater stress. This study evaluated job stressors and job stress among such teachers using a cross-sectional study design. The subjects were all 1,461 teachers from all 19 prefectural schools for handicapped children in Shizuoka Prefecture, Japan. We used a brief job stress questionnaire for the survey and 831 teachers completed the questionnaire. Job stressors among teachers engaged in nursing activity were compared with those among teachers not engaged in nursing activity. Job stress among such teachers was estimated by the score for total health risk, and was compared with the score in the Japanese general population. Male and female teachers engaged in nursing activity had a significantly higher level of job stressors for physical work load and job control compared with those not engaged in nursing activity. The scores for total health risk among male and female teachers engaged in nursing activity were 102 points and 98 points, respectively. These scores were not markedly above 100 points which is the mean score in the Japanese general population.

  19. A survey of specific individualized instruction strategies in elementary science methods courses in Tennessee teacher education institutions

    NASA Astrophysics Data System (ADS)

    Hazari, Alan A.

    The purpose of the study was to determine the status of individualized science instruction in Tennessee teacher education institutions. Specifically, the study sought to investigate the extent of teaching about and/or use of 31 strategies for individualizing instruction in elementary science teaching methods courses. The individualized instruction frameworks, with strategies for individualizing instruction, were developed by Rowell, et al. in the College of Education at the University of Tennessee, Knoxville. A review of the literature on the preparation of preservice elementary science teachers for individualized instruction in K-8 classrooms revealed very limited research. This investigation sought to identify how the elementary science teacher educators prepared their preservice elementary science teachers to (1) learn about the children they will teach, (2) determine differences among learners, (3) plan for individualized science instruction in the elementary school classroom, and (4) help attend to individual student differences. The researcher prepared and used a 31-item survey to poll elementary science teacher educators in Tennessee. The participants included K-8 educators from 40 state-approved teacher education institutions. The high teacher education institution response rate (72.5%) brought input from institutions of varying sizes, operated privately or publicly across the state of Tennessee. In general, Tennessee elementary science teacher educators reported that they tended to teach about and/or use a fair number of the 31 individualized instruction strategies that involve both learning about K-8 students and their differences. On the other hand, many of these educators provided preservice teachers with quite a bit of the strategies that lead to planning for individualized science instruction and to attending to individual student differences. The two strategies that were the most taught about and/or used in elementary science methods by Tennessee

  20. Factors Affecting Retirement Attitude among Elementary School Teachers

    ERIC Educational Resources Information Center

    Hsu, Wan-Chen; Chiang, Chia-Hsun; Chuang, Hsueh-Hua

    2015-01-01

    This study investigated the relationships of teacher efficacy, perceived organizational control, and the teacher-student age gap with teachers' retirement attitudes. Stratified random sampling was adopted to collect survey responses. A total of 498 valid surveys from 33 elementary schools were collected. Correlational analyses revealed significant…

  1. Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers.

    PubMed

    Dekker, Sanne; Lee, Nikki C; Howard-Jones, Paul; Jolles, Jelle

    2012-01-01

    The OECD's Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called "neuromyths" are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.

  2. A study of pre-service classroom teachers' beliefs about teachers' and students' roles

    NASA Astrophysics Data System (ADS)

    Köğce, Davut

    2017-08-01

    The aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55 females and 20 males) who studied in Omer Halisdemir University's education faculty's primary level teaching department classroom teaching programme in the 2013-2014 academic year, and took the Mathematics Teaching I course. The study data were collected using a survey form including three open-ended structured questions. The data were analysed using the qualitative data analysis method. The study results indicated that the pre-service teachers' beliefs, in terms of both teachers' and students' roles, were between the absolute and transitional levels based on Baxter Magolda's epistemological refection model. This reveals that pre-service teachers' beliefs are in line with conventional teaching and learning approaches.

  3. Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

    ERIC Educational Resources Information Center

    Funk, Kristin M.

    2013-01-01

    The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

  4. A longitudinal analysis of burnout in middle and high school Korean teachers.

    PubMed

    Park, Yang Min; Lee, Sang Min

    2013-12-01

    This study examines longitudinal relationships among three burnout dimensions in middle and high school teachers. For this study, 419 middle and high school teachers participated in a panel survey, which was conducted in three waves. Using Amos 7.0, we performed autoregressive cross-lagged modeling to obtain a complete picture of the longitudinal relationships among the three factors of the Maslach Burnout Inventory-Educator Survey. Results indicated that the paths from emotional exhaustion at Time1 and Time2 to depersonalization at Time2 and Time3 were statistically significant. In addition, the paths from personal accomplishment at Time1 and Time2 to depersonalization at Time2 and Time3 were also statistically significant. Empirically identifying the process by which burnout occurs could help practitioners and policy makers to design burnout prevention strategies. Copyright © 2012 John Wiley & Sons, Ltd.

  5. Individual and contextual covariates of burnout: a cross-sectional nationwide study of French teachers

    PubMed Central

    Vercambre, Marie-Noël; Brosselin, Pauline; Gilbert, Fabien; Nerrière, Eléna; Kovess-Masféty, Viviane

    2009-01-01

    Background Limited information on the covariates of burnout syndrome in French teachers is available. The aim of this study was to evaluate the relative contributions of individual and contextual factors on the three burnout dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment. Methods The source data come from an epidemiological postal survey on physical and mental health conducted in 2005 among 20,099 education workers (in activity or retired) selected at random from the health plan records of the national education system. The response rate was 52.4%. Teachers in activity currently giving classes to students who participated in the survey (n = 3,940) were invited to complete a self-administered questionnaire including the Maslach Burnout Inventory. 2,558 teachers provided complete data (64.9%). Variables associated with high emotional exhaustion (highest quartile of score), high depersonalization (highest quartile), and reduced personal accomplishment (lowest quartile) were evaluated using multivariate logistic regression. Studied variables referred to demographic characteristics, socio-professional environment, job dissatisfaction, experienced difficulties at work, and teaching motivations. Results Different variables were associated with each burnout dimension. Female teachers were more susceptible to high emotional exhaustion and reduced personal accomplishment, whereas male teachers were more susceptible to high depersonalization. Elementary school teachers were more susceptible to high emotional exhaustion, but less susceptible to high depersonalization and reduced personal accomplishment than their higher school level counterparts. Experienced difficulties with pupils were associated with all three dimensions. A socio-economically underprivileged school neighbourhood was also related to high emotional exhaustion and high depersonalization. Conclusion Programs to enhance teaching environment might be an interesting

  6. Perceptions of Teachers and Students Regarding the Frequency, Sources, and Solutions to Student Misbehavior.

    ERIC Educational Resources Information Center

    Baron, Mark A.

    The lack of student discipline continues to be a major concern among educators and the general public. A researcher-developed opinion survey concerning the frequency of, sources of, and interventions for student misbehavior was completed by a sample of 312 students and 106 teachers from four private American-type schools located in Caracas,…

  7. Comparing Hα and H I Surveys as Means to a Complete Local Galaxy Catalog in the Advanced LIGO/Virgo Era

    NASA Astrophysics Data System (ADS)

    Metzger, Brian D.; Kaplan, David L.; Berger, Edo

    2013-02-01

    Identifying the electromagnetic counterparts of gravitational wave (GW) sources detected by upcoming networks of advanced ground-based interferometers will be challenging, due in part to the large number of unrelated astrophysical transients within the ~10-100 deg2 sky localizations. A potential way to greatly reduce the number of such false positives is to limit detailed follow-up to only those candidates near galaxies within the GW sensitivity range of ~200 Mpc for binary neutron star mergers. Such a strategy is currently hindered by the fact that galaxy catalogs are grossly incomplete within this volume. Here, we compare two methods for completing the local galaxy catalog: (1) a narrowband Hα imaging survey and (2) an H I emission line radio survey. Using Hα fluxes, stellar masses (M sstarf), and star formation rates (SFRs) from galaxies in the Sloan Digital Sky Survey (SDSS), combined with H I data from the GALEX Arecibo SDSS Survey and the Herschel Reference Survey, we estimate that an Hα survey with a luminosity sensitivity of L Hα = 1040 erg s-1 at 200 Mpc could achieve a completeness of f Hα SFR ≈ 75% with respect to total SFR, but only f_{M_{\\star }}^{Hα}≈ 33% with respect to M sstarf (due to lack of sensitivity to early-type galaxies). These numbers are significantly lower than those achieved by an idealized spectroscopic survey due to the loss of Hα flux resulting from resolving out nearby galaxies and the inability to correct for the underlying stellar continuum. An H I survey with sensitivity similar to the proposed WALLABY survey on ASKAP could achieve f_SFR^{H I}≈ 80% and f_{M_{\\star}}^{H I}≈ 50%, somewhat higher than that of the Hα survey. Finally, both Hα and H I surveys should achieve >~ 50% completeness with respect to the host galaxies of short-duration gamma-ray bursts, which may trace the population of binary neutron star mergers.

  8. The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas

    NASA Astrophysics Data System (ADS)

    Longing, Jeffrey Lucian

    The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data

  9. Teacher Educators' Research Practices: An Explorative Study of Teacher Educators' Perceptions on Research

    ERIC Educational Resources Information Center

    Willemse, T. M.; Boei, F.

    2013-01-01

    Research conducted by teacher educators is considered important for their professional development, their actual teaching practice and their body of knowledge. However, for many teacher educators in Universities of Applied Sciences (UAS) in the Netherlands, research is a new challenge. A survey was conducted among 508 such teacher educators…

  10. Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

    ERIC Educational Resources Information Center

    Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

    2014-01-01

    The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

  11. Relationship between Teacher ICT Competency and Teacher Acceptance and Use of School Management System (SMS)

    ERIC Educational Resources Information Center

    Wei, Leong Mei; Piaw, Chua Yan; Kannan, Sathiamoorthy; Moulod, Shafinaz A.

    2016-01-01

    This study aims at examining the relationship between teacher ICT competency and teacher acceptance and use of SMS in Negeri Sembilan secondary schools in Malaysia. This is a non-experimental quantitative research using survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher ICT…

  12. IDAHO TEACHER MOBILITY--1965.

    ERIC Educational Resources Information Center

    ORLICH, DONALD C.; AND OTHERS

    WITH IMPROVED CLASSROOM TEACHING AS A MAJOR GOAL, RESPONSES FROM 717 TEACHERS (72.7 PERCENT OF THE 929 SURVEYED) WERE ANALYZED TO DETERMINE CAUSES OF IDAHO'S RELATIVELY HIGH RATE OF PUBLIC SCHOOL TEACHER MOBILITY AND TO RECOMMEND MEASURES PROMOTING TEACHER RETENTION. BASED UPON SIX CONTRIBUTING FACTORS--ADMINISTRATIVE, COMMUNITY, ECONOMIC,…

  13. Teachers' Opinions about the Responsibilities of Parents, Schools, and Teachers in Enhancing Student Learning

    ERIC Educational Resources Information Center

    Korkmaz, Isa

    2007-01-01

    Enhancing student learning is a complex process in itself and is related to a variety of factors. This study deals with the three of these factors (i.e., parents, schools, and teachers) based on teachers' perceptions. A short survey composed of three open-ended questions was administered to 148 teachers. The teachers were asked to write their…

  14. Preparation in Multicultural Teacher Education: Perceptions of Pre-Service Teachers and Their Professor in a Teacher Credentialing Program

    ERIC Educational Resources Information Center

    Estupinan, Marina

    2010-01-01

    The purpose of the study was to research and analyze: (a) the similarities and differences in pre-service teachers' perceptions of teacher preparedness for multicultural education following the completion of a course in a teacher credentialing program, and (b) the identification of major factors from the university professor's perceptions which…

  15. Teacher & Principal School Report: Equity in Education

    ERIC Educational Resources Information Center

    Scholastic Inc., 2016

    2016-01-01

    A national survey of 4,721 public school educators was conducted by YouGov between July 22, 2016 and August 26, 2016, via an email-to-online survey method. Lists of teachers and principals were sourced from Market Data Retrieval's (MDR) database of public school Pre-K-12 teachers and principals. A total of 3,694 teachers (including 76 school…

  16. Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

    ERIC Educational Resources Information Center

    Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

    2016-01-01

    In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

  17. Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey

    ERIC Educational Resources Information Center

    Sariçam, Hakan; Sakiz, Halis

    2014-01-01

    The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,…

  18. Excellent Teachers' Thinking Model: Implications for Effective Teaching

    ERIC Educational Resources Information Center

    Hamzah, Sahandri G.; Mohamad, Hapidah; Ghorbani, Mohammad R.

    2008-01-01

    This study aimed to suggest an Excellent Teacher Thinking Model that has the potential to be utilized in the development of excellent teachers. Interaction survey method using survey questions, observation, document review and interview was conducted in this study. One hundred and five excellent teachers were selected randomly as research…

  19. Teachers of the Alexander Technique in the UK and the people who take their lessons: A national cross-sectional survey.

    PubMed

    Eldred, J; Hopton, A; Donnison, E; Woodman, J; MacPherson, H

    2015-06-01

    Given the rising profile of the Alexander Technique in the UK, there is a need for a comprehensive description of its teachers and of those who currently take lessons. In a national survey of Alexander teachers, we set out to address this information gap. A cross-sectional survey of 871 UK members of three main Alexander Technique teachers' professional associations was conducted. A questionnaire requested information about their professional background, teaching practice and methods, and about the people who attend lessons and their reasons for seeking help. With an overall response rate of 61%, 534 teachers responded; 74% were female with median age of 58 years, 60% had a higher education qualification, and 95% were self-employed, many with additional non-Alexander paid employment. The majority (87%) offered lessons on their own premises or in a privately rented room, and 19% provided home visits; both individual and group lessons were provided. People who took lessons were predominantly female (66%) with a median age of 48 years, and 91% paid for their lessons privately. Nearly two-thirds (62%) began lessons for reasons related to musculoskeletal conditions, including back symptoms, posture, neck pain, and shoulder pain. Other reasons were general (18%, including well-being), performance-related (10%, including voice-, music-, and sport-related), psychological (5%) and neurological (3%). We estimate that Alexander teachers in the UK provide approximately 400,000 lessons per year. This study provides an overview of Alexander Technique teaching in the UK today and data that may be useful when planning future research. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Teacher awareness and attitudes regarding adolescent risky behaviours: is adolescent gambling perceived to be a problem?

    PubMed

    Derevensky, Jeffrey L; St-Pierre, Renee A; Temcheff, Caroline E; Gupta, Rina

    2014-06-01

    Despite legislative prohibitions, there is empirical evidence that youth gamble on both regulated and unregulated activities. The current survey was designed to assess teachers' awareness and attitudes regarding adolescent gambling and other high-risk behaviours. Three-hundred and ninety teachers from Ontario and Quebec, with experience teaching students aged 12-18, completed an online survey. Results suggest that teachers are aware of the fact that youth gamble. Furthermore, they recognized the addictive nature of gambling and their subsequent consequences. Despite overestimating the proportion of youth experiencing gambling problems, gambling was viewed as being the least serious of issues affecting youth, with drug use and school violence topping the list. Almost half of respondents indicated that gambling in school can constitute a good learning activity. In regards to prevention, all other risky behaviours and academic problems were perceived as issues needing greater attention than gambling. These results, which are largely consistent with findings from a previous study examining parental perceptions of adolescent risky behaviours, suggest a need for greater awareness and teacher education.

  1. Collecting the Puzzle Pieces: Completing HST's UV+NIR Survey of the TRAPPIST-1 System ahead of JWST

    NASA Astrophysics Data System (ADS)

    de Wit, Julien

    2017-08-01

    Using the Spitzer Space Telescope, our team has discovered 7 Earth-sized planets around the nearby Ultra-cool dwarf star TRAPPIST-1. These planets are the first to be simultaneously Earth-sized, temperate, and amenable for in-depth atmospheric studies with space-based observatories (notably, JWST). TRAPPIST-1's system thus provides us with the first opportunity to probe the atmospheres of Earth-sized exoplanets and search for signs of habitability beyond our solar system, which will require spectral information from the UV to the IR to complete their atmospheric puzzles.We request 114 HST orbits to complete the UV+NIR survey of the 7 planets in preparation for their in-depth followup with JWST. The suggested low-density of the planets combined with their complex orbital resonance chain indicate that they migrated inward to their current positions and may harbor large water rich reservoir or leftover primordial H2 atmospheres. We have already ruled out the presence of clear H2 atmospheres for the 5 innermost planets using WFC3 and are requesting 16 WFC3 orbits to complete the TRAPPIST-1 NIR reconnaissance survey. Our primary request consists in 98 STIS orbits to complete the survey for extended H-exospheres around each of the planets. H-exospheres are the most accessible observables for volatile reservoirs, which have not been ruled out by our WFC3 observations. Exosphere detection is only amenable using HST unique capabilities in the UV and are pivotal to guide JWST's in-depth followup. The combined information from HST's UV and NIR observations will allow us put the first critical pieces of the atmospheric puzzle in place for these temperate earth-sized worlds.

  2. Motivational Characteristics of Prospective Teachers with Different Levels of Commitment to Teaching: A Mixed-Methods Investigation

    ERIC Educational Resources Information Center

    Thomson, Margareta Maria

    2013-01-01

    This study explored the U.S. prospective teachers' motivations for teaching, teaching goal development, and views of their commitment to teaching. A sequential explanatory mixed-methods design was employed. Participants (N = 61) completed a survey in which they rated the importance of various factors in their teaching career choice. Furthermore,…

  3. Teacher Beliefs and Practices of Kindergarten Teachers in Hong Kong

    ERIC Educational Resources Information Center

    Leung, Chi-hung

    2012-01-01

    A key educational reform proposal made in 2000 is to build a new culture for quality early childhood education through upgrading professional competence. Teachers are an important element of high-quality, developmentally appropriate early childhood programs. The Teacher Beliefs and Practices Survey (TBS) based on 2009 NAEYC Developmentally…

  4. Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

    ERIC Educational Resources Information Center

    Phin, Chankea

    2014-01-01

    Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…

  5. Different Levels of Leadership for Learning: Investigating Differences between Teachers Individually and Collectively Using Multilevel Factor Analysis of the 2011-2012 Schools and Staffing Survey

    ERIC Educational Resources Information Center

    Boyce, Jared; Bowers, Alex J.

    2018-01-01

    This study investigated the differences between how individual teachers perceive leadership for learning and how teachers collectively perceive leadership for learning, using a large nationally generalizable data-set of 7070 schools from the National Center for Education Statistics 2011-2012 Schools and Staffing Survey. This study used…

  6. Why Teachers Participate in Professional Development: Lessons from a Schoolwide Teacher Study Group

    ERIC Educational Resources Information Center

    Bigsby, James B.; Firestone, William A.

    2017-01-01

    Because it is not clear that teachers will volunteer for good professional development if it is made available, this study used surveys--including social network analysis--and interviews to examine why teachers did and did not participate in one school's high-quality study group. While all teachers were motivated by intrinsic incentives, two…

  7. The Development of a Small-Scale Survey Instrument of UK Teachers to Study Professional Use (and Non-Use) of and Attitudes to Social Media

    ERIC Educational Resources Information Center

    Owen, Nathaniel; Fox, Alison; Bird, Terese

    2016-01-01

    This paper documents the creation, implementation and analysis of a survey instrument designed to reveal patterns of use and attitudes towards the value of social media by UK teachers. The study was motivated to discover which teachers use social media professionally, how they use it (both personally and professionally) and attitudes to social…

  8. Back to School 1998--National Survey of American Attitudes on Substance Abuse IV: Teens, Teachers and Principals.

    ERIC Educational Resources Information Center

    Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse.

    For the fourth straight year, responding to an open-ended question, more 12- to 17-year olds named drugs the most important problem they face than named social pressures, violence, crime, or any other issue. One of a continuing series, this survey of teens, teachers, and principals is an attempt to increase understanding of the causes and effects…

  9. A Questionnaire Survey of the Type of Support Required by Yogo Teachers to Effectively Manage Students Suspected of Having an Eating Disorder.

    PubMed

    Seike, Kaoru; Hanazawa, Hisashi; Ohtani, Toshiyuki; Takamiya, Shizuo; Sakuta, Ryoichi; Nakazato, Michiko

    2016-01-01

    Many studies have focused on the decreasing age of onset of eating disorders (EDs). Because school-age children with EDs are likely to suffer worse physical effects than adults, early detection and appropriate support are important. The cooperation of Yogo teachers is essential in helping these students to find appropriate care. To assist Yogo teachers, it is helpful to clarify the encounter rates (the proportion of Yogo teachers who have encountered ED students) and kinds of requested support (which Yogo teachers felt necessary to support ED students). There are no studies that have surveyed the prevalence rates of ED children by ED type as defined by the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), nor were we able to find any quantitative study surveying the kinds of support Yogo teachers feel helpful to support ED students. A questionnaire survey was administered to 655 Yogo teachers working at elementary/junior high/senior high/special needs schools in Chiba Prefecture. The questionnaire asked if the respondents had encountered students with each of the ED types described in DSM-5 (anorexia nervosa (AN), bulimia nervosa (BN), binge eating disorder (BED), avoidant/restrictive food intake disorder (ARFID), and other types of EDs (Others)), and the kinds of support they felt necessary to support these students. The encounter rates and the kinds of requested were obtained and compared, taking their confidence intervals into consideration. The encounter rates for AN, BN, BED, ARFID, and Others were 48.4, 14.0, 8.4, 10.7, and 4.6 %, respectively. When classified by school type, AN, BN, BED, and ARFID had their highest encounter rates in senior high schools. Special needs schools had the highest rate for Others. The support most required for all ED types was "a list of medical/consultation institutions." Our results have clarified how to support Yogo teachers in the early detection and support of ED students. We found that the

  10. Innovative Practice in Teacher and Trainer Training in Vocational Education and Training. Advisory Forum Subgroup D Report.

    ERIC Educational Resources Information Center

    Oldroyd, David

    Members of a subgroup of the European Training Foundation's Advisory Forum were surveyed regarding their perceptions of problems and priorities relating to initial and inservice vocational teacher and trainer training and innovation in the European Union (EU). Advisory Forum members from 10 EU countries completed the questionnaire. Priorities…

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

    PubMed

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

    2017-02-01

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

  12. A Study of Teachers, Principals, and Tenure.

    ERIC Educational Resources Information Center

    Kersten, Thomas; Brandfon, Frances

    1988-01-01

    A survey of teachers and principals in North Cook County, Illinois, explored tenure issues related to teacher performance, professional image, job security, and teacher welfare. Although a majority of teachers and principals agreed that tenure inhibits dismissal of below-average teachers, 54 percent of teachers favored keeping tenure, and 69…

  13. Co-teaching Perspectives from Secondary Science Co-teachers and Their Students with Disabilities

    NASA Astrophysics Data System (ADS)

    King-Sears, Margaret E.; Brawand, Anne Eichorn; Jenkins, Melissa C.; Preston-Smith, Shantha

    2014-10-01

    An in-depth case study of one team of co-teachers' practice from multiple perspectives is described. A high school science co-teaching team and their students with disabilities completed surveys about their perceptions of co-teaching. Additionally, observations of the two co-teachers occurred to determine roles and types of interactions for each co-teacher during science instruction. Observational data revealed effective teaching behaviors demonstrated by each co-teacher. Detailed descriptions of the co-teachers' instruction are provided. The science educator was observed interacting with the large group twice as often as the special educator. The science educator also presented new content nearly three times as often as the special educator. The co-teacher surveys were consistent with the observational data. Both educators disagreed that the special educator was primarily the lead for instruction. Both educators strongly agreed they had an effective co-teaching relationship, although the science educator indicated stronger agreement for parity in roles and responsibilities than the special educator noted. Forty-three percent of the students identified the science educator as in charge of lessons, while 43% identified both educators. Most students thought teaching was divided in half, and all students enjoyed having two teachers in science. Eighty-six percent of the students indicated team teaching was the most frequently used co-teaching model, and 14% indicated one teach, one drift. Implications for co-teachers' reflections on their collaboration, including the relevance of student perceptions (i.e., Who is the "real" teacher?), and the extent to which educators are prepared at preservice and inservice levels for co-teaching are discussed.

  14. Examining Teacher Technology Use: Implications for Preservice and Inservice Teacher Preparation.

    ERIC Educational Resources Information Center

    Russell, Michael; Bebell, Damian; O'Dwyer, Laura; O'Connor, Kathleen

    2003-01-01

    Surveyed Massachusetts teachers regarding the extent to which they used technology within and outside of the classroom for instructional purposes. Results highlighted six categories of instructional technology use (preparation, e-mail, teacher- directed student use, recording grades, delivery, and special education and accommodation). New teachers…

  15. Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know?

    ERIC Educational Resources Information Center

    Garriott, Pamela Pruitt; Snyder, Lynne; Miller, Maurice

    2003-01-01

    Examined preservice teachers' beliefs about inclusive education for students with mild disabilities. Surveys of 239 undergraduate and graduate students indicated that while many preservice teachers held positive attitudes toward inclusive education, nearly half considered the special education classroom to be the optimum placement for students…

  16. Principal Perceptions of New Teacher Effectiveness

    ERIC Educational Resources Information Center

    Shepherd, Dan; Devers, Christopher

    2017-01-01

    Relatively little research has been conducted on the professional satisfaction of principals with recently hired beginning teachers. This study surveyed principals to learn their perspectives on these new teachers in relation to National Board Standards. Data were gathered using an online survey of 423 principals throughout the state of Indiana…

  17. Professional Experiences of Online Teachers in Wisconsin: Results from a Survey about Training and Challenges. REL 2016-110

    ERIC Educational Resources Information Center

    Zweig, Jacqueline; Stafford, Erin; Clements, Margaret; Pazzaglia, Angela M.

    2015-01-01

    REL Midwest, in partnership with the Midwest Virtual Education Research Alliance, analyzed the results of a survey administered to Wisconsin Virtual School teachers about the training in which they participated related to online instruction, the challenges they encounter while teaching online, and the type of training they thought would help them…

  18. Rates, Delays, and Completeness of General Practitioners’ Responses to a Postal Versus Web-Based Survey: A Randomized Trial

    PubMed Central

    Maisonneuve, Hubert; Cerutti, Bernard; Fournier, Jean Pascal; Senn, Nicolas; Haller, Dagmar M

    2017-01-01

    Background Web-based surveys have become a new and popular method for collecting data, but only a few studies have directly compared postal and Web-based surveys among physicians, and none to our knowledge among general practitioners (GPs). Objective Our aim is to compare two modes of survey delivery (postal and Web-based) in terms of participation rates, response times, and completeness of questionnaires in a study assessing GPs’ preventive practices. Methods This randomized study was conducted in Western Switzerland (Geneva and Vaud) and in France (Alsace and Pays de la Loire) in 2015. A random selection of community-based GPs (1000 GPs in Switzerland and 2400 GPs in France) were randomly allocated to receive a questionnaire about preventive care activities either by post (n=700 in Switzerland, n=400 in France) or by email (n=300 in Switzerland, n=2000 in France). Reminder messages were sent once in the postal group and twice in the Web-based group. Any GPs practicing only complementary and alternative medicine were excluded from the study. Results Among the 3400 contacted GPs, 764 (22.47%, 95% CI 21.07%-23.87%) returned the questionnaire. Compared to the postal group, the participation rate in the Web-based group was more than four times lower (246/2300, 10.70% vs 518/1100, 47.09%, P<.001), but median response time was much shorter (1 day vs 1-3 weeks, P<.001) and the number of GPs having fully completed the questionnaire was almost twice as high (157/246, 63.8% vs 179/518, 34.6%, P<.001). Conclusions Web-based surveys offer many advantages such as reduced response time, higher completeness of data, and large cost savings, but our findings suggest that postal surveys can be still considered for GP research. The use of mixed-mode approaches is probably a good strategy to increase GPs’ participation in surveys while reducing costs. PMID:28330830

  19. Rates, Delays, and Completeness of General Practitioners' Responses to a Postal Versus Web-Based Survey: A Randomized Trial.

    PubMed

    Sebo, Paul; Maisonneuve, Hubert; Cerutti, Bernard; Fournier, Jean Pascal; Senn, Nicolas; Haller, Dagmar M

    2017-03-22

    Web-based surveys have become a new and popular method for collecting data, but only a few studies have directly compared postal and Web-based surveys among physicians, and none to our knowledge among general practitioners (GPs). Our aim is to compare two modes of survey delivery (postal and Web-based) in terms of participation rates, response times, and completeness of questionnaires in a study assessing GPs' preventive practices. This randomized study was conducted in Western Switzerland (Geneva and Vaud) and in France (Alsace and Pays de la Loire) in 2015. A random selection of community-based GPs (1000 GPs in Switzerland and 2400 GPs in France) were randomly allocated to receive a questionnaire about preventive care activities either by post (n=700 in Switzerland, n=400 in France) or by email (n=300 in Switzerland, n=2000 in France). Reminder messages were sent once in the postal group and twice in the Web-based group. Any GPs practicing only complementary and alternative medicine were excluded from the study. Among the 3400 contacted GPs, 764 (22.47%, 95% CI 21.07%-23.87%) returned the questionnaire. Compared to the postal group, the participation rate in the Web-based group was more than four times lower (246/2300, 10.70% vs 518/1100, 47.09%, P<.001), but median response time was much shorter (1 day vs 1-3 weeks, P<.001) and the number of GPs having fully completed the questionnaire was almost twice as high (157/246, 63.8% vs 179/518, 34.6%, P<.001). Web-based surveys offer many advantages such as reduced response time, higher completeness of data, and large cost savings, but our findings suggest that postal surveys can be still considered for GP research. The use of mixed-mode approaches is probably a good strategy to increase GPs' participation in surveys while reducing costs. ©Paul Sebo, Hubert Maisonneuve, Bernard Cerutti, Jean Pascal Fournier, Nicolas Senn, Dagmar M Haller. Originally published in the Journal of Medical Internet Research (http

  20. Modeling eBook acceptance: A study on mathematics teachers

    NASA Astrophysics Data System (ADS)

    Jalal, Azlin Abd; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad

    2014-12-01

    The integration and effectiveness of eBook utilization in Mathematics teaching and learning greatly relied upon the teachers, hence the need to understand their perceptions and beliefs. The eBook, an individual laptop completed with digitized textbook sofwares, were provided for each students in line with the concept of 1 student:1 laptop. This study focuses on predicting a model on the acceptance of the eBook among Mathematics teachers. Data was collected from 304 mathematics teachers in selected schools using a survey questionnaire. The selection were based on the proportionate stratified sampling. Structural Equation Modeling (SEM) were employed where the model was tested and evaluated and was found to have a good fit. The variance explained for the teachers' attitude towards eBook is approximately 69.1% where perceived usefulness appeared to be a stronger determinant compared to perceived ease of use. This study concluded that the attitude of mathematics teachers towards eBook depends largely on the perception of how useful the eBook is on improving their teaching performance, implying that teachers should be kept updated with the latest mathematical application and sofwares to use with the eBook to ensure positive attitude towards using it in class.

  1. Stretch, Bend, and Flex: The Experiences of First-Year Teachers from the Urban Teacher Training Collaborative

    ERIC Educational Resources Information Center

    Newton, Anne; Beardsley, Linda; Shakespear, Eileen

    2003-01-01

    Since 1982, the "MetLife Survey of the American Teacher" has examined issues related to education from a variety of perspectives. Surveys in 2001 and 2002 revealed that feelings of alienation from school are prevalent among students, teachers, and parents at the secondary level, resulting in breakdown of the educational process. People do not feel…

  2. A Study of Pre-Service Classroom Teachers' Beliefs about Teachers' and Students' Roles

    ERIC Educational Resources Information Center

    Kögce, Davut

    2017-01-01

    The aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55…

  3. Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

    PubMed Central

    Liu, Dengyuan; Rao, Yunshuang; Yuan, Jun; Chen, Yao; Zhao, Yong

    2018-01-01

    Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score (p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children’s nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R2) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in

  4. Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey.

    PubMed

    Liu, Hongyan; Xu, Xianglong; Liu, Dengyuan; Rao, Yunshuang; Reis, Cesar; Sharma, Manoj; Yuan, Jun; Chen, Yao; Zhao, Yong

    2018-03-28

    Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score ( p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children's nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R²) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in

  5. Science Teacher Leaders: Exploring Practices and Potential

    NASA Astrophysics Data System (ADS)

    Stinson, John Kevin

    It has become standard practice for teachers to step into the role of "teacher leaders" and perform a variety of curriculum, instruction and assessment tasks for schools and school districts. The literature regarding these Ohio K-12 teacher leaders, who may perform these tasks in addition to or in lieu of regular teaching assignments, rarely includes a disciplinary focus. In this exploratory, descriptive study the results of a web-based survey containing both closed and open-ended items were used in an inquiry into teacher leaders working with the discipline of science. Data from Ohio teachers responding to the survey were used first to create a standard profile for science teacher leaders. Descriptive statistics and correlations were then performed on quantitative survey data to explore science teacher leader tasks and factors that influence task performance. Analysis of data included descriptions of sense of purpose for their role held by these science teacher leaders. Results indicate that science teacher leaders appear to embrace their role as advocates for science and have great potential for implementing science education reform as well as other science-related school initiatives. Aligning performance, administrative oversight, impact on student achievement and teacher training concerning tasks science teacher leaders are expected to perform would enhance this potential. However, science teacher leaders face challenges to realizing that potential due to ambiguity of their leadership role, the breadth of tasks they tend to perform and lack of alignment between task and outcomes.

  6. Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers

    PubMed Central

    Dekker, Sanne; Lee, Nikki C.; Howard-Jones, Paul; Jolles, Jelle

    2012-01-01

    The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called “neuromyths” are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education. PMID:23087664

  7. To What Extent Do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers Use with English Language Learners?

    ERIC Educational Resources Information Center

    Rader-Brown, Lucy M.

    2010-01-01

    Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service training and in-service professional development), teachers' attitude towards ELLs, teachers' bilingualism, schools' percent of ELLs, and schools' resources (both socioeconomic status…

  8. Patterns in the Initial Teaching Assignments of Secondary English Teachers: Implications for Teacher Agency and Retention

    ERIC Educational Resources Information Center

    Bieler, Deborah; Holmes, Stephen; Wolfe, Edward W.

    2017-01-01

    This study examined the teaching assignments of English teachers in 13 Mid-Atlantic high schools across five states. Data on the experience levels of 175 English teachers teaching 246 classes and surveys from 85 teacher participants were collected. Findings reveal that major agency-thwarting challenges face new English teachers: They typically are…

  9. Identifying Discriminating Variables between Teachers Who Fully Integrate Computers and Teachers with Limited Integration

    ERIC Educational Resources Information Center

    Mueller, Julie; Wood, Eileen; Willoughby, Teena; Ross, Craig; Specht, Jacqueline

    2008-01-01

    Given the prevalence of computers in education today, it is critical to understand teachers' perspectives regarding computer integration in their classrooms. The current study surveyed a random sample of a heterogeneous group of 185 elementary and 204 secondary teachers in order to provide a comprehensive summary of teacher characteristics and…

  10. A Comparison of Procedural Variations in Teaching Behavior Chains: Manual Guidance, Trainer Completion, and No Completion of Untrained Steps

    ERIC Educational Resources Information Center

    Bancroft, Stacie L.; Weiss, Julie S.; Libby, Myrna E.; Ahearn, William H.

    2011-01-01

    We compared variations for teaching a sequence of responses through forward chaining. Seven children who had been diagnosed with autism participated in a comparison of teacher completion (TC) of steps beyond the training step and manually guiding the student (SC) to complete steps beyond the training step. A no-completion (NC) condition, in which…

  11. A Follow-Up Study of "Teacher Beliefs Survey": A Psychometric Investigation of the Instrument and Its Educational Implications.

    ERIC Educational Resources Information Center

    Benjamin, Jane; Petersen, Naomi Jeffery; Sink, Chris; Walker, Brenda

    The construct validity of the revised Teacher Beliefs Survey (TBS) (S. Woolley and A. Woolley, 1999) was examined, and the populations that can use this instrument reliably were explored in this study. The TBS was designed to identify the dimensions of classroom practices. The revised instrument, which contained additional subscale items, was…

  12. Contemporary commercial music (CCM) survey: who's teaching what in nonclassical music.

    PubMed

    LoVetri, Jeannette L; Weekly, Edrie Means

    2003-06-01

    Currently, there is an increasing interest in and demand for training in a wide variety of nonclassical music--contemporary commercial music (CCM)--and most particularly for music theater. A survey of singing teachers was completed to elucidate their training, education, and experience with and methods of teaching CCM. Teachers were at colleges, universities, and conservatories as well as in private studios, both nationally and in several foreign countries. A substantial percentage of those teaching CCM had neither formal education in teaching it nor professional experience. Many of the respondents indicated conflict between classical and CCM styles. Respondents were generally familiar with voice science and voice medicine as well as certain CCM terminology. Teachers expressed an interest in obtaining more information, with an emphasis on healthy vocal production. These results are discussed, as well as implications for the singing teacher who desires specific training to teach CCM.

  13. Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools.

    PubMed

    Soriano, Rainier P; Blatt, Benjamin; Coplit, Lisa; CichoskiKelly, Eileen; Kosowicz, Lynn; Newman, Linnie; Pasquale, Susan J; Pretorius, Richard; Rosen, Jonathan M; Saks, Norma S; Greenberg, Larrie

    2010-11-01

    A number of U.S. medical schools started offering formal students-as-teachers (SAT) training programs to assist medical students in their roles as future teachers. The authors report results of a national survey of such programs in the United States. In 2008, a 23-item survey was sent to 130 MD-granting U.S. schools. Responses to selective choice questions were quantitatively analyzed. Open-ended questions about benefits and barriers to SAT programs were given qualitative analyses. Ninety-nine U.S. schools responded. All used their medical students as teachers, but only 44% offered a formal SAT program. Most (95%) offered formal programs in the senior year. Common teaching strategies included small-group work, lectures, role-playing, and direct observation. Common learning content areas were small-group facilitation, feedback, adult learning principles, and clinical skills teaching. Assessment methods included evaluations from student-learners (72%) and direct observation/videotaping (59%). From the qualitative analysis, benefit themes included development of future physician-educators, enhancement of learning, and teaching assistance for faculty. Obstacles were competition with other educational demands, difficulty in faculty recruitment/retention, and difficulty in convincing others of program value. Formal SAT programs exist for 43 of 99 U.S. medical school respondents. Such programs should be instituted in all schools that use their students as teachers. National teaching competencies, best curriculum methods, and best methods to conduct skills reinforcement need to be determined. Finally, the SAT programs' impacts on patient care, on selection decisions of residency directors, and on residents' teaching effectiveness are areas for future research.

  14. Helping Vocational and Academic Teachers Collaborate To Improve Students' Reading and Writing Skills: An Over-Time Inservice Activity.

    ERIC Educational Resources Information Center

    Schmidt, B. June; Beeken, Lois A.

    Staff development was provided for academic and vocational teachers interested in improving their students' reading and writing skills. The first step was to examine the need. Survey data collected from students and vocational program completers from Southern Regional Education Board-Vocational Education Consortium pilot site schools revealed a…

  15. Qualities of Influential Literacy Teacher Educators

    ERIC Educational Resources Information Center

    Wold, Linda S.; Young, Janet R.; Risko, Victoria J.

    2011-01-01

    An online survey of award-winning literacy teachers was conducted to determine the most influential qualities of literacy teacher educators in teacher preparation programs. Sixty-two recipients of literacy awards participated in the study, representing teachers of excellence from all U.S. geographic regions. Using a backward mapping process,…

  16. Prenotification, Incentives, and Survey Modality: An Experimental Test of Methods to Increase Survey Response Rates of School Principals

    ERIC Educational Resources Information Center

    Jacob, Robin Tepper; Jacob, Brian

    2012-01-01

    Teacher and principal surveys are among the most common data collection techniques employed in education research. Yet there is remarkably little research on survey methods in education, or about the most cost-effective way to raise response rates among teachers and principals. In an effort to explore various methods for increasing survey response…

  17. How Do Teachers Teach? Insights from Teachers and Students. Teaching in Focus No. 18

    ERIC Educational Resources Information Center

    OECD Publishing, 2017

    2017-01-01

    Educational quality is defined and shaped by the classroom practices implemented by teachers in our schools. The Teaching and Learning International Survey (TALIS)-PISA link presents a unique opportunity to explore what takes place in the classroom by listening to the voices of teachers and students. Teachers, with their professional training and…

  18. Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

    NASA Astrophysics Data System (ADS)

    Berry, Ayora

    included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers' perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers' experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of

  19. VET Again: Now as a VET Teacher

    ERIC Educational Resources Information Center

    Duch, Henriette; Andreasen, Karen E.

    2017-01-01

    In 2010, a mandatory teacher training course was introduced for new vocational college teachers in Denmark. Since then, all vocational teachers have to complete the same course, regardless of practical work experience and educational background. After completion, they apply the knowledge to a very specific practice (i.e., teaching within a…

  20. Differential Item Functioning on a Measure of Perceptions of Preparation for Teachers, Teacher Candidates, and Program Personnel

    ERIC Educational Resources Information Center

    Donovan, Courtney; Green, Kathy E.; Seidel, Kent

    2017-01-01

    Core competencies essential for effective teaching were identified via a literature review and a review of standards for teacher education, and vetted by state groups with interests in teacher education. Survey items based on these competencies asked teacher candidates, graduates, and teacher education program faculty how well the program prepared…

  1. Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200

    ERIC Educational Resources Information Center

    Rotermund, Susan; DeRoche, John; Ottem, Randolph

    2017-01-01

    This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional…

  2. The Relationship of Student Influence and Teacher Efficacy on the Behaviors of Mid-Atlantic High School Teachers

    ERIC Educational Resources Information Center

    McGowan, Jessica

    2017-01-01

    The purpose of this study was to determine the relationships of teacher efficacy and student influence to teacher behaviors within the classroom among mid-Atlantic high school teachers. The population studied consisted of secondary teachers who instructed multiple subject areas within grades 9 through 12. A survey was conducted to collect…

  3. The Six-Legged Subject: A Survey of Secondary Science Teachers' Incorporation of Insects into U.S. Life Science Instruction.

    PubMed

    Ingram, Erin; Golick, Douglas

    2018-03-14

    To improve students' understanding and appreciation of insects, entomology education efforts have supported insect incorporation in formal education settings. While several studies have explored student ideas about insects and the incorporation of insects in elementary and middle school classrooms, the topic of how and why insects are incorporated in secondary science classrooms remains relatively unexplored. Using survey research methods, this study addresses the gap in the literature by (1) describing in-service secondary science teachers' incorporation of insects in science classrooms; (2) identifying factors that support or deter insect incorporation and (3) identifying teachers' preferred resources to support future entomology education efforts. Findings indicate that our sample of U.S. secondary science teachers commonly incorporate various insects in their classrooms, but that incorporation is infrequent throughout the academic year. Insect-related lesson plans are commonly used and often self-created to meet teachers' need for standards-aligned curriculum materials. Obstacles to insect incorporation include a perceived lack of alignment of insect education materials to state or national science standards and a lack of time and professional training to teach about insects. Recommendations are provided for entomology and science education organizations to support teachers in overcoming these obstacles.

  4. Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situations.

    PubMed

    Espelage, Dorothy L; Polanin, Joshua R; Low, Sabina K

    2014-09-01

    This study examines how teacher and staff perceptions of the school environment correlate with student self-reports of bullying, aggression, victimization, and willingness to intervene in bullying incidents using multi-informant, multilevel modeling. Data were derived from 3,616 6th grade students across 36 middle schools in the Midwest, who completed survey measures of bullying, aggression, victimization, and willingness to intervene in bullying situations. Teachers and staff (n = 1,447) completed a school environment survey. Bivariate associations between school-level and student self-reports indicated that as teacher and staff perceive aggression as a problem in their school, students reported greater bully perpetration, fighting, peer victimization, and less willingness to intervene. Further, as staff and teacher report greater commitment to prevent bullying and viewed positive teacher and student relationships, there was less bullying, fighting, and peer victimization, and greater willingness to intervene. In a model where all school environment scales were entered together, a school commitment to prevent bullying was associated with less bullying, fighting, and peer victimization. Student-reports of bully perpetration and peer victimization were largely explained by staff and teacher commitment to bully prevention, whereas fighting and willingness to intervene were largely explained by student characteristics (e.g., gender). We conclude that efforts to address bullying and victimization should involve support from the school administration. School psychologists should play an active role in the school climate improvement process, by creating a school climate council consisting of students, parents, and teachers; administering school climate measures; identifying specific school improvement targets from these data, and engaging all stakeholders in the ongoing school improvement plan. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  5. Chinese Tertiary Teachers' Goal Orientations for Teaching and Teaching Approaches: The Mediation of Teacher Engagement

    ERIC Educational Resources Information Center

    Yin, Hongbiao; Han, Jiying; Lu, Genshu

    2017-01-01

    This study investigated the effects of Chinese tertiary teachers' goal orientations for teaching on their approaches to teaching mediated by teacher engagement. In a survey of 597 Chinese tertiary teachers, the respondents placed particular emphasis on relational and mastery goals and expressed a preference for student-focused approaches to…

  6. Mathematics Teachers' Response to the Reform Agenda: Results of the 1993 National Survey of Science and Mathematics Education.

    ERIC Educational Resources Information Center

    Weiss, Iris R.

    The NCTM Standards call for the introduction of challenging mathematics content for all students beginning in the early grades. If teachers are to guide students in their exploration of mathematics concepts, they must themselves have a firm grasp of powerful mathematics concepts. This paper uses data from the 1993 National Survey of Science and…

  7. Emotional Intelligence and Beginning Teacher Candidates

    ERIC Educational Resources Information Center

    Justice, Madeline; Espinoza, Sue

    2007-01-01

    According to the Bureau of Labor Statistics, Texas will need over 82,000 new teachers by 2008. Many teachers are leaving the profession within 5 years of being employed. Closing a revolving door, teacher preparation programs are discussing this phenomenon. One hundred sixty beginning teacher candidates were surveyed using the Emotional Skills…

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

    PubMed

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

    2010-02-16

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

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

    PubMed Central

    2010-01-01

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

  10. Teacher Retention: A Phenomenological Investigation into the Lived Experiences of Three Elementary Teacher Stayers

    ERIC Educational Resources Information Center

    Sell, Corey R.

    2013-01-01

    Teacher stayers have remained within a profession experiencing an average annual turnover rate of 14% (Liu, 2007) and its lowest levels of job satisfaction in 20 years (MetLife Survey of the American Teacher, 2011). Exploring the lived experiences of teacher stayers might hold significant potential in decreasing the turnover rate given they have…

  11. Teachers' Perceptions of Principals' Attributes.

    ERIC Educational Resources Information Center

    Richardson, Michael D.; And Others

    1996-01-01

    Presents data from a survey of teachers regarding the characteristics of principals that make them leaders. Finds that teachers' perceptions differ very little from those of business managers regarding leadership attributes. (SR)

  12. Development of a Survey to Examine the Factors that Motivate Secondary Education Teachers' Use of Problem-based Learning (PBL)

    NASA Astrophysics Data System (ADS)

    Lao, Huei-Chen

    In this quantitative study, a survey was developed and administered to middle and high school teachers to examine what factors motivated them to implement problem-based learning (PBL). Using Expectancy-Value Theory by Eccles et al. (1983) and Self-Determination Theory by Ryan and Deci (2000b) as the theoretical framework, this instrument measured respondents' perceived competence, support for autonomy and relatedness, and value and cost they placed on implementing PBL. Data analyses indicated that the instrument had good reliability. A 3-factor structure was established by exploratory factor analysis which confirmed the construct validity of the instrument. Value of PBL to teachers and their students was the most dominant factor that motivated teachers to implement it. The second most important factor was their self-efficacy and anxiety about failing this pedagogy, and the third factor was teachers' perceived autonomy, and support from schools and colleagues. Regression models showed the predictive power of the factors on teachers' intention to implement PBL, with their perceptions of the value of PBL being the strongest predictor. Results also indicate that teachers with PBL experience perceived significantly higher levels of competence and support from peers, and placed a higher level of value and perceived less cost in implementing PBL than teachers who had not implemented PBL. Teachers' formal training in PBL played a significant role in positively influencing their perceptions of competence and the value of PBL, and reduced their perceived cost of implementing PBL. This, in turn, enhanced teachers' intention of practicing PBL. For teachers who had previously taught with PBL, their responses to two open-ended questions in this instrument corresponded with the theoretical framework of this study and triangulated well with the quantitative data. These teachers highly valued PBL and they recognized the challenges associated with its implementation. These teachers

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

    ERIC Educational Resources Information Center

    Brown, Ben

    2009-01-01

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

  14. The Role of Sports in Kindergarten Teachers' Recreational Habits

    ERIC Educational Resources Information Center

    Ozturk, Huseyin

    2016-01-01

    The aim of this study is to investigate the role of the sports in the recreational habits of kindergarten teachers. The survey population comprises kindergarten teachers who are employed in the province of Gaziantep. The sample constitutes a total of 378 kindergarten teachers determined by circumstantial method. The survey developed by Tunçel was…

  15. Complexity Survey.

    ERIC Educational Resources Information Center

    Gordon, Sandra L.; Anderson, Beth C.

    To determine whether consensus existed among teachers about the complexity of common classroom materials, a survey was administered to 66 pre-service and in-service kindergarten and prekindergarten teachers. Participants were asked to rate 14 common classroom materials as simple, complex, or super-complex. Simple materials have one obvious part,…

  16. Something’s missing from my education: Using a cross sectional survey to examine the needs and interest of Canadian medical students relating to their roles as teachers and educators

    PubMed Central

    Nagji, Alim; Leslie, Karen; Wong, Eric; Myhre, Doug; Young, Meredith; Chan, Ming-Ka

    2017-01-01

    Background Current theory in medical education emphasizes engaging learners as educators while tailoring teaching to their learning needs. However, little is known about learners’ perceptions of their proposed roles as teachers and educators. Methods Canadian medical students were invited to complete an English language online questionnaire structured to include: teaching experience, participation and/or awareness of teacher development at their school and awareness and/or interest in further training in medical education. The survey was developed by the Canadian Association for Medical Education (CAME) Membership Subcommittee, and distributed via the Canadian Federation of Medical Students (CFMS) email list and the CAME twitter account in March 2014. Results Of the 169 undergraduate medical student respondents, 36% (n=61) reported a lack of prior teaching experience and 45% (n=73) were unsure if their school provided teaching instruction. Overall, 91% (n=150) indicated that they planned to incorporate teaching or medical education into their future careers. Conclusion While the majority of medical student respondents are expecting or planning to teach, most report not having access to adequate training through medical school. Further effort is necessary to support medical students as teachers to prepare them for increased teaching responsibilities as residents and to expose them to potential careers in medical education. PMID:29098045

  17. Teacher Voice: How Teachers Perceive Evaluations and How Leaders Can Use This Knowledge to Help Teachers Grow Professionally

    ERIC Educational Resources Information Center

    Hopkins, Paul

    2016-01-01

    The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation served as a framework for the study. An online survey was deployed to a…

  18. Research Studies in Business Education Completed in 1972

    ERIC Educational Resources Information Center

    Byrnside, O. J., Jr.

    1973-01-01

    Research studies are classified as economic, business education survey, curriculum, evaluation, teaching methods, guidance, teaching materials, teacher preparation, tests, and history of business education. (MU)

  19. Teacher Absenteeism: What Administrators Can Do.

    ERIC Educational Resources Information Center

    Pitkiff, Evan

    1993-01-01

    Teacher absenteeism appears highest in elementary schools, schools with lower student achievement, schools composed of economically disadvantaged and minority students, and urban school districts. Survey of Brooklyn high schools found high teacher absenteeism; in addition, attendance patterns were habitual, teachers holding temporary teaching…

  20. Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Teachers in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look. NCES 2009-324

    ERIC Educational Resources Information Center

    Coopersmith, Jared

    2009-01-01

    This report presents selected findings from the school teacher data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school…