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Relevant bibliographies by topics / Attitude of educators

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Academic literature on the topic 'Attitude of educators'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Attitude of educators"

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Čiužas, Renaldas, and Justinas Monkevičius. "Social Educator’s Attitude to Team Activity in School." Pedagogika 114, no. 2 (2014): 74–84. http://dx.doi.org/10.15823/p.2014.006.

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Social educators, by providing social and educational assistance to students and by organizing social education in schools, achieves the best results by working in teams of specialists with appropriate communication and collaboration skills and able to respond flexibly to the changing needs of learners and the specific situation. Social educators in schools usually play role of the initiator of team building. Purpose of this article is to reveal the attitudes of the social educator’s to team activity in school. The method of scientific literature analysis was used. This paper describes researc

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Sorge, Carmen. "The Relationship Between Bonding with Nonhuman Animals and Students' Attitudes Toward Science." Society & Animals 16, no. 2 (2008): 171–84. http://dx.doi.org/10.1163/156853008x291444.

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AbstractThis paper examines the relationship of bonding with nonhuman animals during an interactive, animal-in-the-wild science program (Talking Talons) and the science attitudes of 358 young children between the ages of 8 and 14 Talking Talons utilizes typically wild animals such as raptors, reptiles, and bats in a school-based educational science curriculum. Qualitative data from interviews with students in the program indicated that "bonding with animals" (BWA) and the educators (BWE) within the program were related to increased positive attitudes toward science. The program used quantitati

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Shrigley, Robert L., Thomas R. Koballa, and Ronald D. Simpson. "Defining attitude for science educators." Journal of Research in Science Teaching 25, no. 8 (1988): 659–78. http://dx.doi.org/10.1002/tea.3660250805.

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Sharma, Dr Meena, and Jasbir Singh Jasbir Singh. "Attitude Towards Internet: A Study Among Teacher Educators In Rohtak." International Journal of Scientific Research 3, no. 2 (2012): 106–7. http://dx.doi.org/10.15373/22778179/feb2014/34.

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Ganesan, P., and R. Krishnakumar. "ATTITUDE OF TEACHER EDUCATORS TOWARDS ICT." International Journal of Research -GRANTHAALAYAH 4, no. 5SE (2016): 7–11. http://dx.doi.org/10.29121/granthaalayah.v4.i5se.2016.2708.

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Realizing the attitude of teacher educators towards ICT is essential to incorporate its betterments in teacher preparation programmes. This study examined the difference between teacher educators’ attitude towards ICT and their level of attitude; whether it is favourable or unfavourable? The participants were the teacher educators of Colleges of Education in Coimbatore, South India. Cluster Sampling was adopted. Results indicated significant difference in their attitude with respect to their locality of home. Majority of teacher educators have favourable attitude.

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Rizwan Fatma Zaidi and Waseem Ahmad Khan. "PROSPECTIVE TEACHER EDUCATORS’ ATTITUDE TOWARDS RESEARCH." Researchers' Guild 2, no. 1 (2020): 43–50. http://dx.doi.org/10.15503/rg2019.4.

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The present study attempted to find out the level of attitude towards research of prospective teacher educators. The researchers have used the descriptive survey method for the present study. For this study 108 prospective teacher educators were taken as a sample from govt. aided college and private college. Out of 108 M.Ed students 42 were male and 66 were female students.40 students were studying in Govt. aided college and 68 students were completing their degree from private college of education. The simple random sampling technique was used to collect data. The scale used by the investigat

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Lovelace, Matthew, and Peggy Brickman. "Best Practices for Measuring Students’ Attitudes toward Learning Science." CBE—Life Sciences Education 12, no. 4 (2013): 606–17. http://dx.doi.org/10.1187/cbe.12-11-0197.

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Science educators often characterize the degree to which tests measure different facets of college students’ learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students’ attitudes influence their learning. Students’ science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional

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Meuthia, Hirma. "The Growing Scientific Attitudes and Worship to Science for Students." International Journal of Educational Dynamics 1, no. 1 (2019): 136–46. http://dx.doi.org/10.24036/ijeds.v1i1.46.

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This study presents a literature review on growing scientific attitudes and literacy towards science for students. Natural science is a product, process, and ends with an attitude that is a scientific attitude. Scientific attitudes are developed through scientific literacy activities or processes in learning when conducting discussions, experiments, simulations, and project activities at the field. Although in the world of education, we have encountered many models that carry out the activities described above in developing students' scientific attitudes. Some of them are inquiry, discovery le

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Bernard Chemwei. "Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (2019): 14–22. http://dx.doi.org/10.51317/ecjces.v1i1.96.

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This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a que

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Talekar, PallaviSameer. "ATTITUDE OF TEACHER EDUCATORS TOWARDS M-LEARNING." International Journal of Advanced Research 5, no. 12 (2017): 1656–60. http://dx.doi.org/10.21474/ijar01/6130.

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Dissertations / Theses on the topic "Attitude of educators"

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Dust, Carol Jean. "Towards developing a wholistic attitude of interdependence for Christian educators." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Radanke, Hollie K. "A quantitative and qualitative study of the attitude and preparation teachers have on the success of special education students." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007radankeh.pdf.

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Wooderson, Linda K. "Elementary educators attitude and the implementation of fitness, nutrition and wellness curriculum /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901306.

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Milburn, Lee-Anne S. "Research on research, the application of attitude theory to research attitudes and behaviours of educators in landscape architecture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ43191.pdf.

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Laryea, Evans A. "The Role of Higher Education in Africa: a Study of the Attitude of African Educators Toward the Tananarive Recommendations." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332208/.

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This study concerns the perceptions of African educators concerning the role of higher education in Africa. The study investigates African educators' awareness, understanding, opinions, and reactions to the role of higher education as defined by the Tananarive Conference on the development of higher education in Africa. The data were collected through personal interviews with 80 educators affiliated with the universities of the English—speaking countries in Middle Africa. The findings of the study reveal that (a) the Tananarive recommendations are still realistic and relevant to the African

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D'Entremont, Laura S. "Development and Validity of the Teachers' Attitude, Comfort and Training Scale (TACTS) on Sexuality Education." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278365/.

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The purpose of the study was to design and validate an instrument designed to investigate teachers' attitudes in regard to adolescent sexuality education. Test development adhered to the guidelines of Aligna and Crocker. Cronbach alpha was performed on the entire instrument and determined the reliability to be .8003, thus the instrument was consistent in measuring the domain areas. A panel of experts assessed content validity of items. A principal component factor analysis and a Pearson's product moment correlation were used for construct validity. Teacher concerns about curriculum implementa

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Scheepers, Patricia. "Educators' knowledge of and attitudes toward fetal alcohol spectrum disorder." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2079.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: Fetal Alcohol Spectrum Disorder, which is the most common cause of mental and learning disabilities in the world, is totally preventable. Fetal Alcohol Spectrum Disorder is not a genetic or inherited condition; however, it is permanent and reduces human potential. There is no cure or treatment. Fetal Alcohol Spectrum Disorder does not distinguish between race, class or culture and can affect children from all socio-economic groups. It is however more prevalent amongst poor, uneducated, uninf

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Maluma, T. R. "The attitude of educators towards assessment in schools where learners with barriers are included: a case study." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2821.

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Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009.<br>Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing lea

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Dinsmore, Denis A. "Attitude and judgement changes of Indiana public school superintendents regarding early childhood programs." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774762.

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The purpose of the study was to determine what changes have occurred in the attitudes and judgments of Indiana public school superintendents regarding early childhood programs and the public school system. This study replicated a 1976 study conducted by Link. The population for the study included all Indiana public school superintendents. The sample was comprised of 1990-91 superintendents who were willing to complete and return the questionnaire.Instrument Used for Collection of DataThe instrument consisted of forty-five (45) items. A Likert type scale was used to record respondents' attitude

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Bester, Mathilda Aletta. "Wat motiveer laerskool onderwysers." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62911.

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This study explored the phenomenon of motivation that is experienced by primary school teachers. The research was located within the specific context of a qualitative interpretivist study. A phenomenological research design was used to highlight how teachers understand their lived experiences of the phenomena. Motivation is something that lies within the human condition and that can only be observed through the behaviour of others. The aim was to understand what motivate primary school teachers. A variety of studies about motivation was consulted and the theories of Hertzberg (1959), Vroom (19

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Books on the topic "Attitude of educators"

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Facing death: Images, insights, and interventions : a handbook for educators, healthcare professionals, and counselors. Hemisphere, 1991.

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The lives of teacher educators. Teachers College Press, 1993.

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Hanley, Betty. Educators' attitudes to philosophies of music ecuation: A Q study. U.M.I., 1989.

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Amundson, Kristen. Keeping spirits high: Renewing our commitment to education. American Association of School Administrators, 1993.

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Bootstrapping educators: A self-help guide for high school teachers. University Press of America, 1987.

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Motivating students who don't care: Successful techniques for educators. Solution Tree Press, 2000.

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Hook, Edna M. Sir William Dawson and Henry Marshall Tory: The achievements and ideological attitudes of two great Canadian educators. Carleton University, 1990.

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Women administrators of India: A study of the socio-economic background and attitudes of women administrators of Rajasthan. RBSA Publishers, 1985.

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Harris, Sharon S. E. The attitudes and opinions of a sample of Saskatchewan educators toward gifted students and their programs. Research Centre, Saskatchewan School Trustees Association, 1989.

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Anderson, Linda M. Prospective teachers' beliefs and teacher education pedagogy: Research based on a teacher educator's practical theory. National Center for Research on Teacher Learning, Michigan State University, 1995.

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Book chapters on the topic "Attitude of educators"

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Zhang, Xiaomin. "Children’s Attitudes Toward Specimens at the Beaty Biodiversity Museum." In Research Informing the Practice of Museum Educators. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-238-7_8.

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Harsanyi, Bennie E., and Clyde E. Kelsey. "Attitudes Toward Computer Technology between Nursing and Medical Educators." In Nursing and Computers. Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_87.

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Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.

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Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.

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Petroshius, Susan M. "An Empirical Analysis of Business Students’ Attitudes Toward Marketing:Implications for Marketing Educators." In Proceedings of the 1986 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11101-8_29.

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Oanh, Dương Thị Hoàng. "Global vs. Glocal English: Attitudes and Conceptions among Educators, Administrators and Teachers in Eight Asian Countries." In English as an International Language in Asia: Implications for Language Education. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4578-0_8.

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Navidad, Florence. "Educators' Attitude and Barriers Toward Educational Research." In Educational Research in the Age of Anthropocene. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5317-5.ch010.

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This chapter is undertaken in a Philippine research context that has been described as mired in wicked problems. In the age of the Anthropocene and faced with increasing pressure to become research productive, this chapter contends that the state of research in a Philippine context is highly-complex. Using a cross sectional design, a questionnaire on educators' attitudes toward educational research was used to determine its underlying dimensions and correlate them with educators' demographic characteristics. A total of 286 volunteered respondents from selected universities/colleges in selected regions in the Philippines participated in the study. T-test, Anova, Pearson correlation, Factor Analysis, and Structural Equation Model was used for data analysis. Findings of the study determined that research training is very important to improve educators' research skill and have better understanding of research output. Prioritizing it requires time, effort and resources to learn and make use of research. It is also important to consider that the school administrators' moral support and mentoring have a great factor in educators' motivation to conduct quality research. Decreasing or eliminating the barriers to research requires strengthening their positive attitude towards research.

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Bujor, Liliana. "Attitude towards Teaching Career in Ten Years." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch010.

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This study aims to capture the dynamic regarding the attitude of the first year students towards the teaching career. To identify the level of attitudes towards the teaching profession, we used a research method based on a questionnaire investigation, as method of analysis, and two different cohorts of students: cohort 1 was represented by students enrolled in 2010-2011 academic year and cohort 2 by the students enrolled in 2019-2020. The cohort, the environment and the gender gave us interesting results about the attitude towards teaching (total score, attitude towards others, work and self-attitude). The results showed that there are significant differences between cohorts in terms of attitude towards teaching career. So, we can say that there is a dynamic towards careers that must be integrated in educational policies and in the career orientation plans.

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MacKay, Kathryn Lake, and Kendra M. Hall-Kenyon. "An Early Childhood Professional Development Model for Technology Integration." In Professional and Ethical Consideration for Early Childhood Leaders. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5089-2.ch002.

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This chapter shares the experiences of two early childhood educators as they participated in an early childhood professional development model focused on overcoming the barriers that often impact the integration of technology in PreK-K classrooms. The professional development model attended to three external barriers (i.e., lack of time, lack of access, and lack of support) and three internal barriers (i.e., teacher readiness, teacher attitudes, and teacher pedagogical beliefs). The experiences of these two educators indicated the following: 1) when the external barriers to technology are adequately addressed, more space is provided to attend to the internal barriers; 2) the barrier of readiness may be more easily overcome when teacher attitude is not a barrier; 3) overcoming the barriers of readiness and attitude precedes a change in pedagogical beliefs and practices; and 4) teacher attitudes are more likely to change when teacher learn from their respected colleagues. The chapter concludes by offering ideas for ECE leaders to consider as they plan and implement PD models.

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Palahnyuk, Olha. "Conceptualization of Christian Religious Attitudes in Socio-Psychological and World-View Contexts." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch012.

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In the conditions of systemic social, and at the same time personal crisis, accompanied by values relativization, the issue of searching the ways out of this state is actualized in the scientific discourse. Overcoming the crisis depends largely on a person who is able consciously to take responsibility for the actions in the living space, which is created primarily by the personal interactions. Therefore, the social responsibility problem, its formation factors, impact on personal and psychosocial maturity has become significantly relevant in the context of social psychology and at the interdisciplinary level. At the same time, the current socio-political situation in the country, accompanied by military conflict, complex processes of civil society development require an active social, civic, politically responsible position of citizens, especially young people that is socio-demographic group, which acts as a «barometer» of socio-economic and the political state of society and, despite the particular opportunities expansion for self-determination and individual development, it is experiencing spiritual devastation, selfishness, infantilism. The latter leads to the deformation of the youth normative and valuable sphere and require the specialists’ close attention. Thus, the aim of our study is a comprehensive theoretical and methodological analysis and conceptualization of Christian religious beliefs in socio-psychological and philosophical contexts as a factor in developing the social responsibility of the individual. The problem of social responsibility is closely related to the development in moral and ideological spheres of personality, an important component of which is the attitude as willingness to social activity and responsibility as a result of these actions. The social attitudes analysis identifies those related to religious spirituality and Christian morality i.e. Christian religious attitudes that express personal position, conscious state of being, active human attitude to the world in general and in particular to their self-realization. Based on a comprehensive analysis, it is determined that Christian religious attitudes in socio-psychological and worldview contexts are ideological attitudes that are the need and willingness to treat and act to people, events, phenomena, life, God considering the Christian morality based on faith and love to God and neighbour. In addition, they can / should be perceived as internal restraints: not freedom, but pseudo-freedom (permissiveness) and act as a natural law of conscience, the desire for the highest, the moral intuition of man.

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Orr, Claudia, David Allen, and Sandra Poindexter. "The Effect of Individual Differences on Computer Attitudes." In Advances in End User Computing. IGI Global, 2002. http://dx.doi.org/10.4018/978-1-930708-42-6.ch013.

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Computer competency is no longer a skill to be learned only by students majoring in technology-related fields. All individuals in our society must acquire basic computer literacy to function successfully. Despite the widespread influx of technology in all segments of our society, the literature often reports high levels of anxiety and negative attitudes about using computers. Monitoring the computer attitudes and developing an understanding of the variables that affect computer attitudes will assist educators and adult trainers in providing appropriate learning experiences in which learners can succeed. This study examined the relationship between computer attitude and experience, demographic/educational variables, personality type, and learning style of 214 students enrolled in a university computer literacy course.

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Conference papers on the topic "Attitude of educators"

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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In additio

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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.

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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools.

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AlQaidoom, Hana, and Asadullah Shah. "Digital Literacy and the Attitude of Educators Towards MOOC Platform in GCC Countries." In 2019 IEEE International Conference on Innovative Research and Development (ICIRD). IEEE, 2019. http://dx.doi.org/10.1109/icird47319.2019.9074637.

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AlQaidoom, Hana, and Asadullah Shah. "Digital Literacy of Educators and their Attitude Towards MOOC Platform in Arab World." In 2020 IEEE 7th International Conference on Engineering Technologies and Applied Sciences (ICETAS). IEEE, 2020. http://dx.doi.org/10.1109/icetas51660.2020.9484170.

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Marlina, Dr. "Teacher's Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.41.

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Sawangmek, Sureeporn. "Promoting interpret data and evidence scientifically competency and attitude toward science through informal science camp." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094005.

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Sawangmek, Taweesak. "Effects of recreational activities to enhance science learning motivation and attitude toward participating with recreational activities." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094006.

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Besnard, Christine. "MOTIVATION IN FOREIGN LANGUAGE LEARNING: THE DYNAMIC INTERACTIONS OF MANY FACTORS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end113.

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As all educators know so well, motivation is one of the most, if not the most, challenging aspect of language learning and teaching that they must deal with in their classes. We are therefore presenting a review of the last 10 years’ literature on the major constituents of motivation, and on the intrinsic factors (anxiety, emotions, attitude, etc.) that have a deep impact on L2 learners’ motivation.

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Boonprasert, Lapisarin, Jiraporn Tupsai, and Chokchai Yuenyong. "Grade 8 students’ capability of analytical thinking and attitude toward science through teaching and learning about soil and its’ pollution based on science technology and society (STS) approach." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019561.

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Aina, Adebunmi Yetunde, and Ayodele Ogegbo. "CHANGE MANAGEMENT: EXPERIENCES OF PRIVATE TVET COLLEGE EDUCATORS REGARDING VIRTUAL LEARNING DURING COVID-19." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end054.

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Abstract:

This study explored the experiences of private TVET college educators regarding virtual learning during the Covid-19 school lockdown. The Kanter theory of change is adopted as the theoretical base in this study. Data collection was done through face-to-face semi structured interviews and non-participant observation. Collected data was analyzed using content analysis. Findings reveal that though participants have positive attitude toward the process of change required in transitioning from traditional environment to virtual environment, majority of them did not receive substantive training on h

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