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Journal articles on the topic 'Changes in teacher education in Jamaica'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Peart, Moses, and Caryl J. Sheffield. "Technology Training for Teacher Education in Jamaica." Computers in the Schools 18, no. 4 (2001): 155–70. http://dx.doi.org/10.1300/j025v18n04_02.

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2

Hepsiba, Netala, Burugapudi EG, and Y. F. W. Prasada Rao. "Teacher Education." International Research Journal of Engineering, IT & Scientific Research 3, no. 5 (2017): 12. http://dx.doi.org/10.21744/irjeis.v3i6.529.

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The young today are facing a world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social and cultural. To be able to prepare our young people face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also have to change. In the past, teachers used to be a major source of knowledge, the leader and educator of their students school life. The changes that took place in education have initiated to chang

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3

Costa, Alexandre, and Izabel Magalhães. "Discourse Changes in Brazilian Teacher Education." American Journal of Educational Research 3, no. 4 (2015): 467–75. http://dx.doi.org/10.12691/education-3-4-13.

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Craft, Maurice. "Charting the Changes in Teacher Education." Cambridge Journal of Education 20, no. 1 (1990): 73–78. http://dx.doi.org/10.1080/0305764900200107.

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Miller, Paul, and Carmel G. Roofe. "'TEACHING TO THE HALO-EFFECT': SOCIAL JUSTICE ISSUES AMONG TRAINEE-TEACHERS AT ONE TEACHER TRAINING INSTITUTION IN JAMAICA." Problems of Education in the 21st Century 55, no. 1 (2013): 88–99. http://dx.doi.org/10.33225/pec/13.55.88.

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Social Justice themes have dominated education discourses over the decade of the 2000s with ideas ranging from equality in terms of gender, access to resources, teacher quality and the quality of students. These debates are not easily resolved and whereas concerns from policy makers and teacher-educators were often spotlighted, the opinions of teacher-trainees themselves were more or less absent from the discourse. This research sought to find out the views of teacher-trainees about their training experiences and how their interpretations of these experiences lead them to feel and act. This ex

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Rowe, Van Der. "Theorizing the Impact of the COVID-19 Pandemic on Special Needs Students and Teachers in Physical Education and Sports in Jamaica." Journal of Sports and Physical Education Studies 1, no. 2 (2021): 01–08. http://dx.doi.org/10.32996/jspes.2021.1.2.1.

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Students with special needs are one of the most vulnerable groups in our society. Special needs students require distinct treatment and attention to function and make sense of the world. The COVID-19 pandemic has disrupted the routine and the special attention that are normally available to these students when they are in face-to-face school. One of the most anticipated aspects of face-to-face school is participating in physical education (PE) and sports, which provides physical, social, and psychological benefits for special needs students. However, the pandemic has forced schools online and

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Roofe, Carmel. "Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation." Social Responsibility Journal 14, no. 4 (2018): 816–27. http://dx.doi.org/10.1108/srj-10-2017-0202.

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Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service te

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Lang, Josephine R. "Tracing Changes in Teacher Environmental Education Understanding." Australian Journal of Environmental Education 15 (1999): 57–64. http://dx.doi.org/10.1017/s0814062600002615.

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AbstractAfter more than twenty years of contemporary environmental education, there is still an inferior representation of it in schools. By 1990, UNESCO recognised that to improve the effectiveness of teacher implementation of environmental education in schools, teachers needed training. To date, there is insufficient research into teacher training in environmental education that could provide insights into teacher understanding and how to positively change teacher understandings about environmental education. The aim of this research was to document and examine the changes in teacher underst

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PAUL, JAMES, BETTY EPANCHIN, HILDA ROSSELLI, and ALBERT DUCHNOWSKI. "The Transformation of Teacher Education and Special Education." Remedial and Special Education 17, no. 5 (1996): 310–22. http://dx.doi.org/10.1177/074193259601700507.

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As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of educa

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Cook, Loraine D. "An Overview of Changes in Jamaica’s Secondary Education System (1879-2017)." Caribbean Journal of Education 42, no. 1&2 (2021): 139–56. http://dx.doi.org/10.46425/c542126338.

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Using a post-colonial lens, this paper describes the changes and constants in Jamaica’s educational system between the 19th and the early 21st century using academic literature and secondary data from the Ministry of Education. High schools initially emerged in Jamaica for the upper and middle classes only, based on the families’ income level, thus excluding children from the lower income bracket. Over time, breaking the glass ceiling for lower-income students became more possible as education included students moving from elementary to high school based on merit. This still restricted a large

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Carr, Graham. "Changes in nurse education: Being a nurse teacher." Nurse Education Today 27, no. 8 (2007): 893–99. http://dx.doi.org/10.1016/j.nedt.2006.12.006.

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Levine, Arthur. "Teacher Education Must Respond to Changes in America." Phi Delta Kappan 92, no. 2 (2010): 19–24. http://dx.doi.org/10.1177/003172171009200205.

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13

Aubusson, Peter. "Challenging changes in a secondary teacher education programme." Teacher Development 7, no. 2 (2003): 173–90. http://dx.doi.org/10.1080/13664530300200210.

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Smith-Sherwood, Heather. "Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan." Journal of Education and Learning 7, no. 2 (2017): 139. http://dx.doi.org/10.5539/jel.v7n2p139.

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This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described

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Bjekić, Dragana, Milica Vučetić, and Lidija Zlatić. "Teacher Work Motivation Context of In-service Education Changes." Procedia - Social and Behavioral Sciences 116 (February 2014): 557–62. http://dx.doi.org/10.1016/j.sbspro.2014.01.257.

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Ben-Peretz, Miriam. "When teaching changes, can teacher education be far behind?" Prospects 30, no. 2 (2000): 215–24. http://dx.doi.org/10.1007/bf02754067.

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Souza, Francine Mares Alves de, and Lúcia Gracia Ferreira. "Contemporary teacher education: contributions and learning." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (2021): e11914. http://dx.doi.org/10.20952/jrks2111914.

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The birth of the XXI century provided changes in various spheres of society, including education. In this perspective, a survey that aimed to analyze and evaluate the contributions of an extension course conducted at the State University of Southwest Bahia (UESB), Campus Itapetinga, whose proposal was to make through debates, discussions and reflections was performed the training of teachers through the challenge of contemporaneity. The research was qualitative, descriptive type and survey and participants in this research were 52 course participants. The training could provide moments of refl

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Łukasik, Joanna Małgorzata. "CRITICAL INCIDENTS IN TEACHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 154. http://dx.doi.org/10.17770/sie2016vol2.1376.

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This paper focuses on teacher as the person responsible for preparing pupils to a life in the world of changes. To enable this process, teachers themselves must possess the ability to adapt to changing circumstances. Biographical research (using diaries) conducted in the school year 2014/2015 in a group of teachers reveals that they do not cope well with disciplinary challenges in the class. Such an ability may be acquired not only by extending their knowledge, but also through referring to the knowledge already possessed, reflection-on-action and reflection-in-action. Acquisition of this abil

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Lavonen, Jari. "ADOPTING IDEAS FROM CURRENT NORDIC TEACHER EDUCATION STRATEGIES TO INITIAL SCIENCE TEACHER EDUCATION." Journal of Baltic Science Education 18, no. 4 (2019): 488–89. http://dx.doi.org/10.33225/jbse/19.18.488.

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A key goal of initial teacher education in all countries is to educate quality teachers through a quality post-secondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge & Hindman, 2003; Goel, Bell, & Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current tre

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Subramaniam, Karthigeyan. "Understanding Changes in Teacher Roles Through Collaborative Action Research." Journal of Science Teacher Education 21, no. 8 (2010): 937–51. http://dx.doi.org/10.1007/s10972-010-9217-9.

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Kagoda, Alice Merab, and Betty Akullu Ezati. "CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA." Problems of Education in the 21st Century 52, no. 1 (2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.

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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shorta

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Wall, Carrie R. Giboney. "From student to teacher: changes in preservice teacher educational beliefs throughout the learning-to-teach journey." Teacher Development 20, no. 3 (2016): 364–79. http://dx.doi.org/10.1080/13664530.2016.1149509.

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Mendes, Ana Rachel, and Kyria Rebeca Finardi. "Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil." Education and Linguistics Research 4, no. 1 (2018): 45. http://dx.doi.org/10.5296/elr.v4i1.12831.

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Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the

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Kelley, Carolyn. "Teacher Compensation and Organization." Educational Evaluation and Policy Analysis 19, no. 1 (1997): 15–28. http://dx.doi.org/10.3102/01623737019001015.

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Traditionally, teacher compensation has been viewed in isolation from other components of organizational reform. This paper examines changes in the conceptualization of schooling over time using an organizational lens, and considers how compensation systems might be better designed to match alternative organizational designs. Four different organizational designs are considered: scientific management, effective schools, content-driven, and high standards/high involvement. Implications of each design are considered for the development of compensation models which better mesh with current concep

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Sun, Min, Susanna Loeb, and Jason A. Grissom. "Building Teacher Teams." Educational Evaluation and Policy Analysis 39, no. 1 (2016): 104–25. http://dx.doi.org/10.3102/0162373716665698.

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Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely. Utilizing a decade of data on teacher transfers between schools that result in changes of peers when transfer teachers enter grade-level team in the new school, we find evidence of strong positive spillover effects associated with the introduction of peer

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Kim, Dongwoo, Cory Koedel, Wei Kong, Shawn Ni, Michael Podgursky, and Weiwei Wu. "Pensions and Late-Career Teacher Retention." Education Finance and Policy 16, no. 1 (2021): 42–65. http://dx.doi.org/10.1162/edfp_a_00293.

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Public school teachers retire much earlier than comparable professionals. Pension rule changes affecting new teachers can be used to close this gap in the long run, but any effects will not be observed for decades and the implications for workforce quality are unclear. This paper considers targeted incentive policies designed to deter retirement among senior, experienced high-need science and math teachers, as a policy to staff classrooms with qualified teachers and improve workforce quality. We use structural estimates from a dynamic retirement model to simulate the workforce effects of targe

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Buabeng, Isaac, Forster Danso Ntow, and Charles Deodat Otami. "Teacher Education in Ghana: Policies and Practices." Journal of Curriculum and Teaching 9, no. 1 (2020): 86. http://dx.doi.org/10.5430/jct.v9n1p86.

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This article focuses on teacher education in Ghana. It examines a number of reforms involving curricular changes and restructuring of teacher education institutions tasked with the responsibility of preparing teachers for the basic school level. The article highlights the structure and changes in Ghana’s teacher development policies and practices following the adoption of a new programme which took effect in 2018 with the intake of the first batch of 4-year degree students in the country’s Colleges of Education. We envisage that improved teacher qualification and a conscious effort to link the

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Garvis, Susanne, Donna Pendergast, and Jayne Keogh. "Changes in Teacher Self-efficacy in the First Year of Primary School Teacher Education Study." Journal of the World Universities Forum 5, no. 1 (2012): 87–96. http://dx.doi.org/10.18848/1835-2030/cgp/v05i01/56679.

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Rutkiene, Ausra, Lina Kaminskiene, Stefanija Alisauskiene, et al. "TOOLS FOR PERSONALIZED LEARNING-BASED TEACHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 537–48. http://dx.doi.org/10.17770/sie2021vol1.6348.

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Changes in the education from a teacher-centered to a student-centered approach requires changes in schools and in teacher education. One of possible ways is personalized learning (PL). It is a new concept in many countries around the world. PL is closely related to individualized, differentiated learning, inclusive education principles (Abbot, 2014; EDUCAUSE, 2013). PL builds on an understanding of learner: individual development, seeking of personal goals, taking into consideration individual differences and inclusion. PL “challenges teachers to search for pedagogy and practices that will he

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Zeichner, Ken. "Commentary: A Candid Look at Teacher Research and Teacher Education Today." LEARNing Landscapes 8, no. 2 (2015): 49–57. http://dx.doi.org/10.36510/learnland.v8i2.695.

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In this interview, Ken Zeichner describes the current changes and trends in teacher education and examines the university’s role in providing teachers with the necessary skills and knowledge. He advocates a model where the university, community, and school work together as partners to give teachers a more diversified set of knowledge and skills. This type of teacher education can be situated in the university, but it may be more effective if it takes place "outside of the bureaucracy and budget of both the university and the school system." Dr. Zeichner sees teacher research as a critical part

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Jamil, Faiza M., Ross A. Larsen, and Bridget K. Hamre. "Exploring Longitudinal Changes in Teacher Expectancy Effects on Children's Mathematics Achievement." Journal for Research in Mathematics Education 49, no. 1 (2018): 57–90. http://dx.doi.org/10.5951/jresematheduc.49.1.0057.

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The current study uses a large, nationally representative data set and a new method for computing teacher expectations to better understand the developmental effect of mathematics teacher expectations on future student achievement. The study utilizes autoregressive cross-lagged models with 5 time points between kindergarten and 8th grade as well as multigroup modeling to examine group differences in teacher expectancy effects on achievement for girls and minority students. Results indicate that students' experiences with teacher expectations from 1 time point to the next are not significantly

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(PhD), Kenneth Adu-Gyamfi, and Charles Deodat Otami. "In Search of an Effective Teacher: Ghana’s Move towards Achieving Sustainable Education through Teacher Education Reforms." International Journal of Higher Education 9, no. 4 (2020): 216. http://dx.doi.org/10.5430/ijhe.v9n4p216.

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Ghana has experienced a number of education reforms in the post-independence era and the study aimed at examining Ghana’s attempt at finding an effective teacher, in relation to sustainable education, through teacher education reforms. Qualitative approaches, such as documents analysis and interviews with 10 experienced college educators, were the methodology for the research. After constant comparison, students’ quality and entry requirements, changes in curriculum, and role of development partners in education reforms affected quality of teacher education. However, cultural context, support

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Georges, Annie, Kathryn M. Borman, and Reginald S. Lee. "Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification." education policy analysis archives 18 (June 20, 2010): 13. http://dx.doi.org/10.14507/epaa.v18n13.2010.

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We analyzed the gap in mathematics standards, assessments and accountability, and teacher licensure and certification requirements in mathematics for elementary grades. We found states delineated mathematics academic standards in specific content areas. Licensure and certification requirements were weak indicators since they lacked the specificity of conceptual and procedural knowledge that could strengthen mathematics content knowledge and inform instructional practices. The most recent changes in licensure and certification requirements intended to affect teacher quality are not reaching a l

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Billman, Nicola, Catherine Geddes, and Helen Hedges. "Teacher–Parent Partnerships: Sharing understandings and making changes." Australasian Journal of Early Childhood 30, no. 1 (2005): 44–48. http://dx.doi.org/10.1177/183693910503000108.

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Early childhood education highlights partnership between teacher and parents as positively influencing children's learning. This article describes how teachers became aware of a lack of shared understanding between them and parents about the ‘parent help’ role in their kindergarten, and their efforts to redress this situation. Changes made by teachers illustrate that a willingness to build, maintain and re-visit collaborative relationships is vital if children's learning is to be maximised.

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Domangue, Elizabeth, and Russell Lee Carson. "Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education." Journal of Teaching in Physical Education 27, no. 3 (2008): 347–67. http://dx.doi.org/10.1123/jtpe.27.3.347.

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Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cu

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Novotná, Jarmila, Ľubomír Verbovanec, and Ľuboš Török. "Creativity and Motivation in Higher Education Teacher Training." Acta Technologica Dubnicae 3, no. 1 (2013): 1–23. http://dx.doi.org/10.1515/atd-2015-0023.

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Abstract The main research subject of this study is a teacher. Our goal is to contribute to changes in teacher training in the direction of developing their motivation and creative potential, so that creative personalities of students could be subsequently developed. We chose the methodological concept of a natural developing experiment, in which we study the dynamics of changes in motivation and creativity of student teachers. In the scope of extensive research concept we used various methods to record scores before and after the experiment, such as IMB, DMV, IPOT, WKOPAY and Torrance Figural

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Capella-Santana, Nayda. "Voices of Teacher Candidates: Positive Changes in Multicultural Attitudes and Knowledge." Journal of Educational Research 96, no. 3 (2003): 182–90. http://dx.doi.org/10.1080/00220670309598806.

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Singh, Parlo, Frances Hoyte, Stephen Heimans, and Beryl Exley. "Teacher Quality and Teacher Education: A Critical Policy Analysis of International and Australian Policies." Australian Journal of Teacher Education 46, no. 4 (2021): 1–15. http://dx.doi.org/10.14221/ajte.2021v46n4.1.

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This article examines how the ‘teacher quality’ agenda, evident in the globalised discourse on education policy, constructs changes to teachers’ work and teacher education. We undertake a critical policy analysis of two reportsfrom the Organisation for Economic Cooperation and Development (OECD), addressing three issues. First, we discuss the global and national context in which ‘teacher quality’ policies have emerged. We examine implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality. We link our analysis to a recent governm

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Gyurova, Viara. "Changes in the Teacher Training and Qualification in Bulgaria." Педагогически форум 7, no. 3 (2019): 3–23. http://dx.doi.org/10.15547/pf.2019.016.

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Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are di

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Chrappán, Magdolna, Erika Kopp, and Csilla Pesti. "Initial Teacher Education in Hungary: Issues, Policies, Practices." Eastern European Journal of Transnational Relations 4, no. 1 (2020): 49–74. http://dx.doi.org/10.15290/eejtr.2020.04.01.03.

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Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to

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Hazi, Helen M., and Daisy Arredondo Rucinski. "Teacher evaluation as a policy target for improved student learning: A fifty-state review of statute and regulatory action since NCLB." education policy analysis archives 17 (March 10, 2009): 5. http://dx.doi.org/10.14507/epaa.v17n5.2009.

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This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001. We asked what the policy activity for teacher evaluation is in state statutes and department of education regulations, how these changes in statutes and regulations might affect the practice of teacher evaluation, and what were the implications for instructional supervision from these policy actions. Teacher evaluation statutes and department of education regulations provided the data for thi

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Marcut, Ioana Gabriela, and Stefania Kifor. "How Did I Become a Good Teacher? Implications for Teacher Education." Balkan Region Conference on Engineering and Business Education 2, no. 1 (2017): 223–32. http://dx.doi.org/10.1515/cplbu-2017-0030.

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Abstract The professional standards for teachers provide the competences needed for this occupation, in function of the level of education and of the career stages. This study aims to discover the most important training factors which contribute to the acquisition of teacher competences and to establish the implications for teacher education. We have used a mixed-method design as the procedure for collecting, analyzing, and combining both quantitative and qualitative data. To detect the main agents in the teacher competences’ achievement, we applied a questionnaire and we asked the personal op

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Dervent, Fatih, Phillip Ward, Erhan Devrilmez, and Emi Tsuda. "Transfer of Content Development Across Practica in Physical Education Teacher Education." Journal of Teaching in Physical Education 37, no. 4 (2018): 330–39. http://dx.doi.org/10.1123/jtpe.2017-0150.

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Purpose: Instructional tasks are a form of content knowledge that can be defined as specialized content knowledge (SCK). We examined the changes in the use of instructional tasks and SCK index scores of preservice teachers from methods to final practicum. Method: Five preservice teachers were observed through the methods practicum where they taught a small group consisting of six to eight students and then through final practicum where they taught whole intact classes. A modified version of content development categories and formula to measure the depth of content development was used. SCK ind

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Liu, Yuanyuan, Huan Wang, and Ronghui Zhao. "Teacher agency and spaces in changes of English language education policy." Current Issues in Language Planning 21, no. 5 (2020): 548–66. http://dx.doi.org/10.1080/14664208.2020.1791532.

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Kelly-Williams, Suzette, Ilene R. Berson, and Michael J. Berson. "Tablet Nuff but Life Still Rough: Technology for Early Childhood Sustainable Development in Jamaica." Discourse and Communication for Sustainable Education 8, no. 1 (2017): 5–18. http://dx.doi.org/10.1515/dcse-2017-0001.

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Abstract Early childhood education has a role to play in constructing a sustainable society. In particular, increasing global attention has focused on how early childhood may help alleviate poverty among children and their families and promote economic growth. Part of this discourse involves the use of technology as a means to improve the quality of early childhood education and optimize the potential for information and communication technology (ICT) to serve as an agent of development. Jamaica’s appropriation of technology as part of the early childhood development agenda has emulated Wester

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Bondie, Rhonda S., Christine Dahnke, and Akane Zusho. "How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching?" Review of Research in Education 43, no. 1 (2019): 336–62. http://dx.doi.org/10.3102/0091732x18821130.

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This rigorous literature review analyzed how 28 U.S.-based research studies conducted between 2001 and 2015 have defined, described, and measured changes in teaching practices related to implementation of Differentiated Instruction (DI) in P–12 classrooms. Research questions examined frameworks that defined DI, classroom operationalization of DI, key barriers and facilitators, and how changes in teacher practices across studies did not lead to a common definition of DI. Extracted data were analyzed by study type, DI purpose, theoretical framework, research questions, methodology, analysis meth

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Wright, Adam, Michael A. Gottfried, and Vi-Nhuan Le. "A Kindergarten Teacher Like Me." American Educational Research Journal 54, no. 1_suppl (2017): 78S—101S. http://dx.doi.org/10.3102/0002831216635733.

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Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial/ethnic group was the same as their own. We found that having a teacher of the sa

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Radjuni, Abubakar J. "Glocalization: An Emerging Approach in Teacher Education." Open Access Indonesia Journal of Social Sciences 4, no. 2 (2021): 353–59. http://dx.doi.org/10.37275/oaijss.v4i2.59.

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Due to the increasingly complex and rapidly changing world, teachers’ role has continuously been changing and they have to open their eyes to the reality of the world. Particularly in Sulu, pedagogical and technological development in education are remained outdated and traditional. Yet, changes in the past 20 years for the environment, employment, relationships, health and wealth, in society, safety, culture, communication, and even the values demonstrated by society’s leaders. We could argue that virtually everything has changed and that students today think, act and understand things differ

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Voss, Thamar, and Mareike Kunter. "“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs." Journal of Teacher Education 71, no. 3 (2019): 292–306. http://dx.doi.org/10.1177/0022487119839700.

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Beginning teachers often feel disillusioned and stressed during their first years of teaching. In the present study, we investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion. We assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program. The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward. We also foun

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Cieśleńska, Beata. "The Professional Experience Changes of Teachers in Poland." Physical education, sport and health culture in modern society 4(52) (2020): 3–11. http://dx.doi.org/10.29038/2220-7481-2020-04-03-11.

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Introduction. Improvement of teachers is entered in the educational system of each country. It largely depends on the political and socio-cultural expectations of the state. Improvement is aimed at raising the qualifications and competences of teachers, whose knowledge and skills directly translate into the educational success of the pupils. The need to raise awareness of the value of work was a key guarantee for teachers in Poland to keep up with the changing educational and social realities. The Research Aim is to analyse the teacher`s system development in Poland during the post-war period

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