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Journal articles on the topic 'Association of University Teachers'
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1
Asma, Asma, Shakila Malik, Zafar Iqbal, Rahim Khan, and Farooq Hussain. "ASSOCIATION BETWEEN TEACHERS’ PERSONALITY TRAITS AND TEACHERS’ BURNOUT: MODERATING ROLE OF EMOTIONAL INTELLIGENCE." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1481–92. http://dx.doi.org/10.18510/hssr.2021.93149.
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Purpose of the study: The current study aims to recognize the association between teacher's personality traits and burnout in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The current study predicts the moderating role of emotional intelligence in the relationship between personality traits & burnout levels of university teachers.
 Methodology: Quantitative research method was used in this study. Questionnaires were distributed to 317 samples of university teachers in District Peshawar, KP, and Pakistan. To check validity KMO & Bartlett's test was used. Cronbach Alpha Coefficient was used to test reliability. Meanwhile, hypotheses were tested through regression analysis and t-tests.
 Main Findings: It was indicated that openness to experience and neuroticism personality traits predict emotional exhaustion, depersonalization, extroversion & neuroticism express personal achievement. Emotional intelligence significantly moderates the association between a teacher's personality traits & burnout. Additionally, it was found that female and private sector university teachers were more burnout than male and public sector university teachers.
 Applications of the study: This study will add to the present level of understanding of constructs like personality traits, emotional intelligence, and burnout. The findings of this current study will also help university teachers to know about their dominant personality traits, their emotional level of intelligence. The current study results will help stimulate further research.
 Novelty/Originality of the study: To our knowledge, there are only fewer amount of research studies on studying the association between teachers' burnout & personality traits in university teachers particularly, in the context of Pakistan. Keeping in view that previous studies were not focused on the role of emotional intelligence in the relationship between the above-mentioned dependent and independent variables.
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DeMitchell, Todd A. "Teacher Bilingual Instruction and Educational Malpractice: California Teachers Association v. Davis." International Journal of Educational Reform 9, no. 3 (2000): 272–78. http://dx.doi.org/10.1177/105678790000900312.
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Hepburn, N. C. "British Association of University Teachers of Dermatology (BAUTOD)." British Journal of Dermatology 126, no. 2 (1992): 201–2. http://dx.doi.org/10.1111/j.1365-2133.1992.tb07824.x.
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Bembenutty, Héfer. "The Teacher of Teachers Talks about Learning to Learn: An Interview with Wilbert (Bill) J. McKeachie." Teaching of Psychology 35, no. 4 (2008): 363–72. http://dx.doi.org/10.1080/00986280802390787.
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Wilbert J. McKeachie has been the president of the American Psychological Association (APA), the American Association of Higher Education, the American Psychological Foundation, the Division of Educational and School Psychology of the International Association of Applied Psychology, and APA's Divisions 2 and 15. He received his PhD at the University of Michigan in 1949 and is former Director of the University of Michigan Center for Research on Learning and Teaching. He also served as Chair of the Psychology Department at the University of Michigan from 1961 to 1971. Professor McKeachie has received eight honorary degrees, the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology, and the American Psychological Association Presidential Citation for exemplary service to the academic and scientific community. His classic book, Teaching Tips, is now in its 12th edition (McKeachie & Svinicki, 2006). Héfer Bembenutty is an Assistant Professor of Educational Psychology at Queens College of The City University of New York in the Department of Secondary and Youth Services. He received his BA in psychology from the University of Michigan, an MS in psychology from Eastern Michigan University, and an MA and PhD in educational psychology from The City University of New York. He maintains an active research agenda in students' and teachers' self-regulation of learning, the effects of test anxiety on learning, homework self-regulation, self-efficacy beliefs, multicultural education, and academic delay of gratification. He teaches undergraduate and graduate courses in educational psychology, cognition, instruction and technology, human development and learning, classroom management, and multicultural education.
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Pressley, Margaret, and Rebecca Henry. "A Personal Journey toward Teaching Success." American String Teacher 44, no. 2 (1994): 69–72. http://dx.doi.org/10.1177/000313139404400227.
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Margaret Pressley is well known in the Pacific Northwest as a teacher of gifted pre-college violinists and as an enabler of conservatory-level music education in Seattle. Attending the University of Washington, with a major in violin performance, she chose a career in violin pedagogy, which has spanned 30 years. Pressley has built a highly successful class of continuously prize-winning students, who are eagerly sought by conservatories. She is the founder and director of the Pressley Conservatory of Music in Seattle. Pressley is a lecturer at Western Washington University and is also on the faculty of the Indiana University Summer String Academy, a member of the advisory board of the Seattle Young Artist Music Festival and the National Music Teachers Association Competition String Repertoire Committee, and string chair for the Washington State Music Teachers Association. She was named ASTA's 1994 Washington State Studio Teacher of the Year.
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Nabeela Nazly, Hafsah Batool Lahore,. "Developing a System for Teaching Effectiveness by Student Classification of Teacher Attributes at the University of Lahore College for Women University." Psychology and Education Journal 58, no. 2 (2021): 4925–35. http://dx.doi.org/10.17762/pae.v58i2.2890.
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As teaching effectiveness is crucial for achieving academic excellence, teachers' attributes contributing towards teaching effectiveness are worth exploring. This study examines 300 BS. Education and Economics students' perception of teachers' characteristics who have taught them. Accordingly, teachers are categorized based on scores of attributes obtained through student ratings. Association between teacher attributes and overall teaching effectiveness is found, and finally, a teaching effectiveness framework is designed based on characteristics, which were significantly associated with teaching effectiveness. The majority (>60%) of students rated all attributes under the medium category, with 54.64% and 50.61% of students placing (rating) overall teaching effectiveness under the high and medium sort respectively, with 17.61 % under the low category. Also, all attributes were found to be positively correlated with overall teaching effectiveness. Out of 30 items under all attributes, 22 items significantly associated with teaching effectiveness were included in the teaching effectiveness framework. In light of the findings, we give teachers suggestions regarding their teaching attributes as perceived by students.
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Gillespie, Robert. "A New ASTA Product: Videotapes." American String Teacher 36, no. 1 (1986): 48–49. http://dx.doi.org/10.1177/000313138603600122.
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Robert Gillespie is director of string education and assistant professor of music at The Ohio State University, where he is responsible for the undergraduate and graduate curriculum in string pedagogy and orchestral teaching. He received his Ph.D. from The University of Michigan. A violinist, adjudicator, researcher, and clinician, Dr. Gillespie is currently principal second violin of the PRO MUSICA Chamber Orchestra of Columbus. The founder and director of The Ohio State University-Columbus Symphony Orchestra Junior Strings Youth Orchestra, and of The Ohio String Teachers Middle School Summer Orchestra Camp, he also reviews new music for the American String Teacher. Dr. Gillespie has developed a series of diagnostic videotapes for string teachers which are now available nationally through the American String Teachers Association.
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Agustin, Ma Lourdes S., and Darryl Roy Montebon. "An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (2018): 1. http://dx.doi.org/10.11591/ijere.v7i1.7635.
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Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.
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Agmanova, Atirkul E., and Lyudmila E. Tokatova. "The Mission of Teaching: to the 100th Anniversary of R.B. Nurtazina." Polylinguality and Transcultural Practices 18, no. 2 (2021): 207–15. http://dx.doi.org/10.22363/2618-897x-2021-18-2-207-215.
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The article analyzes the role and significance of R.B. Nurtazina in the development of modern Kazakhstani linguodidactics. The reason for writing the article was the First International Pedagogical Readings School - Teacher - Innovations in the Modern World, held at Pavlodar Pedagogical University from March 1 to March 9, 2021. The co-organizers were Al-Farabi Kazakh National University (RK, Almaty), L.N. Gumilyov Eurasian National University (RK, Nur-Sultan), Peoples Friendship University of Russia (RF, Moscow), Kazakhstan Association of Teachers of the Russian Language and Literature (KAZPRYAL), Kazakhstan Public Association Graduates of Russian Universities, Academy of Childrens Books ALTAIR and a team of scientific educational project Epoch and Personality.
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Agustin, Ma Lourdes S., and Darryl Roy Montebon. "An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (2018): 1. http://dx.doi.org/10.11591/ijere.v1i1.7635.
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Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.<em><strong></strong></em>
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Li, Fengjuan, Junjun Chen, and Miles Baker. "University Students’ Attitudes Toward Physical Education Teaching." Journal of Teaching in Physical Education 33, no. 2 (2014): 186–212. http://dx.doi.org/10.1123/jtpe.2012-0187.
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While there have been many studies into students’ attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students’ attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of students’ attitudes toward Physical Education comprised of five dimensions, namely Physical Fitness, Self-Actualization and Social Development, Physical Education Curriculum, Physical Education Teachers, and Physical Education Teaching, was conceptually and empirically developed and tested using exploratory and confirmatory factor analysis. The overall findings suggested that the students had moderately positive attitudes toward Physical Education. More specifically, the findings indicated that students’ attitudes had a significantly positive moderate association with their current participation, a small association with their intended lifelong participation in physical activity outside school, and a significantly positive moderate association with their Physical Education academic achievement. Implications for Physical Education teacher training and curriculum modifications are discussed.
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Guibangguibang, Herford Rei Biscayno. "Association between Oral Error Corrections of University Teacher and English Majors’ Language Anxiety in Philippine Higher Education Context." International Journal of Language Education 4, no. 2 (2020): 183. http://dx.doi.org/10.26858/ijole.v4i2.13601.
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This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual one-hour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers’ students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chi-square tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is often used while explicit correction, recast, and repetition are only used sometimes by their English teachers. Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers’ oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners’ anxiety in learning English.
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Willoughby, Steve. "Introduction." Mathematics Teacher 100, no. 2 (2006): 84. http://dx.doi.org/10.5951/mt.100.2.0084.
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The annual publication of the Association of Teachers of Mathematics in the Middle States and Maryland became a quarterly journal called the Mathematics Teacher in 1908. W. H. Metzler, a professor at Syracuse University, served as its editor from its inception until it became the official journal of the newly formed National Council of Teachers of Mathematics in January 1921, with J. R. Clark as the new editor. In 1921, the present monthly schedule of publication for the school year was adopted.
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Willoughby, Steve. "Introduction." Mathematics Teacher 100, no. 2 (2006): 84. http://dx.doi.org/10.5951/mt.100.2.0084.
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The annual publication of the Association of Teachers of Mathematics in the Middle States and Maryland became a quarterly journal called the Mathematics Teacher in 1908. W. H. Metzler, a professor at Syracuse University, served as its editor from its inception until it became the official journal of the newly formed National Council of Teachers of Mathematics in January 1921, with J. R. Clark as the new editor. In 1921, the present monthly schedule of publication for the school year was adopted.
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Malik, Shakila, Asma Asma, Zafar Iqbal, Rahim Khan, and Farooq Hussain. "ASSOCIATION AMONG EMOTIONAL INTELLIGENCE AND JOB SATISFACTION OF UNIVERSITY TEACHERS IN DISTRICT CHARSSADA, KHYBER PAKHTUNKHWA, PAKISTAN." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1493–503. http://dx.doi.org/10.18510/hssr.2021.93150.
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Purpose of the research: To cope with the upcoming challenges in the contemporary work environment and especially in organizational features, Emotional intelligence (EI) and Job satisfaction (JS) are taken as main highly interested assumptions by researchers because of serving as a viable role in the personal and organizational life of personals.
 Methodology: Quantitative approach with a questionnaire as a research tool having 205 sample sizes was distributed among universities teacher’s in-district Charssada to collect the data. A random sampling technique was used for sample selection. KMO and Bartlett's Test for validity and Cronbach alpha for reliability were used respectively. Furthermore, statistical analysis was done by the researchers through descriptive statistics, t-test compression, and multiple regression analysis.
 Main Findings: The teacher’s emotional intelligence shown a significant positive correlation with JS. furthermore, various aspects of EI were also explored for correlation with Job satisfaction. Results showed that ‘‘emotion regulation (ER)’’ (B=.362, p<.05) and ‘‘Social skills (SS)’’ (B=.564, p <.05) and self-awareness(SA)’’ (B=0.096, p <.05) have a positive and significant relationship with JS. While the last dimension of emotional intelligence, social-awareness (So-A) (B=0 .30, p >.05) was not found to be related to job satisfaction. Furthermore, ‘emotion regulation (ER)’’ was found to be a suppressor variable in the present research.
 Applications of this study: The role of teachers’ emotional intelligence with the background to increase their job satisfaction level will be enlightening through this research. This study will also help university teachers to know their own emotions as well as the others, at the workplace. Results will help stimulate further research. Implications of the findings are discussed for academics and practitioners.
 Novelty/Originality of this study: The core message of this study based on the correlative link of job satisfaction and emotional intelligence is that more rational thoughts are needed rather than effective action for teacher’s better performance in the workplace. From a theoretical perspective, the mentioned study focuses on important constructs and taking into account that, limited research is found on these two notions in the Pakistani context. Finding the relationship of emotional intelligence with job satisfaction in public university teachers in Pakistan is the novelty of the study as the research on this spectrum in the local population has not been considered before.
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Ahmad, Rizwan, Fareeha Javed, and Kamal Ud Din. "Work-Family Conflict and Organizational Commitment: A study of University Teachers." Global Educational Studies Review VI, no. II (2021): 34–42. http://dx.doi.org/10.31703/gesr.2021(vi-ii).04.
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The purpose of this study was to see if there was an association between work-family conflict and organizational commitment in university teachers. It was a quantitative research study that used a correlational research methodology, which means that no variables were modified and were instead revealed as they were. Teachers at the University of Education Lahore were the study's subjects. Carlson's Work-Family Conflict Scale (WFCS) and Allen and Meyer's Employee Commitment Survey (ECS) were adapted with their consent. The census sampling method was used. The instrument was delivered among 336 teachers, and 216 questionnaires were returned, resulting in a 64 percent return rate. Descriptive and inferential statistics were used to analyze the data. Teachers were discovered to be dealing with work-family conflict while remaining dedicated to their organization. There was a negative association between the variables. The researcher suggests that this study be expanded using qualitative data.
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Gavrilyuk, Oksana A., Elena G. Tareva, and Anastasiya V. Lakhno. "Investigating the association between university teachers’ professional autonomy and their innovation performance." Pedagogika 133, no. 1 (2019): 128–48. http://dx.doi.org/10.15823/p.2019.133.7.
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Ryle, A. "Association of University Teachers of Psychiatry -- Fourth Conference on Teaching Dynamic Psychotherapy." Psychiatric Bulletin 12, no. 9 (1988): 375–77. http://dx.doi.org/10.1192/pb.12.9.375.
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Ryle, Anthony. "Association of University Teachers of Psychiatry — Fourth Conference on Teaching Dynamic Psychotherapy." Bulletin of the Royal College of Psychiatrists 12, no. 9 (1988): 375–77. http://dx.doi.org/10.1192/s0140078900021659.
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Bramble, David J. "‘Teaching the teachers' — a survey of trainees’ teaching experience." Psychiatric Bulletin 15, no. 12 (1991): 751–52. http://dx.doi.org/10.1192/pb.15.12.751.
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With a view to stimulating discussion on the subject of trainee's attitudes towards, and experience of teaching, at an informal meeting of members of the Association of University Teachers of Psychiatry held in Leicester last year, a survey of Trent Region Psychiatric Senior Registrars, as well as delegates to the first College Trainees' Conference (held at Warwick University), was undertaken.
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Osamu, Umezawa. "Building Next-generation Schools with 21st Century Skills(learning) and ESD (Reconstructing Japanese Teacher Education System)." Journal of Sustainable Development Education and Research 1, no. 1 (2017): 11. http://dx.doi.org/10.17509/jsder.v1i1.6239.
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The Japanese government has actively promoted Education for Sustainable Development (ESD) that UNESCO advocates and is going to fully implement the school reform that aims to enhance next generation’s 21st century skills by the year of the Olympic in Tokyo, 2020. So far, Japanese schools focused on basic skills. However, the presenter believes that next generation’s schools need to be reconstructed with 21st century learning and ESD as their base. Now the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is taking actions to fix the comprehensive conditions for the educational reform. Especially MEXT focuses on the reform of the comprehensive system of training, employment, and development of teachers. The basic directions of the system reform is as follows: to hold “the Teacher Professional Development Consortium” by the association between education boards of the prefecture and universities; to develop the index of teacher professional development based on the fundamental principles by MEXT; to improve the curriculum of teacher training or development; and to assess the ability and quality that teachers need to hold. Since 2010, the Shizuoka University has promoted the systematic reform that integrated teacher education and in-service education. Such a reform corresponds to the era of globalization. The basic concept, if I state briefly, is to nurture and support the teachers who can teach for 21st century learning in their classrooms. To achieve this concept, the Faculty of Education, Shizuoka University, of which primary purpose is to train future teachers, is going to open the Elementary Learning Development Major in April of 2016, as a part of the organizational reform of teacher training. In the program, students will deal with contemporary educational problems and use interdisciplinary methods.In order to support teacher professional development and their research, School of Education established the Research and Education Center for the Learning Sciences (RECLS) in April of 2013 and the Center for Promoting Higher-Quality Teacher Education (PHTE) in April of 2014. In addition, it established Advanced Professional Development in School Education in 2009 and Cooperative Doctoral Course in Subject Development in 2012. Teachers in next generation schools should hold the practical abilities to organize their classes based on theories and methods of interdisciplinary and comprehensive learning. The Shizuoka University will promote such a reform and research teacher training, if possible, in association with the universities in Indonesia, ASEAN and Asia.
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Muhonen, Tuija. "Exploring gender harassment among university teachers and researchers." Journal of Applied Research in Higher Education 8, no. 1 (2016): 131–42. http://dx.doi.org/10.1108/jarhe-04-2015-0026.
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Purpose – The purpose of this paper is to examine the prevalence of gender harassment and how it is related to different organisational factors, ill-health and job satisfaction among women and men working as university teachers and researchers. Design/methodology/approach – A web questionnaire was conducted in a university college in South Sweden. The final sample consisted of 322 participants, 186 women and 136 men. Findings – The results showed that gender harassment was more prevalent among women than men, and among senior lecturers and professors than lecturers. Gender harassment was associated with high job demands, less fair leadership style of the immediate manager and job dissatisfaction for both women and men. For women, there was also an association between gender harassment, ill-health and gender of the immediate manager. For men, poorer social organisational climate was related to gender harassment, but contrary to women, gender harassment was not related to the gender of the immediate manager. Research limitations/implications – Even though the research was conducted only in one university, the results imply that gender harassment can have negative consequences for teachers and researchers. As the immediate manager’s leadership style seems to be associated with the occurrence of gender harassment, universities should take this into consideration in their leadership programs. Originality/value – The paper highlights gender harassment, a subtle form of sexual harassment, among university teachers and researchers.
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Zeff, Stephen A. "The early years of the Association of University Teachers of Accounting: 1947–1959." British Accounting Review 29, no. 1-2 (1997): 3–39. http://dx.doi.org/10.1016/s0890-8389(97)80002-9.
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Mitchell, L. "Academic Staff who have Resigned their University Posts: An Association of University Teachers of Orthodontics (AUTO) Report." British Journal of Orthodontics 21, no. 1 (1994): 75–78. http://dx.doi.org/10.1179/bjo.21.1.75.
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Fizel, Natasa. "A szegedi Polgári Iskolai Tanárképző Főiskola és a Ferenc József Tudományegyetem együttműködése a tanárképzés szolgálatában (1928–1947)." Gerundium 9, no. 3 (2019): 51–65. http://dx.doi.org/10.29116/gerundium/2018/3/4.
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The Cooperative Framework between the National Civic School Teacher Training College and the Ferenc József University in the Service of Teacher Training (1928–1947). In my study I demonstrate the creative process of the cooperative framework between two institutions of high education in Szeged, the National Civic School Teacher Training College and the Ferenc József University from the very first school year in Szeged in 1928 until the last one in 1947, that is, until a dispute that ended their cooperation. The discussion was aimed at the rate of role of the two institutions in civic school teacher training. My goal is to review the historical background and the method of research and then give answers to the following questions: what stages did the coming about of the cooperation go through? What effect did this collaboration have on the everyday life of the students? How is the dispute about the creation of the framework presented in the most important organ of civic school teachers, Polgári Iskolai Tanáregyesületi Közlöny (Civic School Teachers Association Gazette)?
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Lutsik, Vladimir I., Alexander E. Sobolev, and Denis S. Isaev. "REGIONAL EDUCATIONAL PROJECTS AS MEANS OF RAISING LEVEL OF UNIVERSITY ENTRANTS IN CHEMISTRY." IZVESTIYA VYSSHIKH UCHEBNYKH ZAVEDENIY KHIMIYA KHIMICHESKAYA TEKHNOLOGIYA 61, no. 6 (2018): 103. http://dx.doi.org/10.6060/tcct.20186106.5689.
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In this article, the possibilities of a regional professional community of subject teachers to promote the intellectual development of schoolchildren and the formation of the common educational space “school – university” are demonstrated on the example of the Association of chemistry teachers and lecturers of Tver region. In order to achieve these goals, the Association annually conducts numerous regional open competitions, and each of them is completely free for students and their teachers. The aim of the competition “The World of Chemistry” is creating a public catalog of training presentations. The competition is held in twenty one categories (presentations on the educational topics, “Names in the history of chemistry”, “Scientists-chemists of Tver region”, “Chemical book of records”, “Chemistry and other Sciences”, “Chemistry of the future”, etc.); 997 nominations in all. Contests “Original problem” and “Chemical games store” are aimed at finding out the best authors of tasks, quizzes, and didactic games in chemistry as well as at the popularization of the Olympic movement. The selected collections of learning materials are published at the end of each contest. In order to identify and support gifted students, every year the Association of chemistry teachers and lecturers of the Tver region conducts the Regional Olympiad “Khimonya” (in Russian it is a diminutive and funny form of “Young Chemist”) for everyone wishing schoolchildren. This Olympiad is very popular. So, in 2017, more than 430 students from 16 municipalities attended this intellectual competition. The winners of “Khimonya” receive invitations to free classes at the Summer school of the Olympic reserve, which is annually organized by the Tver Association of chemistry teachers. It is shown that the activation of extracurricular activities of schoolchildren by involving them to participate in regional educational projects results to the increase in the education level of school leavers and quality of their knowledge in chemistry.Forcitation:Lutsik V.I., Sobolev A.E., Isaev D.S. Regional educational projects as means of raising level of university entrants in chemistry. Izv. Vyssh. Uchebn. Zaved. Khim. Khim. Tekhnol. 2018. V. 61. N 6. P. 103-108
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Ribeiro-Silva, Elsa, and Catarina Amorim. "Physical Education Cooperating Teachers’ perspectives on professional ethics." Journal of Sport Pedagogy & Research 6, no. 1 (2020): 46–50. http://dx.doi.org/10.47863/fwvn1757.
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The teaching profession, being a profession that above all requires human interaction, is inseparable from ethics (Castilho, 2018). Initial teacher training is recognised by its impact in professional development of pre-service teachers, and cooperating teachers are fundamental in this stage. The ethical-professional attitude is transversal to all knowledge related to initial education. Therefore, it is important to study the perspective of cooperating teachers regarding professional ethics. This article presents case studies concerning Portuguese physical education cooperating teachers’ perspective of pre-service teachers’ professional ethics. We followed a qualitative methodology and data was collected from a semi-structured interview with 5 questions. It was interviewed 5 cooperating teachers of the master’s degree in Teaching Physical Education in the University of Coimbra. Data was analysed through thematic content analysis (Bardin, 2011) and revealed that cooperating teachers focus mainly on the personal conduct shown by pre-service teachers. These results reveal a reductionist perception of the notion of professional ethics and the association of professional ethics to personal ethics.
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Lijuan, Liu, and Zhai Changliang. "Research and Application of Data Mining in College Students' Employment Based on Association Rules." Computer and Information Science 10, no. 3 (2017): 54. http://dx.doi.org/10.5539/cis.v10n3p54.
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This paper takes the employment information data of university graduates as the research object, and takes Apriori algorithm as the main idea, develops a data mining system for early warning of student employment information and new functions of teacher guidance and employment, finds out some factors that affect the employment situation, and realizes the early warning to the students who may not be able to obtain employment smoothly and the teachers who may not have an ideal employment rate. So that managers can obtain more valuable knowledge and information, better management, improve employment rate, and enhance the competitiveness of institutions of higher learning.
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Kasten, Peggy. "Projects: Building Regional Capacity." Mathematics Teacher 93, no. 6 (2000): 536–38. http://dx.doi.org/10.5951/mt.93.6.0536.
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Building Regional Capacity (BRC) is an NSF-funded professional development institute for grades 7—12 mathematics teachers, department heads, mathematics coordinators, and other present or future teacher leaders from around New England. Its chief focus is leadership in designing and delivering quality professional development. BRC was developed at the Education Development Center (EDC) and is a collaboration among EDC, the University of Massachusetts Lowell (UMass Lowell), and the Eastern Massachusetts Association of Mathematics Department Heads.
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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.
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Taiwan defense education teacher cultivates research of the system conception. Taiwan's Senior middle school or in university's school the military training and the national defense pass know the curriculum teacher are hold the post by the active duty officer, Master unit for Republic of China Ministry of Education. Recent years the domestic education environment tended to the serviceman to withdraw from the school edition curriculum, did not have the academic license serviceman status teacher, always shouldered the people to accuse it to not to have the card interferes the education according to the teacher and the serviceman, often directed the person question is the military officer is also teacher's this crowd of associations otherwise has the teacher specialized ability. The question lies in this group of military officer teacher not to have the further education to obtain the qualified teacher card, and before the present education system also does not have the defense education curriculum teacher duty, to train with the university which awards cultivates the unit. This research discussion's key is defense education teacher's essential ability and the teachers cultivates the system the relations. We watched proposed that more than school union-like teachers cultivate the organization plan the solution conception. Was the utilization already the qualified teacher, but not yet investigated teacher of the employment, gave the second specialty to give public notice of entrance examination receives training, opened the second specialty teachers to the common teacher to authenticate by the time supplements insufficiency of the teachers. The male even plan is gives comprehensive duty training to the military officer teacher to award the certificate of quality again
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Byrne, Deirdre. "Disasters, disasters: Association of University English Teachers of South Africa Conference, University of the Western Cape, July 1996." Scrutiny2 2, no. 1 (1997): 54–56. http://dx.doi.org/10.1080/18125449708565890.
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Kellam, Alex. "To all current and ex members of the Association of University Teachers of Psychiatry." Psychiatric Bulletin 13, no. 12 (1989): 666. http://dx.doi.org/10.1192/pb.13.12.666.
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Dhakal, Shankar. "Appositeness of Teacher Training for In-Service EFL Teachers in Real Teaching Context." Journal of NELTA 21, no. 1-2 (2016): 121–27. http://dx.doi.org/10.3126/nelta.v21i1-2.20208.
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There are various ways for EFL teachers to grow professionally. Attending workshops and training programs are believed to foster their upward mobility. At the same time, different teachers come up with numerous challenges in their classroom with the change of time. So, the learning they had in their college and university level may not always help them to dissolve all the problems in their diverse classroom settings. In this context, this small-scale study is explores whether the insights teachers get from the workshops and the trainings conducted by Nepal English Language Teachers’ Association (NELTA) are applicable and they contribute to liquefy the challenges EFL teachers face in their classroom. Drawing on the findings of this study and the support from the literature, it has been justified that training programs help teachers to grow professionally, but they can hardly apply the knowledge and skills they learn in their real classroom situations. With the help of data collected through the interview, it is crystallized that trainings have been almost unsuccessful to help the teachers cope with ever changing professional world. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:121-127
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McWhirter, David. "South Central Modern Language Association." PMLA/Publications of the Modern Language Association of America 115, no. 4 (2000): 857. http://dx.doi.org/10.1632/s0030812900140337.
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The 2000 SCMLA meeting will be held 9-11 November at the historic Gunter Hotel in San Antonio. Our Lady of the Lake University, Saint Mary's University, Trinity University, the University of Texas, San Antonio, and the University of Incarnate Word will host the convention, with Richard Pressman (Saint Mary's Univ.) acting as local arrangements chair and Marita Nummikoski (Univ. of Texas, San Antonio) serving as treasurer. This year's theme is Teaching Languages and Literatures: Histories, Practices, Speculations. Highlights will include plenary speaker Nicolás Kanellos, founder and director of Arte Público Press, and a reading by Latina writer Carmen Tafolla. Various special events will highlight and celebrate our work as teachers; a breakfast roundtable devoted to visual arts in the language and literature classroom will be held in conjunction with a specially arranged tour of the Rockefeller Center for Latin American Art.SCMLA membership remains strong, with approximately 1,800 dues-paying members. Publications received by 2000 members include four issues of the South Central Review, summer and winter newsletters, and the San Antonio convention packet. To join SCMLA, write to Ede Hilton-Lowe, SCMLA, Dept. of English, Texas A&M Univ., College Station 77843-4227, or download a membership form from our Web site (http://www-english.tamu.edu/scmla/). Dues for joint members are $35; full professors, $30; associate and assistant professors, $25; instructors, retired professors, and graduate students, $20. The Web site features our online newsletter, which includes calls for papers, deadline and grant application information, and information on upcoming conferences.
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Pervova, Galina. "School of self-education reading as a mean of training teacher for professional activities." Tambov University Review. Series: Humanities, no. 182 (2019): 14–20. http://dx.doi.org/10.20310/1810-0201-2019-24-182-14-20.
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At the Derzhavin Tambov State University, on the basis of which the regional branch of the Russian Reading Association was opened (the head of the local branch is Doctor of Sociology, professor of Derzhavin Tambov State University N.A. Stefanovskaya), relevant project “School of self-education reading” has been implemented for several years. Classes at this school are a necessity for all university employees: the project meets the needs of students’ academic work, research and pedagogical practice of graduate students and teachers, as well as intellectual amateur inquiries in the acquisition of cognitive and fiction literature for everyone who wants to improve reading skills. We disclose the experience of organizing work with student readers at the Theory and Methods of Pre-School and Elementary Education Department of Derzhavin Tambov State University. We reveal means and methods of reading activity of future teachers, the issues of reading circle formation and reader’s interests. We pay particular attention to the study of the motivation development of children and teenagers to read, which is one of the main skills of the future teacher. We name the sources of modern literary education of students and their teachers. The conclusions of the article are related to the transformation of educational reading into the process of improving the reading culture at all levels of reading.
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Alaca, Merve Bahar, Havva Yaman, and Sibel Er Nas. "Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers." Journal of Science Learning 4, no. 1 (2020): 69–79. http://dx.doi.org/10.17509/jsl.v4i1.25441.
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Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analysis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.
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Inayat, Awaisha, and Dr Amena Zehra Ali. "INFLUENCE OF TEACHING STYLE ON STUDENTS’ ENGAGEMENT, CURIOSITY AND EXPLORATION IN THE CLASSROOM." Journal of Education and Educational Development 7, no. 1 (2020): 87. http://dx.doi.org/10.22555/joeed.v7i1.2736.
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<p><em>Inside classroom teacher student interaction carries immense significance as it appears to contribute to student learning in different ways. The teachers’ interaction has a stronger association with students’ engagement and exploration in terms of learning in classroom through their coaching style. The present study therefore aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students’ engagement, curiosity and exploration in cross-sectional sample of School and University students (N= 402). Perceived parental autonomy support scale (adopted version for teachers), Students Engagement Instrument and Curiosity Exploration Inventory-II were administered. The result shows that students simultaneously perceived both teaching styles i.e., Autonomous-supportive and Controlling, in classroom however there was a significant difference between score of school students where they find their teachers to be more supportive and controlling as compared to university students. Furthermore, there is a moderate correlation between perceived autonomy support teaching style with students’ engagement as well as curiosity and exploration. The results offers an understanding of students’ belief and perceptions about their interaction with teachers that can help in building students’ curiosity and motivation to engage learn in the classroom. </em><em></em></p>
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Wood, Felicity, and Mathew Blatchford. "The masters of Pietersburg: Association of University English Teachers of South Africa Conference. University of the North, July 1997." Scrutiny2 3, no. 2 (1998): 58–62. http://dx.doi.org/10.1080/18125449808565930.
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Palmer, Sir Geoffrey. "Evolution of a Legal System." Victoria University of Wellington Law Review 31, no. 1 (2000): 175. http://dx.doi.org/10.26686/vuwlr.v31i1.5964.
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Bilal, Ahmad Raza, Tehreem Fatima, Khyzer Bin Dost, and Muhammad Kashif Imran. "I am engaged, therefore my students are satisfied! Unleashing the role of teachers' interaction and sensitivity based on self-determination perspective." International Journal of Educational Management 35, no. 1 (2020): 341–61. http://dx.doi.org/10.1108/ijem-05-2020-0258.
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PurposeStudents' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to examine the role of teachers' work engagement in inculcating students' satisfaction from their teachers taking a self-determination perspective. It moreover highlights the underlying mechanisms of teacher–student interaction and teachers' sensitivity.Design/methodology/approachWe used 278 valid and matched responses from teachers and students of higher secondary/intermediate/degree colleges operating in Pakistan through multi-stage sampling. The data were gathered in three waves and multiple mediation analysis was conducted using PROCESS model 4 to analyze the data and infer results.FindingsThe results revealed that college teachers' work engagement (i.e. vigor, dedication and absorption) is required to create their willingness and motivation to invest in effective pedagogical decisions and inculcate students' satisfaction. This engagement, in turn, improves their interaction with students and makes them more sensitive in meeting the needs of students that causes students to have satisfying educational experiences.Originality/valueThis research has taken a unique standpoint of considering teachers' engagement as a precursor of students' satisfaction, in contrast to the prior focus on assessing the role of institutional dynamics, demographics and teachers' competence. It has also unraveled the role of teachers' sensitivity and student–teacher interaction in the above-mentioned association based on self-determination theory (SDT). Moreover, it has emphasized the teaching dynamics and its outcomes in the college sector instead of the much-examined university and school settings.
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Green, Andrew. "Staff appraisal in university libraries." Library and Information Research 18, no. 60 (2013): 34–38. http://dx.doi.org/10.29173/lirg437.
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Staff appraisal was an American invention that emerged at the time of the Second World War. It only came to general notice two years later with the publication of the twenty-third report of 'Committee A' of the University Authorities' Panel (UAP) and the Association of University Teachers (AUT). Only one major study of the functioning of the universities' appraisal system has been published (3), and very little has been written on the experience of libraries(4). The purpose of this study was to shed light on the impact of appraisal on the 'old'university libraries and their staffs,s and to try to assess its benefits and disbenefits.
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Parker, R. H. "Flickering at the margin of existence: The Association of University Teachers of Accounting, 1960–1971." British Accounting Review 29, no. 1-2 (1997): 41–61. http://dx.doi.org/10.1016/s0890-8389(97)80003-0.
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Kulikowski, Konrad, Sylwia Przytuła, and Łukasz Sułkowski. "The Motivation of Academics in Remote Teaching during the Covid-19 Pandemic in Polish Universities—Opening the Debate on a New Equilibrium in e-Learning." Sustainability 13, no. 5 (2021): 2752. http://dx.doi.org/10.3390/su13052752.
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Online learning helps to continue education in the face of Covid-19 lockdowns and social isolation, but it might largely change characteristics of academic teachers’ jobs and, thus, have some unintended consequences for teachers’ motivating job potential. In this study, using a convenience sample of 202 academic teachers, we tested and supported the hypothesis that academic teachers perceived their motivating job potential as lower during the forced Covid-19 e-learning than before it. We also provided evidence that motivating potential of work during the forced Covid-19 e-learning is associated with work engagement and job satisfaction. Moreover, we provided a modicum of evidence that the relationship between the motivating job potential and academic teachers’ job satisfaction might be moderated by teachers’ assessment of university management actions during the Covid-19 situation, such that this association seems to be stronger among teachers who more positively assess university management. Our results provided initial evidence of possible unintended consequences of the pandemic-forced e-learning for academic teachers. Therefore, we suggested that socially sustainable e-learning required not only concentration on students and organizations of the education process but also on improving the teachers’ motivating job potential.
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Razouki, Abdelaziz, Salah-eddine Khzami, Ikbal El Khatabi, Boujemaa Agorram, and Sabah Selmaoui. "How MOOCs Are Perceived by Moroccan Students and Teachers?" European Scientific Journal, ESJ 13, no. 22 (2017): 82. http://dx.doi.org/10.19044/esj.2017.v13n22p82.
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The Moroccan university is increasingly experiencing a strong growth in the numbers of students. This process of massification alters the quality of learning, especially in open-access institutions where human resources and the capacity to host are increasingly limited. To improve the quality of learning, which first involves improving the quality of teaching within the University, Cadi Ayyad University in Marrakech (UCAM) launched a platform of MOOCs (Massive Online Open Courses) in 2013. In this article, we question the opening of the Moroccan university on this technology. Our study is anchored in the context of the Cadi Ayyad University of Marrakech. We are particularly interested in the following question: what are the perceptions of students and teachers about this device? Do they feel that using MOOCs “changes something”? Our methodological approach describes all the stages of data collection and processing including the content analysis model. We distributed a questionnaire to a group of students and conducted semi-structured interviews with teachers. The questionnaires collected and the interviews made it possible for answers to be provided to the questions asked. The most salient results show that the students as well as the teachers who participated in our study appreciate the use of MOOCs as a support to the face-to-face class. However, this technology has disadvantages including lack of exchanges with teachers and between students. Ongoing product improvements were called for, including the design in association with MOOC of student activities, assessments and discussion forums, and on the other hand, recording the videos in the presence of the students
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Kameneva, E. A., G. V. Mozhaeva, and M. A. Selivanova. "Digital educational technologies in the context of increasing the international competitiveness of universities." Management and Business Administration, no. 3 (September 2020): 123–36. http://dx.doi.org/10.33983/2075-1826-2020-3-123-136.
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The article assesses the impact of the pandemic on the development of distance learning and digital competencies of university teachers who are part of the International Association of Financial and Economic Education. The analysis of the dynamics of the use of digital technologies, services and tools by teachers from November 2019 to June 2020 is carried out. Particular attention was paid to the study of changes in the attitude of teachers towards distance learning in connection with the current situation caused by the pandemic.
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Khitrova, I. V., and O. N. Kishko. "Think-tank of teaching foreign languages in Russia." Professional Discourse & Communication 1, no. 4 (2019): 87–91. http://dx.doi.org/10.24833/2687-0126-2019-1-4-87-91.
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On November 5-6, 2019, MGIMO University hosted The First International Scientific and Practical Conference in Memory of Elena Solovova “Problems of Teaching Modern Languages”. Elena Solovova is regarded as one of the most influential and impactful figures in developing and promoting of teaching modern languages in Russia. The conference was coorganized with MGIMO University, National Association of English Teachers of Russia, Military University of the Ministry of Defence, Moscow Pedagogical State University, Esenin Ryazan State University, and Titul Publishing House. Elena Solovova (1956-2019) worked tirelessly on fostering and improving modern languages teaching in Russia. Her academic and pedagogical work has greatly influenced many peers and colleagues, teachers and students, in Russia and around the globe. She guided numerous PhD students and authored and co-authored countless publications in the field. She is greatly missed by her colleagues, family and friends.
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Vera Valencia, Sergio. "Reading motivation and reading habits of future teachers." Investigaciones Sobre Lectura, no. 7 (January 31, 2017): 85–96. http://dx.doi.org/10.37132/isl.v0i7.182.
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According to PISA 2009 results (OCDE, 2010), the Reading literacy of Spanish teenagers is under the international average, and reading motivation and reading habits are highly related to reading performance. And ass research reveals that teachers can be very important for the development of reading pleasure (Gambrell, 1996; Guthrie, 2008) specially if they are reading models (De Neaghel & Van Keer, 2013), the objective of this study is to explore reading habit and reading motivation in preservice teachers.To do so, it has been used a reading habit questionnaire for university students (Larrañaga & Yubero, 2005) and the reading motivation scale develop for PISA 2009 (OCDE, 2010) with 433 Education undergraduates of the University of Castilla-La Mancha.Results confirm the significant association between reading habits and reading motivation. However, while a high proportion of the participants declare high or very high intrinsic reading motivation, very feware frequent readers. In addition, differences in reading motivation and reading habit depending on the course were not found.Implications of the discrepancies found between what future teachers say and do as readers are discussed.
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Vera Valencia, Sergio. "Reading motivation and reading habits of future teachers." Investigaciones Sobre Lectura, no. 7 (January 31, 2017): 85–96. http://dx.doi.org/10.24310/revistaisl.vi7.10983.
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According to PISA 2009 results (OCDE, 2010), the Reading literacy of Spanish teenagers is under the international average, and reading motivation and reading habits are highly related to reading performance. And ass research reveals that teachers can be very important for the development of reading pleasure (Gambrell, 1996; Guthrie, 2008) specially if they are reading models (De Neaghel & Van Keer, 2013), the objective of this study is to explore reading habit and reading motivation in preservice teachers.To do so, it has been used a reading habit questionnaire for university students (Larrañaga & Yubero, 2005) and the reading motivation scale develop for PISA 2009 (OCDE, 2010) with 433 Education undergraduates of the University of Castilla-La Mancha.Results confirm the significant association between reading habits and reading motivation. However, while a high proportion of the participants declare high or very high intrinsic reading motivation, very feware frequent readers. In addition, differences in reading motivation and reading habit depending on the course were not found.Implications of the discrepancies found between what future teachers say and do as readers are discussed.
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Goodman, Barbara E. "EVOLUTION OF A PARTNERSHIP TO IMPROVE K-16 SCIENCE EDUCATION." Advances in Physiology Education 26, no. 3 (2002): 168–73. http://dx.doi.org/10.1152/advan.00013.2002.
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This article grew out of a presentation at the 82nd Annual Meeting of the American Association for the Advancement of Science Pacific Division in Irvine, California in June 2001. The symposium “Sharing Science: Successful Scientist Expert-Teacher Practitioner Interactions” was organized by Drs. Nancy J. Pelaez and Barbara L. Gonzalez of California State University at Fullerton. Goodman’s presentation was entitled “The Team Approach to Outreach Activities for K-12 Teachers in a Large, Rural State.” This personal view report describes the development and evolution of educational outreach programs at the University of South Dakota School of Medicine (USDSM) and the support provided by the administration. The number and strength of the programs at USDSM have grown in direct proportion to the commitment that the institution has been willing to make to faculty members with interests in science education. Currently, USDSM has three Basic Science faculty members who spend significant effort working with K-12 students and teachers and who have been called upon nationally as consultants and reviewers for similar programs.
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Malik, Naima Akhtar, and Kaj Björkqvist. "Workplace bullying and occupational stress among university teachers: Mediating and moderating factors." Europe’s Journal of Psychology 15, no. 2 (2019): 240–59. http://dx.doi.org/10.5964/ejop.v15i2.1611.
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In the study, it is explored whether exposure to workplace bullying predicts symptoms of occupational stress, and whether this association is mediated by interpersonal relationships, and moderated by sex and nationality. A sample of 610 university teachers from Pakistan (196 males, 133 females) and Finland (152 males, 129 females) completed an online questionnaire. A conditional process model was applied using the PROCESS programme. Workplace bullying served as predictor, stress symptoms as predicted variable, relationships with (a) colleagues and (b) family as mediators, and sex and country as moderators. As expected, workplace bullying had a significant effect on stress symptoms, which was mediated by family relationships but not by relationships with colleagues. Neither sex nor country had a moderating effect. Positive family relationships thus mediate the stressful impact of workplace bullying, and this was the case for both sexes and both nationalities.