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1
Shreeve, William, Ben Brucker, and Racquel Villacana Ramirez. "Teachers make a difference." Early Child Development and Care 83, no. 1 (January 1992): 133–36. http://dx.doi.org/10.1080/0300443920830113.
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Nusa, Popila Rikma, and Edi Irawan. "Dampak Sertifikasi Dan Pendidikan Terakhir Terhadap Kinerja Guru Paud Di Kabupaten Ponorogo." WISDOM: Jurnal Pendidikan Anak Usia Dini 1, no. 1 (June 1, 2020): 27–40. http://dx.doi.org/10.21154/wisdom.v1i1.2134.
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Abstract: Certification allowance comes as a form of appreciation for professional teacher performance. However, the reality is that there are still many teachers who are not yet certified educators. This study aims to determine: 1) Is there a difference in the performance of PAUD teachers who are already certified and not certified; 2) Is there a difference in the performance of PAUD teachers with PAUD / Psychology and non PAUD / non Psychology education; 3) Is there an interaction between certification and recent education on the performance of PAUD teachers. This research uses a quantitative method with a comparative causal approach. with simple random sampling. Data analysis was performed using the two-way ANOVA test. The results of the study show that: 1) The performance of certified teachers is better than those not certified; 2) The performance of PAUD teachers with PAUD / Psychology and non PAUD / Psychology last education is equally good; 3) There is no interaction between certification and educational background on the performance of PAUD teachers.
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Behrmann, Laura. "“You Can Make a Difference”: Teachers’ Agency in Addressing Social Differences in the Student Body." Social Inclusion 9, no. 3 (September 16, 2021): 372–82. http://dx.doi.org/10.17645/si.v9i3.4327.
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Teachers are key players in transforming the education system (van der Heijden et al., 2015). They shape educational processes, influence school policies, and make day‐to‐day decisions that have a direct effect on students (Vähäsantanen, 2015). Yet we currently know very little about whether they can contribute to the creation of social equality of opportunity. This article focuses by way of example on the experiences and interpretative schemes of teachers in Germany, as the country is known for its highly selective school system. It draws on data from an exploratory study based on 20 narrative interviews (Rosenthal, 2018) with schoolteachers at three comprehensive schools in East and West Germany, which were selected because comprehensive schools in Germany see themselves as a more equal‐opportunity form of education. The article begins by identifying four types of teacher action orientations in addressing the social differences of schoolchildren. Unexpectedly, only a few teachers exhibited a socially conscious inclination to act—for example, by providing targeted support to schoolchildren from socially disadvantaged households. In the second step, by comparing teacher biographies, school environments, and historical imprints, the article attempts to identify certain conditions under which teachers perceive themselves as responsible for addressing social differences among students. Beyond illustrating the interplay of biographical experiences and school culture, the study’s east–west contextualization opens up a new perspective for examining the lingering implications of the German half‐day schooling model even after the introduction of all‐day schooling in 2003. One possible conclusion is that the transformation of the German school system from a half‐day to an all‐day model has not taken the tasks of teachers into account, which, as this article points out, would be important in making them aware of schoolchildren’s different social backgrounds and their effects on achievement.
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Carter, Margaret-Anne, and Brian Hansford. "Reducing high levels of communication apprehension among primary schoolstudents: Can teachers make a difference?" Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 129–46. http://dx.doi.org/10.1017/s1037291100003988.
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This study, conducted over a 20 week period, focused on a group of primary school teachers as they implemented a variety of intervention actions, within their class programs, directed towards supporting the reduction of high levels of communication apprehension (CA) among students. Six teachers and nine students, located across three primary schools, six class groups, and four year levels, participated in the study.An action research paradigm incorporating a series of case studies was used to describe each teacher's journey as he/she responded to the diverse needs of individual students with high CA levels. The principal data collection methods used in this study included the Personal Report of Communication Fear (PRCF) scale, semistructured interviews, and dialogue journaling. The PRCF scale was used as a screening tool to identify students experiencing high levels of CA.Semistructured interviews, conducted by the researcher at the beginning and conclusion of the action research process, provided valuable information relevant to each student. Dialogue journaling was the medium by which teachers engaged in written discourse with the researcher, discussing the growth, development, and progress of individual students. Entries in dialogue journals comprised a significant component of each teacher's case study.Six case studies document the teacher's action research journey. These case studies recount the teacher's perceptions of their endeavours to minimise the problems that arise with primary school students experiencing high CA levels. In particular, they highlight the fact that teachers are faced with diverse problems and plan to resolve these in different ways.
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Beer, John. "Depression and Self-Esteem of Teachers." Psychological Reports 60, no. 3_part_2 (June 1987): 1097–98. http://dx.doi.org/10.1177/0033294187060003-215.1.
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The correlation between self-esteem and depression measured on the Coopersmith Self-esteem Inventory-Adult Form and Beck Depression Inventory for 51 teachers was –-.59. There were no significant differences between men and women and single or married subjects for depression. There was a significant difference between men and women for self-esteem (men scored higher) but none between single or married subjects.
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Bautista, Alfredo, Guo-Zheng Toh, and Joanne Wong. "Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference?" Musicae Scientiae 22, no. 2 (November 14, 2016): 196–223. http://dx.doi.org/10.1177/1029864916678654.
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There is widespread agreement that one-size-fits-all professional development (PD) has limited potential to foster teacher learning and that PD should be ‘responsive’ to the demands of teachers with different profiles. The purpose of this exploratory study was to analyze the PD motivations, needs, and preferences of Singapore primary school music teachers according to their level of specialization in music education. This variable has been relatively unexplored within the field of music-teacher PD. A nationwide survey was run to collect the data. Participants were 286 primary music teachers (about 40% of the entire population), who were split into three groups based on their music education background (Major = 113, Minor = 64, Generalist = 109). Findings indicated that the three groups of teachers had different motivation levels to participate in music-specific PD (e.g., generalists being the least motivated), various needs for further training (e.g., music education majors being the most interested in improving their music content knowledge), and different preferences regarding PD providers and learning formats (e.g., generalists preferring to learn from other fellow colleagues within informal settings). We concluded that the level of specialization in music education plays a major role in determining teachers’ PD motivations, needs, and preferences. This study has the potential to inform the design of more responsive PD initiatives.
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Young, J. "Book Review: Teachers DO Make a Difference: The Teacher's Guide to Connecting with Students." Emotional & Behavioural Difficulties 10, no. 3 (September 1, 2005): 239. http://dx.doi.org/10.1177/136327520501000309.
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Crehan, Kevin D., and Mary Curfman. "Effect on Performance of Timely Feedback on State Writing Assessments." Psychological Reports 92, no. 3 (June 2003): 1015–21. http://dx.doi.org/10.2466/pr0.2003.92.3.1015.
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The effect of timely feedback for a state writing assessment on subsequent writing performance was investigated. Also, agreement between teachers' scores on assessment and the state department's scores was compared. Eighth grade English teachers ( N = 8) were trained on an analytic scoring method which yielded scores on ideas, organization, voice, and conventions. September state writing assessments from the teachers' class were scored by the teachers who also scored assessments for a partner teacher's class. A second parallel writing assessment was administered in February to the trained teachers' classes and eight control classes. Analysis showed good agreement between the teachers' scores and those by the state department. There was 75% agreement on the designation of adequate or inadequate for the students' writing between the teachers and the state department. There was no difference between the writing performance for students of the trained teachers and students in the control classes on the follow-up assessment.
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Genc, Lajos, Jasmina Pekic, and Ana Genc. "The structure of personality of a good teacher from students perspective according to the Big-Five model." Psihologija 47, no. 1 (2014): 49–63. http://dx.doi.org/10.2298/psi1401049g.
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This paper deals with the identification of desirable personality characteristics of teachers from students perspective in the Big-Five Model of personality from a phenomenological approach. The description of personality of a good teacher was obtained from students of the University of Novi Sad (n=443). The Big Five Inventory (BFI) was applied with the instruction to respond to claims as a good teacher would answer. The students? estimates indicate that a good teacher is expected to have lower emotional instability, but more pronounced extroversion, openness to experience, cooperativeness (pleasantness) and consciousness with regard to referent values in general population. For the domain of neuroticism, the difference is either small or medium in size, for cooperativeness of a medium size, and for extroversion, consciousness and openness to experience the difference is large. The gender of students does not influence their expectations. Methodological dilemmas in this area of research and implications of the results for the selection and professional development of teachers are discussed.
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Cheng, Jao-Nan. "Attitudes of principals and teachers toward approaches used to deal with teacher incompetence." Social Behavior and Personality: an international journal 42, no. 1 (February 15, 2014): 155–75. http://dx.doi.org/10.2224/sbp.2014.42.1.155.
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My main purpose in this study was to investigate school principals' approaches to dealing with incompetent teachers and the effects of such approaches. I conducted a survey with 2,180 elementary and junior-high school principals and teachers in Taiwan. The results revealed that, besides using active approaches of encouragement and assistance, soliciting support from senior teachers to invite incompetent teachers to join their teaching teams to improve teaching skills, and initiating a process of teaching improvement, school principals should also show tolerance with incompetent teachers. The use of 2 approaches concurrently was found to be more effective than using just 1 approach in dealing with incompetent teachers. According to structural equation modeling, the 3 following approaches should be involved in, and may improve, the effectiveness of dealing with incompetent teachers: minimizing the difference in principals' and teachers' attitude toward dealing with incompetent teachers; ensuring that there is fairness in the workload allocation for incompetent teachers; and increasing teachers' satisfaction with the approaches used for dealing with incompetent teachers. Use of these approaches may also raise the morale of teachers and enhance teaching quality.
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Khan, Itbar, and Azhar Mahmood. "Teacher Educators’ Epistemological Beliefs and their Implications for Teacher Education." FWU Journal of Social Sciences 14, no. 4 (December 15, 2020): 12–25. http://dx.doi.org/10.51709/fw12722.
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Research has consistently shown that teachers’ epistemological beliefs have a significant impact on their teaching and teacher effectiveness in the teaching- learning process. This study investigated epistemological beliefs (EBs) of teacher educators in higher education institutions and teacher education institutes in Khyber Pakhtunkhwa (KP). The study aimed at identifying teacher-centered and learners’ centered EBs, examine the relationship of EBs and gender, find out the relationship of teachers’ qualification with the EBs of teacher education, and explore differences between the EBs of teacher educators of public universities and RITEs. Of the 212 teacher educators of the study population, the data were collected through stratified random sampling from 145 respondents. Epistemological beliefs questionnaire (EBQ) and a scale for demographics were used for gathering data from the research participants. Percentages, Mean, One way ANOVA and Pearson r was used for data analysis. Findings of the study show that a majority of the teacher educators believed that the structure of knowledge is simple, half of the teacher educators believed that knowledge is certain. Similarly, a majority of the teachers did not believe in authority as a source of knowledge and considered that the ability to learn is not innate. A majority of the respondents did not agree that learning is a quick process. There was no significant difference in the EBs of male and female teacher educators; there was no significant difference in the EBs of teachers from universities and RITES, except in the dimension of the stability of knowledge, wherein educators from RITEs have unsophisticated beliefs and there is no significant effect of experience on the epistemological beliefs of teacher educators.
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CHEN, Feifei. "An Empirical Study of Teacher-Student Interaction in College English Classroom from the Perspective of Educational Equality." Revista de Cercetare si Interventie Sociala 71 (December 1, 2020): 41–58. http://dx.doi.org/10.33788/rcis.71.3.
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Educational equality is seen as the cornerstone of social justice. Likewise, ensuring the equality of teacher-student interaction in the classroom plays a crucial part in meeting the requirements of social justice. In college English classroom, teachers are expected to provide students with equal opportunities to interact with one another through communicative and collaborative activities so as to give the full play of students’ potential. However, it is worth noting that the unequal status in current teacher-student interaction may pose serious threat to the implementation of educational equality in higher education system. Therefore, taking the 85 students of Zhejiang Yuexiu University as research participants, the study, spanning from September 2019 to January 2020, is designed to investigate the factors that influence teachers’ educational equality mindset and to assess whether the significant difference between these variables and inequality in classroom interaction exists by adopting the research instruments of classroom observation, interview and questionnaire. The data collected reveal that the inequality can be discerned in teacher-student interaction in college English classroom, for the teacher’s questioning times, question types, and feedback types are closely associated with the differences of genders, personalities, regions and English levels of students. In addition, the root causes for the inequality are also examined discreetly from multi-perspectives through interviews on both teachers and students for better proposing some effective strategies to minimize educational inequality and facilitate students’ development in positive directions in college English education.
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Beer, Joe, and John Beer. "Burnout and Stress, Depression and Self-Esteem of Teachers." Psychological Reports 71, no. 3_suppl (December 1992): 1331–36. http://dx.doi.org/10.2466/pr0.1992.71.3f.1331.
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33 teachers from one institutional school setting and 59 teachers from three north central school districts volunteered to complete and return Beck's Depression Scale, the Coopersmith Self-esteem Inventory—Adult Form, Stress Profile for Teachers, and the Staff Burnout Scale for Mental Health Professionals. Analysis of variance (2 × 2) for teaching level (grade and high school) by sex showed those teaching regular classrooms in grade school experienced less burnout and stress than did high school teachers. There was no sex difference. In the institutional setting there was a significant difference on burnout scores between men and women who taught high school; their scores were higher than those of the male grade school teachers. Burnout lie scores were also significantly higher for female high school teachers than for both male and female grade school teachers. Scores on stress were significantly higher for male high school teachers than for both female high school teachers and male grade school teachers.
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Demiy, Alina, Agata Kalemba, Maria Lorent, Anna Pecuch, Ewelina Wolańska, Marlena Telenga, and Ewa Z. Gieysztor. "A Child’s Perception of Their Developmental Difficulties in Relation to Their Adult Assessment. Analysis of the INPP Questionnaire." Journal of Personalized Medicine 10, no. 4 (October 5, 2020): 156. http://dx.doi.org/10.3390/jpm10040156.
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This study involved a comparison of the perception of developmental difficulties in a child by the parents, the teacher, and through the child’s self-assessment. Based on the Institute for Neuro-Psychological Psychology (INPP) questionnaire according to S. Goddard Blythe, three groups were examined: schoolchildren, parents, and teachers. Each of them answered a set of 21 questions and assessed the degree of occurrence of a given difficulty for the child on a scale from 0 to 4. The questions concerned psychomotor problems related to balance, motor coordination and concentration, as well as school skills. In total, 49 questionnaires from children and parents and 46 from teachers were used for the study. The mean answer to each question was calculated within the following groups: child–parent, child–teacher, and parent–teacher. The sum of the children’s answer points was significantly higher than the sum of the parents’ answer points (p = 0.037). Children assessed their developmental difficulties more strongly than teachers, but this difference was not statistically significant. The individual difficulties of the children were assessed significantly more seriously or more gently than by the National Scientific Conference “Human health problems—causes, present state, ways for the future” speeches by 44 teacher participants on 5 June 2020. Parents and teachers also assessed the children’s difficulties significantly differently (p = 0.044). The biggest difference in answers concerned the question of maintaining attention. The obtained results indicate a significant difference in the perception of difficulties occurring in the same child by the teacher and the parent. The child’s behavior in school and home environments may be different and, depending on the requirements, assessed differently. Children perceive their difficulties much more seriously than adults. Talking and the support of adults can make it easier for a child to overcome developmental difficulties.
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Genç, Salih Zeki. "AN EVALUATION OF TEACHERS' VIEWS OF PRIMARY SCHOOL PRINCIPALS' PRACTICE OF DEMOCRATIC VALUES." Social Behavior and Personality: an international journal 36, no. 4 (January 1, 2008): 483–92. http://dx.doi.org/10.2224/sbp.2008.36.4.483.
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The purpose of the study was to evaluate teachers’ views about the level of practice of democratic values by primary school principals. Participants were 300 primary school teachers from four different regions of Turkey. The data were collected through a questionnaire, and analyzed by using t test and ANOVA tests. Results indicate that gender, educational level, and membership of a union make a difference in terms of practicing democratic values. Furthermore, some meaningful differences were noted in the subdimension of the questionnaire depending on the teachers' professional experience and on the present number of students as variables.
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Garber, Malcolm, and Stephen J. Newton. "The Influence of Instructions on the Ratings of Problem Behaviors." Behavioral Disorders 15, no. 1 (November 1989): 41–49. http://dx.doi.org/10.1177/019874298901500102.
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In this replication of Wickman's classic study which compared a group of teacher ratings about problem behaviors with those of mental health professionals, two sets of instructions were administered to both groups. One set of instructions focused attention on problem behaviors that would impact on current classroom management. The other set of instructions spotlighted behaviors that would be detrimental to future personality development. There were 189 teachers in one group while 187 were randomly assigned to a second group with different instructions. Both groups of 89 mental health workers were also given the same instructions as each of the teacher groups. A statistically significant difference between teachers and mental health workers emerged (p < .001). Main effects for instructions were not statistically different. However, a statistically significant interaction (p < .01) emerged. Though teachers seemed to maintain their ratings of behavior problems despite the instructions, mental health workers regarded different sets of problem behaviors to be more important depending on which set of instructions they were provided. Teachers were more consistent in rating acting-out types of behavior problems. This study lends support to the idea that teacher ratings of problem behaviors may be more relevant than previous Wickman studies have indicated.
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Al-Mashaan, Owied S. "COMPARISON BETWEEN KUWAITI AND EGYPTIAN TEACHERS IN TYPE A BEHAVIOR AND JOB SATISFACTION: A CROSS-CULTURAL STUDY." Social Behavior and Personality: an international journal 31, no. 5 (January 1, 2003): 523–33. http://dx.doi.org/10.2224/sbp.2003.31.5.523.
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This study investigates the differences between males and females on the one hand, and between Egyptian and Kuwaiti teachers on the other. It also aims to examine the correlation between Type A behavior and job satisfaction. The sample consists of 406 teachers (109 females and 279 males; 253 Kuwaiti, 153 Egyptian). Tools used in this study are: Scales of Type Abehavior (Abdel-Khalek & Chukry, 1991), and job satisfaction (Cooper, Sloan, & Williams, 1998). Results reveal that there are no significant differences between males and females in Type A behavior, however there are significant differences between males and females in job satisfaction, organization structure, and satisfaction of organizational process. Results also reveal a significant difference between Kuwaiti and Egyptian teachers in the research variables. In addition to the above, results indicate significant positive correlations between Type A behavior and job satisfaction.
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Alghazo, Emad M., and Mohammad Salman Alkhazaleh. "Collaboration between Special Education Teachers and Regular Education Teachers: Implications for Professional Development." International Journal of Early Childhood Special Education 13, no. 1 (May 5, 2021): 35–41. http://dx.doi.org/10.9756/int-jecse/v13i1.211005.
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It is essential that special education teachers help and support regular education teachers so tat they can work effectively with special needs students in their classes. Students with disabilities need modified lesson plans and methods of teaching in order to succeed and since the majority of teachers in regular education are not trained to work with special needs students, it becomes important that they collaborate with special education to teachers to provide the needed support for those students. Hence, the current study aimed at identifying the level of practicing collaboration between special education teachers and regular education teachers in Abu Dhabi school district. The study sample consisted of 135 teachers; 75 regular education teachers and 60 special education teachers. A researcher designed questionnaire based on extensive review of literature was used and the final version of the questionnaire consisted of ten items. Analysis of data revealed that the level of collaboration between special education teachers and regular education teachers was medium; also no significant differences were found between teachers based on gender, however a significant difference was found between teachers based on the level of education being better for those with higher education.
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Lönnqvist, Jan–Erik, Markku Verkasalo, and Mari–Pauliina Vainikainen. "Parent–Teacher Agreement on 7–Year–Old Children's Personality." European Journal of Personality 25, no. 5 (September 2011): 306–16. http://dx.doi.org/10.1002/per.791.
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Agreement between multiple informants on child personality has received limited attention. Focusing on factor structure, gender differences and the influence of socially desirable responding (SDR), we compared parent and teacher Big Five personality ratings of around 600 7–year olds. Although parent ratings were more desirable than teacher ratings, differential agreement was generally similar to that found for adults, and especially high for ratings of boys. The more evaluative the personality item, the larger the mean–level difference between parents and teachers on that item. However, undesirable items showed the highest levels of differential agreement. In parent ratings, the two poles of Agreeableness formed separate factors. To view Pro–sociality as independent of Antagonism could enable parents to view their child more positively. Copyright © 2010 John Wiley & Sons, Ltd.
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Mwamwenda, Tuntufye S. "Rated Satisfaction with Salary and Promotion by Secondary School Teachers in Transkei." Psychological Reports 87, no. 1 (August 2000): 93–94. http://dx.doi.org/10.2466/pr0.2000.87.1.93.
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Among 114 secondary school teachers there was no significant difference between the 55 who were satisfied with their salary and the 59 who were not, but the difference was significant between 37 who were satisfied with promotion and 73 who were not. There was no sex difference for either measure.
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Boyd, Wendy, Sandie Wong, Marianne Fenech, Linda Mahony, Jane Warren, I.-Fang Lee, and Sandra Cheeseman. "Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services." Australasian Journal of Early Childhood 45, no. 3 (June 29, 2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.
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With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.
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Center, David B., and Alan M. Wascom. "Teacher Perceptions of Social Behavior in Behaviorally Disordered and Socially Normal Children and Youth." Behavioral Disorders 12, no. 3 (May 1987): 200–206. http://dx.doi.org/10.1177/019874298701200302.
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It has been argued that teacher perception of the behavior of students affects the interaction between teacher and student. This study attempted to determine if teachers perceive a difference between behaviorally disordered and socially normal students in terms of interpersonal behavior. A total of 410 subjects between the ages of 8 and 15 classified as either behaviorally disordered or socially normal were assessed using the Social Performance Survey Schedule. Data analysis included the MANOVA and oneway analysis of variance. The results indicated that socially normal subjects were perceived as having significantly more prosocial behavior and significantly less antisocial behavior than behaviorally disordered subjects. Further, female subjects were perceived as having significantly more prosocial behavior and less antisocial behavior than males. The teachers perceived significant improvement in prosocial behavior with increasing age. Teachers also perceived a significant increase in negative social behavior for normal secondary-age students but not for behaviorally disordered students. Behaviorally disordered students, however, continued to be perceived as significantly worse at both age levels. Implications of the findings are discussed.
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Finlay, Ann, Johanna Mejia, and Trudy Ricketts. "From Problem to Solution: Working Together to Make a Difference." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 63–86. http://dx.doi.org/10.1375/aedp.26.1.63.
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AbstractIn line with current research into changes in service delivery models, educational psychologists from Catholic Education, Parramatta, initiated a pilot project in 2005, to trial a solution-focused, consultative model of service delivery to schools. Three primary and two secondary systemic schools across Western Sydney participated in the project, the focus being firstly, changes in service delivery by educational psychologists from individual casework to solution-focused consultation, and secondly, the professional development of teachers. The intent was to encourage collaboration between special education and classroom teachers; to encourage a shift in their thinking and practice from problem to solution; and to improve their identification, assessment and intervention skills. At the same time the educational psychologists implemented a solution-focused, consultative model of service delivery, referral package and student learning profile. Independent consultants used a mixed methodology to evaluate the efficacy of the project. Findings from both qualitative and quantitative data revealed support from the participants for the consultative model in its ability to provide a more effective service for students with special needs and a comprehensive framework for empowering and developing their teachers. The role of the educational psychologist as a partner in the education process at the school level was considerably enhanced.
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Sáenz-Castro, Paola, Dimitrios Vlachopoulos, and Sergi Fàbregues. "Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education." Education Sciences 11, no. 9 (September 6, 2021): 507. http://dx.doi.org/10.3390/educsci11090507.
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This explanatory sequential mixed methods study explores the perceptions of academic and administrative managers responsible for teacher training at a public university in Colombia, as well as their views on improving such training after learning about the performance of teachers student teachers in the 2019 Saber Pro test, the differences in their test scores, and the relationships and statistical correlations between these outcomes and the students’ personal, family, socioeconomic and academic characteristics. Our findings show significant differences in the student teachers’ mean scores and performance when data are grouped according to personal, socioeconomic and academic conditions; a significant relationship between performance and student teacher characteristics; and correlations between critical reading scores and the other competencies assessed. Our data also highlight the lack of knowledge among academic and administrative managers about students’ life circumstances and the diversity of factors that may impact their performance; the importance of correlational data; the difference between expected and true outcomes; the inequity under which students seem to pursue their education; the limitations in access to resources; the training required for teachers to be able to analyze quantitative data and use specific software; the impact of teachers’ critical reading skills on student outcomes; the importance of data-driven decision-making; and the need for teachers to engage in quantitative research practices.
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Dr. V. Vasudevan, U. Narayanasamy,. "A STUDY ON COGNITIVE STYLE AMONG HIGH SCHOOL TEACHERS WORKING IN TRIBAL SCHOOLS." Psychology and Education Journal 58, no. 2 (February 1, 2021): 3932–37. http://dx.doi.org/10.17762/pae.v58i2.2658.
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The present study has been conducted to find out the patterns of cognitive styles among high school teachers working in tribal schools. The sample for the investigation was drawn from the high school teachers to working in tribal schools located in thiruppathur district, Tamilnadu state by using simple random sampling technique. It comprises 120 high school teachers. Cognitive Style Inventory (CSI) developed by Praveen Kumar Jha in this Standardized tool was used in the present study. The study revealed that there is a significant difference in the patterns of cognitive styles among high school teachers working in tribal schools with respect to their gender. The study also revealed that there is no significant difference in the patterns of cognitive style among school teachers working in tribal schools with respect to their locality and academic streams.
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Britt, Clare, and Jennifer Sumsion. "Within the Borderlands: Beginning Early Childhood Teachers in Primary Schools." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 115–36. http://dx.doi.org/10.2304/ciec.2003.4.2.3.
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This article presents findings from a study undertaken by a pre-service early childhood teacher, that investigated the experiences of four beginning early childhood qualified teachers in primary school settings. The study explored the metaphors that these teachers used when describing their lived experience stories and analysed what these metaphors indicated about the discourses the teachers perceived were available to them, and where they had chosen to situate themselves within these discourses. Throughout the article, the metaphor of ‘border crossings' is used to highlight the focus within much of the literature on the difference and separation between early childhood and primary education. Data were generated through in-depth, open-ended interviews, a group discussion, visual representations and written material. The thematic recurrences and discursive positionings within the metaphors and narratives of the participants were deconstructed and critically analysed using a framework of feminist post-structuralism. In particular, this article explores the discursive positionings related to the teachers' movement within the borderland of early childhood education and primary education. It argues that early childhood teachers in primary schools are operating within an exciting space — an intersection between early childhood education and primary education. Rather than focusing on the difference and separation between these points, the focus shifts to working toward creating points of overlap, of connection — a shared borderland between early childhood education and primary education.
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Bruce, Barbro, and Kristina Hansson. "An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues." Child Language Teaching and Therapy 35, no. 3 (August 21, 2019): 189–201. http://dx.doi.org/10.1177/0265659019869780.
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Children with a history of developmental language disorder (DLD) entering school are a challenge for classroom teachers. Teachers are often not very familiar with DLD, and language difficulties in school age children are often not obvious in context-supported everyday language. However, their language is still vulnerable. The teachers’ way of talking with four children with DLD, two with predominantly production difficulties and stronger language comprehension and two with language comprehension difficulties were studied in two types of context, differing in their degree of structure. Variables for a quantitative analysis were number of words per minute and mean length of utterance (MLU) in words for both teachers and children, and the number of questions asked by the teacher. A qualitative analysis focused on identifying typical characteristics depending on context and the child’s type of difficulties. In both contexts the teachers talked more than the children, but the difference was smaller in the less structured context, mainly because the children talked more. The two children with predominantly production difficulties seemed to take advantage of the opportunities to take initiatives offered in the less structured context. The children with comprehension difficulties function better in the more structured context, where their comprehension difficulties were less obvious. Studies with more rigorous design analysing more aspects of teacher’s interactive behavior in different contexts and with children with different linguistic profiles are needed to provide teachers with information to raise their awareness of how to provide support adapted to the linguistic profiles of children with DLD.
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Elliott, Amber. "The Educational Expectation of Looked after Children." Adoption & Fostering 26, no. 3 (October 2002): 58–68. http://dx.doi.org/10.1177/030857590202600309.
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Until recently, educational issues for looked after children have been a largely neglected area of research. The current study by Amber Elliott aimed to investigate one factor that may contribute to the under-achievement of children in care. A group of high school teachers were selected to participate in the study to examine whether there were differences in teacher expectations of looked after children and their peers, as measured on seven educational factors. Participants were divided randomly into two groups and given one of two questionnaires. One asked about children with whom the teacher generally had contact, the other asked specifically about looked after children. There was found to be a significant difference in teacher expectations on questions measuring the likelihood of handing in homework consistently and the propensity to be the victim of bullying. Teachers did not have significantly different expectations of looked after children and non-looked after children on three other measures of behaviour: academic performance, attendance and being the perpetrator of bullying behaviour.
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Sharma, Payal, and Jagwinder Singh Pandher. "Teachers’ professional development through teachers’ professional activities." Journal of Workplace Learning 30, no. 8 (October 15, 2018): 613–25. http://dx.doi.org/10.1108/jwl-02-2018-0029.
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Purpose This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers. Design/methodology/approach The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a field survey. Findings The results of the study identified eight TPAs and further revealed that “regular self-assessment,” “adopting a creative problem-solving approach” and “developing deep commitment to make the difference” qualify among the “most important” activities for the professional enhancement of the faculty. Originality/value The study highlights different TPAs that they must establish, raise, promote, encourage and organize for their development. The study further classifies different activities according to their relative importance. The institute can evaluate their resources, budgets and efforts according to the relative importance of such activities. The classification of TPAs would help faculty to increase their efficacy.
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Zhang, Li-fang. "Do personality traits make a difference in teaching styles among Chinese high school teachers?" Personality and Individual Differences 43, no. 4 (September 2007): 669–79. http://dx.doi.org/10.1016/j.paid.2007.01.009.
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Smid, Sanne C., Joop J. Hox, Einar R. Heiervang, Kjell Morten Stormark, Mari Hysing, and Tormod Bøe. "Measurement Equivalence and Convergent Validity of a Mental Health Rating Scale." Assessment 27, no. 8 (October 5, 2018): 1901–13. http://dx.doi.org/10.1177/1073191118803159.
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Emotional and behavioral problems among children and adolescents may be studied using the Strengths and Difficulties Questionnaire, containing five subscales, based on ratings by parents, teachers, or adolescents themselves. We investigate two measurement issues using data from a longitudinal sample of 8,806 participants aged 7 to 9 years and 11 to 13 years from the Bergen Child Study in Bergen, Norway. First, convergent validity of parent and teacher ratings is studied using a multitrait–multimethod approach. Second, longitudinal measurement equivalence is studied using confirmatory factor analysis, which requires us to deal with the considerable attrition. The multitrait–multimethod indicates not only good convergent validity but also considerable method variance for parents and teachers. The reliability and validity of some subscales are relatively low. Attrition analysis indicates that attrition is not missing completely at random, but estimation assuming missing at random makes no real difference. We conclude that assuming missing completely at random is acceptable. Comparing ratings by parents and teachers results in partial scalar equivalence. In addition, all subscales exhibit (partial) longitudinal scalar measurement equivalence. We recommend using latent variable modeling and not summated scales for longitudinal modeling using the Strengths and Difficulties Questionnaire.
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Et al., Alghamdi Hamad Abdullah J. "Viewing Mathematics Teachers’ Professional Identity in the Kingdom of Saudi Arabia through the Lens of Social Theory of Learning and Gender Schema Theory." Psychology and Education Journal 58, no. 1 (January 15, 2021): 4307–18. http://dx.doi.org/10.17762/pae.v58i1.1501.
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The purpose of the study is to explore the profile of the professional identity of Mathematics teachers in the Kingdom of Saudi Arabia under the influence of Social Theory of Learning and Gender Schema Theory. The descriptive approach is used in this study. The sample size of this study is 600 secondary Mathematics teachers. This study used an adapted version of the questionnaire designed by Albaqi'i (2014) to profile the Mathematics Teachers' Professional Identity (TPI) of the participants. The findings of the study showed that there is no significant difference of Mathematics TPI in gender wise, but there is significant differences of Mathematics TPI based on teaching experiences and qualifications among the Mathematics teachers in Kingdom of Saudi Arabia.The finding of the profile analysis gives some implications to understand how TPI is evolved among Mathematics teachers in the Kingdom of Saudi Arabia through the influences of teaching experience and professional development, which represent by their qualifications. The findings also informed that male and female Mathematics teachers did not perceive their professional identity differently, which suggest that Saudi Arabia culture permit equal participation in building their professional identity
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Silvestri, Lynette, Marylou Dantonio, and Sandra Eason. "Teachers' Perception of Students' Behavior." Perceptual and Motor Skills 78, no. 2 (April 1994): 449–50. http://dx.doi.org/10.2466/pms.1994.78.2.449.
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Six classroom teachers rated their Grade 4 students' behavior on five subtests and repeated the rating five months later after four classes had been exposed to self-development or relaxation-imagery programs. Correlations for students' and teachers' perceptions of students' behavior were statistically significant on two subtests at pretest and three subtests at posttest. A comparison of total mean scores of teachers' perceptions at posttest indicated a significant difference by group with the trained groups' self-esteem being superior to the other groups.
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Kovačić, Gordana, and Emica Farago. "Akustičke značajke vokalnoga zamora." Hrvatska revija za rehabilitacijska istraživanja 53, no. 1 (July 6, 2017): 35–58. http://dx.doi.org/10.31299/hrri.53.1.4.
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Vocal fatigue is characterized by self-perceived increased laryngeal strain and voice quality changes. The condition can have organic or/and functional causes. Typically, it affects vocal professionals, and teachers are most numerous among them. Despite great number of studies, many questions about vocal fatigue such as its acoustic characterstics are still open. The hypothesis of the present study conducted on female teachers was that there are significant differences in acoustic variables between vocally fatigued teachers (N=23) and teachers without it (N=27). Running speech and prolonged phonation of the vowel /a/ were analyzed in PRAAT software calculating the long-term average speech spectrum LTASS and harmonic spectrum. The average speech F0 and series of spectral variables were calculated: the strength of the strongest spectral peak L0, the α ratio of the level difference above and bellow 1 kHz for the 0-5 kHz range analyzed, and the variables Δ1, Δ2, Δ3 and Δ4 showing the ratios of the respective spectral energy bands of 1-2 kHz, 2-3 kHz, 3-4 kHz and 4-5 kHz relative to the 0-1 kHz reference. The average H1/H2 ratio based on harmonic spectrum of three samples of the prolonged vowel /a/ production was calculated as well. The hypothesis was tested by multivariate and univariate analyzes of variance and discriminant analysis. The results showed that there are no significant differences in the set of acoustic variables between the two teacher groups, thus the hypothesis was rejected. However, the average speech F0 showed to be strong single discriminator. Its mean value in the group of teachers with vocal fatigue, that is 176 Hz, suggests dysfunction. Several factors may explain the absence of acoustic differences between the two groups, one of the most compelling of which is the fact that both groups reported similar numbers of subjective vocal and physical complaints. The results confirm the complex phenomenology of vocal fatigue syndrome, and suggest that acoustic analysis may have limited power to detect it.
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Sandberg, Anette, and Ingrid Pramling-Samuelsson. "An Interview Study of Gender Difference in Preschool Teachers’ Attitudes Toward Children’s Play." Early Childhood Education Journal 32, no. 5 (April 2005): 297–305. http://dx.doi.org/10.1007/s10643-005-4400-x.
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Everington, Caroline, Brenda Stevens, and Victoria Renner Winters. "Teachers' Attitudes, Felt Competence, and Need of Support for Implementation of Inclusive Educational Programs." Psychological Reports 85, no. 1 (August 1999): 331–38. http://dx.doi.org/10.2466/pr0.1999.85.1.331.
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To examine possible trends in teachers' attitudes, Felt competence, and need for support for inclusion in special education, a questionnaire was given to 108 teachers from three school districts. While respondents expressed positive attitudes, each district differed by the amount of involvement in inclusion programs. Teachers' competence ratings were highest on items related to working with colleagues and parents, knowledge of students' characteristics, and strategies in evaluation. The teachers' most important needs involved class size, administrative support, extra personnel, and preparation time. Items related to education, on the job training (inservice), and college coursework were rated lowest. There was a significant difference in attitude between those teachers who had previous experience with disabilities and those who did not. In addition, a strong positive relationship was found between attitudes and felt competence. Implications of these findings are discussed.
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Rivera, Hector, and Jui-Teng Li. "Hispanic Parents’ Involvement and Teachers’ Empowerment as Pathways to Hispanic English Learners’ Academic Performance." Hispanic Journal of Behavioral Sciences 41, no. 2 (April 23, 2019): 214–30. http://dx.doi.org/10.1177/0739986319834931.
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This study examines the relationship between Hispanic English learners’ learning, their parents’ involvement, and their teachers’ empowerment through professional knowledge. It is believed that Hispanic parents’ involvement in their children’s school activities is more influential to academic performance and educational attitudes than is teacher empowerment alone. A total of 339 Hispanic English learners, 339 parents, and 40 teachers participated in this study. Structural equation modelling was used. The analysis produced an empirical model with a nonsignificant value of χ2 (53.11). Due to the nonsignificant difference of the p value, the empirical model was found to be a good fit. These results revealed that Hispanic parents’ involvement has a positive impact on their children’s academic performance, and that teachers’ empowerment has a negative impact when primarily focused on professional knowledge attainment only.
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Pérez‐Carbonell, Amparo, Genoveva Ramos‐Santana, and María‐Jesús Martínez‐Usarralde. "Comparative Inclusion: What Spanish Higher Education Teachers Assert." Social Inclusion 9, no. 3 (July 21, 2021): 94–105. http://dx.doi.org/10.17645/si.v9i3.4030.
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From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.
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MEVARECH, ZEMIRA R., and NIRA NETZ. "STABILITY AND CHANGE IN AFFECTIVE CHARACTERISTICS OF TEACHERS: CAN COMPUTER ENVIRONMENT MAKE A DIFFERENCE?" British Journal of Educational Psychology 61, no. 2 (June 1991): 233–39. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00980.x.
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Tertemiz, Neşe. "Turkish and Finnish Trainee Elementary Teachers' Beliefs About the Teaching Styles of University Teaching Staff." Social Behavior and Personality: an international journal 38, no. 7 (August 1, 2010): 941–54. http://dx.doi.org/10.2224/sbp.2010.38.7.941.
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The aim in this study was to identify the beliefs of Turkish and Finnish elementary trainee teachers about the teaching styles of university teaching staff; in particular, in terms of the teachers' sociolinguistic and textual competence and significant mores of university educational culture. Data were gathered using the University Teaching Beliefs Questionnaire (Gorsuch, 2003). The findings showed that a meaningful difference occurred in the beliefs of Turkish students between the 1st to 4th years of their course, in the dimensions of sociolinguistic competence and significant mores of university educational culture, but no such change was observed among Finnish students. When students from the 2 countries were compared according to their years of study, meaningful differences were found in their beliefs in the dimensions of sociolinguistic competence and significant mores of university educational among 1st-year students and in the dimension of significant mores of university educational culture among 4th-year students.
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Pacini-Ketchabaw, Veronica, and Sandra Schecter. "Engaging the Discourse of Diversity: Educators' Frameworks for Working with Linguistic and Cultural Difference." Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 400–414. http://dx.doi.org/10.2304/ciec.2002.3.3.7.
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Although plurality and diversity are often taken as givens in the ongoing conversation on the role of public schooling, practitioners do not necessarily share the same understandings of these sociological facts. This article explores ways in which teachers who are committed to working within ethnically and linguistically diverse settings make sense of their professional missions. We examine these ways through the lens, or interpretative framework, of scholarly discussions on discourse and subjectivity. We present four discourses for understanding diversity that we encountered in our professional development work with teachers in two urban school settings in Ontario, Canada. To represent the core narratives associated with these discourses, we use the following templates: difference as deficit; preparing minority students and families to facilitate the school's agenda; intercultural sensitivity as a pedagogic tool; and diversity as curriculum. The respective different understandings and rhetorical practices aligning to these templates impacted classroom curriculum, students' socialisation within the school, and the relationship between school, home and community.
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Çolakoğlu, Cavit, and Arda Toygar. "The psychological effect of compensation on decent work dimensions: a research on public and private school teachers in Turkey." International Journal of Social Economics 48, no. 8 (May 31, 2021): 1191–212. http://dx.doi.org/10.1108/ijse-04-2020-0236.
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PurposeThe purpose of this work is to examine the psychological impact of adequate compensation, which is one of the dimensions of Decent Work Scale (DWS) evaluated within the psychology of work theory (PWT), on other dimensions of DWS in teachers working in public and private schools in Turkey.Design/methodology/approachIn this study, DWS developed by Duffy et al. was used. In total, 175 private school teachers and 216 public school teachers participated in the study. The data were analyzed with LISREL 8.7 and SPSS 23.0 package programs.FindingsConsidering the structural equation model formed by the sub-dimensions of the DWS and the path diagrams related to the model, it was seen that the “adequate compensation” dimension made a significant difference in “access to health services” on both public and private school teachers. In private school teachers, there is a significant relationship between the dimension of adequate compensation and “access to healthcare”, “physically and interpersonally safe working conditions”, “free time and rest” and “organizational values that complement family and social values”. However, a significant relationship was not found between the variables other than “access to healthcare” in public school teachers. According to the results of the “Independent Sample T-Test”, there is a significant mean difference between the perceptions of teachers working in public and private schools. When this difference is examined, it was seen that teachers working in public schools have a higher level of good job perception than teachers working in private schools.Research limitations/implicationsDWS is a newly developed scale and has been used in a limited number of studies. It is a scale open to be developed and used with different sample groups.Originality/valueApplication of DWS to teachers working in Turkey is one of the fundamental features that distinguish this study from other studies in this area. In addition, the evaluation of the psychological effects of the adequate compensation dimension, which is an important study factor, on the other dimensions of DWS adds originality to the study. It is predicted that this research will fill the deficiency in the relevant literature.
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Strayhorn, Joseph M., and Donna D. Bickel. "Reduction in Children's Symptoms of Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder during Individual Tutoring as Compared with Classroom Instruction." Psychological Reports 91, no. 1 (August 2002): 69–80. http://dx.doi.org/10.2466/pr0.2002.91.1.69.
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Children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms are reputed to display fewer symptoms in one-on-one interaction. We tested this hypothesis with children who received individual tutoring for reading and behavior problems. We selected 30 children whose teacher-rated ADHD symptoms fit a pattern consistent with DSM criteria for the diagnosis. Teachers rated the frequency of symptoms in classrooms before and after tutoring. Tutors rated the frequency of the same behaviors during individual tutoring sessions. Children's ADHD symptoms, as well as oppositional symptoms, were significantly lower in the tutoring sessions than in the classrooms. The effect sizes for the difference between behavior in classrooms and in individual tutoring ranged from 0.7 to 2.5 standard deviations. These effect sizes appear as large as those reported for the effect of stimulant medication on ADHD symptoms. All 30 children at preintervention fit the pattern for ADHD using teachers' ratings of classroom behavior; 87% of them did not meet those DSM criteria using tutors' ratings of behavior in individual sessions. The confound of different raters for the two different settings must be resolved by another study with a new design.
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Francis, Sally K., and Debbraw Demissee. "Teachers' Perceptions of Students' Feelings of Clothing Deprivation." Perceptual and Motor Skills 76, no. 3_suppl (June 1993): 1211–17. http://dx.doi.org/10.2466/pms.1993.76.3c.1211.
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The purpose of this study was to compare teachers' perceptions of the feelings of perceived clothing deprivation among their students with the students' actual feelings. The samples consisted of 336 home economics students in Grades 9 through 12 from 6 high schools and 140 teachers employed by the same 6 schools. Results indicated that there was no difference between teachers and students on two measures of clothing deprivation, Inability to Buy and Clothing Deprivation Relative to Peers. In addition, a number of programs for meeting students' clothing needs were identified by the teachers.
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Jin, Li, Xu Li, Jiamei Lu, Nianqu Chen, Lin Cheng, and Haibin Wang. "Neural dynamics of trainee teachers' emotional conflict processing: An event-related potential study." Social Behavior and Personality: an international journal 47, no. 7 (July 18, 2019): 1–9. http://dx.doi.org/10.2224/sbp.8473.
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We investigated emotional conflict in an educational context with an emotional body–word Stroop paradigm, examining whether the N450 (a late fronto-central phasic negative event-related potential signature) and slow potential (SP) effects could be evoked in trainee teachers. The N450 effect is characterized by topography and negative polarity of an incongruent minus congruent difference potential, and the SP effect has positive polarity (incongruent minus congruent difference potential). Positive and negative body language examples were obtained from pupils in an actual school context, and emotional words were selected. Compound stimuli were presented, each comprising a congruent or incongruent word displayed across a body image. Event-related potentials were recorded while participants judged body expression valence. Reaction times were longer and accuracies were lower for the incongruent compared to the congruent condition. The N450 component amplitude in the incongruent condition was more negative than in the congruent condition. Results showed a behavioral interference effect and an N450 effect for trainee teachers in this context, thus indicating that the body–word task was efficient in assessing emotional conflict in an educational context, and trainee teachers' perception of body expressions of students could be influenced by emotional signals. The findings further the understanding of emotional conflict in an educational context.
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Smith, Jessica, Tara McLaughlin, and Karyn Aspden. "Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?" Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 408–22. http://dx.doi.org/10.1177/1836939119870889.
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The article will explore early childhood teachers’ perspectives about social behaviours and gender in young children, in particular the way in which children’s gender related to teachers’ reports of the prevalence and interpretations of children’s social behaviours. The specific social behaviours examined were prosocial behaviours, social leadership, social dominance, and aggressive behaviours. This study used a mixed methods online survey to gather teachers’ perspectives. Findings showed that teachers reported little difference in the display of social behaviours across boys and girls. Moreover, teachers’ views of different social behaviours were similar across boys and girls; however, findings suggested that gender might play a limited, but potentially influential role in teachers’ perspectives of prosocial and aggressive behaviours in girls and boys. Findings from the present study are discussed in connection with previous research.
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Field, Sharon, Alan Hoffman, Susan St Peter, and Shlomo Sawilowsky. "Effects of Disability Labels on Teachers' Perceptions of Students' Self-Determination." Perceptual and Motor Skills 75, no. 3 (December 1992): 931–34. http://dx.doi.org/10.2466/pms.1992.75.3.931.
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Teachers' perceptions of their students' self-determination were significantly lower for students with disabilities ( n = 48) than for students without disabilities (n = 47), even though there was little difference in observed behaviors of these students.
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Chan, David W. "Burnout and life satisfaction: does gratitude intervention make a difference among Chinese school teachers in Hong Kong?" Educational Psychology 31, no. 7 (December 2011): 809–23. http://dx.doi.org/10.1080/01443410.2011.608525.
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Nabeela Nazly, Hafsah Batool Lahore,. "Emotional Intelligence of Secondary School Teachers and Socio-Demographic Factors Nexus: An Empirical Investigation in the District Vehari." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4936–52. http://dx.doi.org/10.17762/pae.v58i2.2891.
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The study was aimed to investigate the emotional intelligence of secondary school teachers. The descriptive research design was used in this study. Further, Survey method was applied to collect data using questionnaire. It was quantitative analysis base study. Secondary school teachers i.e. 890 of district Vehari were the population of the study out of whom 267 teachers were selected as sample. The sample was selected using cluster random sampling. Daniel Goleman (1995) was developed a structured questionnaire that is used in this study. It was consisted of 50 statements under five factors of EI i.e. self-awareness, managing oneself, managing emotions, empathy, and social skill. Th,e piloting of the instrument was also done. Cronbach Alpha value was found to be 0.74. The data were collected by the researcher herself and with the help of friends. The response rate was 93.6%. SPSS was used for database development and analysis. No significant difference was found between age, gender and experience for five factors of emotional intelligence. It was recommended that there should be a training program to develop EI in teachers.
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Law, James, Josie Tulip, Helen Stringer, Maria Cockerill, and Julie Dockrell. "Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years." Child Language Teaching and Therapy 35, no. 3 (August 22, 2019): 203–20. http://dx.doi.org/10.1177/0265659019869792.
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The nature of ‘Teacher talk’ is likely to have a considerable bearing on the child’s learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special educational needs coordinators (SENCOs). A key question is whether it can be used routinely by classroom teachers and whether results coincide with those in earlier studies. CSCOT observations were carried out by teachers in 33 schools (32 Reception classrooms, 25 in Year 1 and 25 in Year 2) in two local authorities in the North East of England and teachers were asked afterwards to reflect on their experiences using the tool. Scores were in line with those in earlier studies and were consistently higher on all dimensions for reception compared to Year 2, but there was no difference between other year groups. Results were mostly consistent with the original studies. Language learning environment was higher relative to both language learning opportunities and interactions across all years (which again did not differ). There was a moderate interaction between language learning environment where scores were significantly higher in the Reception group and lower in the Year 2 group. Teachers supported the use of the CSCOT in their feedback, suggesting that CSCOT was easy to use and useful in informing practice. The CSCOT clearly has utility as a starting point in auditing classroom communication. It allows teachers to compare between classrooms and year groups and potentially fosters collaboration between teachers and specialist practitioners who focus on communication such as speech and language therapists. Further work could link the observation tool into an intervention program co-constructed with teachers.