Relevant bibliographies by topics / Educational change Elementary school teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational change Elementary school teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Educational change Elementary school teachers"

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Datnow, Amanda. "Time for change? The emotions of teacher collaboration and reform." Journal of Professional Capital and Community 3, no. 3 (2018): 157–72. http://dx.doi.org/10.1108/jpcc-12-2017-0028.

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Purpose The purpose of this paper is to examine the intersection of teacher emotions, teacher collaboration and educational reform, particularly with respect to time, a key teacher resource that is often impacted in school change. Design/methodology/approach This paper draws upon data gathered in an in-depth, two-year qualitative case study of teacher teams in two US elementary schools. A total of 57 interviews and 102 hours of teacher team meeting observations were conducted across the two schools. The data analysis process involved several rounds of content coding of interview transcripts an
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Davidovitch, Nitza, and Roman Yavich. "Views of Students, Parents, and Teachers on Homework in Elementary School." International Education Studies 10, no. 10 (2017): 90. http://dx.doi.org/10.5539/ies.v10n10p90.

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The current study seeks to examine the perception of the three main populations that have a part in the educational and pedagogic domain: teachers, parents, and elementary school students, while comparing between religious and secular schools. The major hypothesis of the study is that teachers, parents, and students do not have congruent views on the aims and effectiveness of homework. Another hypothesis was that differences would be found between parents’ views of homework by religiosity. In addition, a negative association will be found between the teacher’s years on the job and attitude tow
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Fitria, Happy, Ali Maksum, and Muhammad Kristiawan. "Covid-19 Pandemic: Educational Transformation at Paramount Elementary School Palembang." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 934–39. http://dx.doi.org/10.35445/alishlah.v13i2.647.

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With the increasing limited face-to-face learning methods due to the Covid-19 pandemic, there is a transformation process carried out in the education system. One of them is changing the new landscape of the education system at the primary, secondary, and higher education levels. The digital transformation of teachers and students is the impact of the learning process during the Covid-19 pandemic. This study is qualitative research that aims to determine how learning during the Covid-19 pandemic for one year at Paramount Palembang school was. The study results illustrate that the impact of the
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Zhaukumova, Sh, N. Khanina, and G. Tleuzhanov. "Forming communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.

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The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational
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Spillane, James P., Megan Hopkins, and Tracy M. Sweet. "School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction." American Educational Research Journal 55, no. 3 (2017): 532–71. http://dx.doi.org/10.3102/0002831217743928.

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While current reform efforts press for ambitious changes to teachers’ instructional practice, teachers’ instructional beliefs are also consequential in such efforts as beliefs shape teachers’ instructional practice and their responses to instructional reforms. This article examines the relationship between teachers’ instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education. Quantitative results show that while teachers’ beliefs did not predict with whom they interacted about mathematics instru
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Aunurrahman, Aunurrahman. "Taxonomy of Educational Problems in Support of Readiness for the Implementation of Minimum Competency Assessment and Character Survey in Elementary Schools." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (2020): 296. http://dx.doi.org/10.26737/jetl.v5i2.2145.

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This study aims to determine the essential dimensions of primary school education problems in Sintang district based on their types and aspects to analyze the readiness to implement the minimum competency assessment and character survey in 2021 with a focus on two main study dimensions, namely the main problems of education and the dimensions of readiness to implement the minimum competency assessment policy and character survey. The data was collected by combining qualitative and quantitative approaches through the implementation of a Focus Group Discussion (FGD) and a questionnaire. The FGD
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Rafiqa, S., E. Boeriswati, and H. Usman. "E-learning in elementary schools: educational system change during COVID-19 pandemic." Education and science journal 23, no. 7 (2021): 170–86. http://dx.doi.org/10.17853/1994-5639-2021-7-170-186.

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Introduction. New digital technology in education and its constantly evolving paradigm have completely transformed the model of learning and the learning methods. E-learning has become an important tool for teaching and learning environments. Moreover, virtual learning has become a required alternative teaching method in educational system change during the COVID-19 pandemic, especially for learners in elementary schools.Aim. This research aimed to explore the necessities, lack, and want of learning English, which is done virtually at home.Methodology and research methods. This research employ
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Kirtman, Lisa. "Restructuring Teachers' Work." education policy analysis archives 10 (May 8, 2002): 25. http://dx.doi.org/10.14507/epaa.v10n25.2002.

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Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the stu
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Moskalenko, Natalia, Ivanna Bodnar, Nataliya Sorokolit, Olga Rymar, and Alla Solovey. "ANALYSIS OF ATTITUDES TO EDUCATIONAL REFORMS IN UKRAINE OF PHYSICAL EDUCATION TEACHERS AND PRIMARY EDUCATION TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 119. http://dx.doi.org/10.17770/sie2020vol2.4846.

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Questions, connected with conduction educational reforms on the modern stage in Ukraine, are discovered in this article. Those changes are connected with desire of Ukrainian society to join European society and to sigh Association with European Union. The educational reform is implemented in primary school. The goal is to find out and analyze physical education teachers’ and primary school teachers’ opinion about implementation educational changes on the present stage in Ukraine.In due to realize such goal we applied literature sources analysis and questionnaire. The questions were answered by
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Farias, Silvia Cristina, Inês Rugani Ribeiro de Castro, Virgínia Martins da Matta, and Luciana Maria Cerqueira Castro. "Impact assessment of an intervention on the consumption of fruits and vegetables by students and teachers." Revista de Nutrição 27, no. 1 (2014): 55–65. http://dx.doi.org/10.1590/1415-52732014000100006.

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OBJECTIVE: To evaluate the impact of an intervention that promoted the consumption of fruits and vegetables on the intake of these products by students and teachers in Rio de Janeiro (RJ), Brazil. METHODS: This is a one-group pretest-posttest study of students and teachers from elementary public schools in Rio de Janeiro. The intervention included a training course for promoting healthy eating; distribution of educational materials; and holding of a one-day health fair. We assessed the activities that had been carried out, teachers' habitual fruits and vegetables intake, students' fruits and v
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Dissertations / Theses on the topic "Educational change Elementary school teachers"

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Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.

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黎杏蘭 and Han-lan Lai. "Evaluating teacher education to determine teachers' readiness for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256302.

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Ma, Ngan-ling. "A case study of teachers' perceptions on ICT implementation in a primary school : implications for the change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501005.

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Schertzer, Diane E. "A comparison of south-western Ontario secondary school teachers' and elementary school teachers' attitudes towards educational change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ52658.pdf.

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Shepherd, Hazel Kennedy Larry DeWitt. "A content analysis of course syllabi in elementary teacher preparation." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633426.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 25, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 98-103) and abstract. Also available in print.
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Romero, Merced Jr. "The impact of educational policy changes upon elementary school teachers' instructional practices." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/53.

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To maintain a sense of identity and self-confidence, humans rely on cognitive structures that allow individuals to identify similarities between prior experiences and new ones brought about by change. Educators are subjected to work environments that are in a state of constant change brought about by continuous series of new educational policies that teachers are tasked to implement within their classrooms. The purpose of this phenomenological study was to examine how five elementary school teachers experienced and responded to educational policy changes that influenced their instructional pra
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Wang, Jianjun. "He zuo de ke cheng bian ge zhong de jiao shi zhuan ye fa zhan Shanghai Shi "Xin ji chu jiao yu shi yan" ge an yan jiu = The professional development of teachers involved in collaborative curriculum change : the case of New Basic Education Project in Shanghai /." online access from Digital dissertation consortium, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3066599.

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Chan, Oi-yan Katherine. "The implementation of IT in education a study of change in a primary school /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39848735.

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Waddell, Stephen F. (Stephen Fred). "Effects of Change Facilitator Styles on Elementary Teachers' Concerns about Adoption of Outcome-Based Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278104/.

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The impact of change facilitator styles (CFS) on elementary teachers' stages of concerns (SoC) about adopting outcome-based education (OBE) in their schools was studied. The group studied was 266 teachers from the Texas Network for Outcome-Based Education. Principal styles are based on the Concerns-Based Adoption Model (CBAM. Styles were determined by the Change Facilitator Style Questionnaire, and teachers' concerns profiles were measured by the Stages of Concern Questionnaire. ANOVA and t tests were conducted to assess the effects of CFS at each of the seven stages of concern. ANOVA assessed
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Dixon, Virginia Dolores. "A study of change : principals as facilitators and teachers as implementors during year one of an innovation /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11040191.

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Thesis (Ed.D)--Teachers College, Columbia University, 1991.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Thurston Atkins. Dissertation Committee: Edith Francis. Includes bibliographical references (leaves 176-185).
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Books on the topic "Educational change Elementary school teachers"

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Killion, Joellen. What works in the elementary school: Results-based staff development. National Staff Development Council, 2002.

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Alexander, Debbie. Status of education reform in public elementary and secondary schools: Teachers' perspectives. U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Alexander, Debbie. Status of education reform in public elementary and secondary schools: Teachers' perspectives. U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Surviving school reform: A year in the life of one school. Teachers College Press, 1996.

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Osborn, M. Policy, practice and teacher experience: Changing English primary education ; findings from the PACE project. Continuum, 2000.

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Braunger, Jane. Tensions to resolve: Improving literacy programs in the context of school reform. Literacy, Language and Communication Program, Northwest Regional Educational Laboratory, 1995.

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Ukraine) Vseukraïnsʹka naukovo-praktychna konferent︠s︡ii︠a︡ "Pidhotovka pedahohichnykh kadriv do roboty v umovakh novoï struktury i zmistu pochatkovoï osvity" (2001 Poltava. Pidhotovka pedahohichnykh kadriv do roboty v umovakh novoï struktury i zmistu pochatkovoï osvity: Materialy vseukraïnsʹkoï naukovo-praktychnoï konferent︠s︡iï, 23-25 kvitni︠a︡ 2001 roku. Poltavsʹkyĭ derz︠h︡avnyĭ pedahohichnyĭ instytut im. V.H. Korolenka, 2001.

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Scholz, Joachim. Die Lehrer leuchten wie die hellen Sterne: Landschulreform und Elementarlehrerbildung in Brandenburg-Preussen : zugleich eine Studie zum Fortwirken von Philanthropismus und Volksaufklärung in der Lehrerschaft im 19. Jahrhundert. Edition lumière Bremen, 2011.

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Jungk, Sabine. Volksschulreform und Volksschullehrerfortbildung, 1918-1933: Ein Beitrag zur Soaizlgeschichte der Lehrerschaft am Beispiel des Deutschen Lehrervereins. Dipa-Verlag, 1991.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Professional development in ESEA: Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixth Congress, first session ... June 22, 1999. U.S. G.P.O., 1999.

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Book chapters on the topic "Educational change Elementary school teachers"

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Philippou, Stavroula. "Tracing Disciplinarity in the History Classroom: The Cases of Two Elementary School Teachers Amid Curriculum Change in the Republic of Cyprus." In The Palgrave Handbook of History and Social Studies Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37210-1_17.

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Landy, Robert J., and David T. Montgomery. "Educational Drama in the Elementary School." In Theatre for Change. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00374-4_1.

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Sutton, Ruth. "Making Formative Assessment the Way the School Does Business: The Impact and Implications of Formative Assessment for Teachers, Students and School Leaders." In Second International Handbook of Educational Change. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_49.

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Garcia, Tânia Maria F. Braga, and Fernanda Esthenes Nascimento. "Manuals Aimed at Guiding Teachers in Teaching Physics for the Initial Grades of Elementary School." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_16.

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Oude Groote Beverborg, Arnoud, Maarten Wijnants, Peter J. C. Sleegers, and Tobias Feldhoff. "Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_11.

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AbstractSchool improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmental information, learning activities, and professional practices are interconnected, and co-develop. Seventeen Dutch Vocational Education and Training teachers participated over a period of 5 months. We explored the use of daily and monthly logs as measurement instruments and Recurrence Quantification Analysis (RQA) as the analysis technique applied to the time-series generated from the daily logs. The findings indicated that teachers who make information from their working environment explicit more are also able to make new insights explicit more. The routine with which teachers make information explicit was found to be mostly unrelated to making new insights explicit. To reach their levels of engagement in reflection, some teachers organized opportunities to reflect with determined intervals, others seemed to recognize those opportunities as the working environment provided them, and some used a combination thereof. Moreover, the use of daily and monthly logs seemed to fit better to some participants than others. Only sometimes does organizing constancy in engagement in reflection seem to relate to the levels thereof. This study provides an example of how logs and RQA can be adopted to tap into professional learning as a dynamic and situated process in support of school improvement and educational change.
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Wardell, Ted, James Bevere, Julia McCarty, William Smith, Tracy Mulvaney, and Lauren Niesz. "Transformational Leadership Initiatives Driving P-12 School Change." In Strategic Leadership in PK-12 Settings. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9242-6.ch010.

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In this chapter, educational leaders who are driving school change through transformational leadership initiatives share their stories. The authors range in their respective roles with an elementary school classroom teacher, a math-science departmental supervisor, a high school principal and a district superintendent. Each case study describes the implementation of a transformative leadership project from the main idea and impetus driving each project to the implementation methods and outcomes of each respective endeavor. The first project describes a teacher's addition of cultural-driven morning meetings to an elementary school classroom. The teacher discusses the necessity and how-to of implementing culture-driven morning meetings in the classroom and reflects on the overall impact on her students. A school superintendent leads the reader through his process of increasing rigor at the start of high school through the implementation of Advanced Placement (AP) courses for ninth-grade students. Next, a high school principal discusses an innovative blended learning program in a low socioeconomic district including the special challenges experienced. Finally, a high school math supervisor describes the school-wide implementation of Khan Academy for SAT preparation.
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Gaines, Cherie B. "Middle School Instructional Practices." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch001.

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As middle school students, typically aged 10-14, begin to navigate a new world after elementary school, not only does their environment change but so do their specific learning needs. When defining the middle school philosophy, it is important to recognize the need for higher order thinking skills. To meet this need and to utilize developmentally responsive instructional strategies, middle school teachers face the daily challenge of designing learning experiences for the classroom. In this chapter, the author discusses a study investigating middle school teachers' espoused beliefs about appropriate instructional strategies and the actual strategies used in their schools. Characteristics of developmentally responsive instructional strategies, including blended learning, are also described.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.

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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Oh, Jun-Young, Sang Sook, Choi-Koh, Yeon-A. Son, and Eun-Ju, Lee. "Better Understanding Pre-service Elementary School Teachers’ Mental Models about Seasonal Change." In Modern Perspectives in Language, Literature and Education Vol. 3. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/mplle/v3/7365d.

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Rock, Tracy, and Tina L. Heafner. "The Professional Development School." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch011.

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This chapter examines the differences and similarities in learning outcomes between the two espoused approaches to service-learning in teacher education: an elementary school service-learning approach called the teachers as leaders of change model and a high school service-learning approach named the tutoring for change model. The purpose in comparing both models is to highlight the distinct learning outcomes that are associated with the manner in which service-learning is structured. Given the benefits of service-learning, the authors contend that service-learning in the PDS context has the potential to improve the overall quality of teacher preparation. However, benefits vary depending on the model organization. The authors describe structural differences in the models as three thematic outcomes: a) reasons for valuing, b) likelihood of future implementation, and c) attitudes on community participation. They recommend that decisions regarding program goals be aligned early in PDS organizational planning to effectively embrace unique service-learning benefits.
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Conference papers on the topic "Educational change Elementary school teachers"

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Diklić, Katarina, Života Radosavljević, and Jelena Palić. "Elementary School Serbia at the Time of the Covid - 19." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.10.

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Covid 19 is a disease that has spread all over the world. It caused upheavals in all societies and segments of society. This also relates to the Serbian society and its educational system. Education, as an important part of society, experienced a concussion. Serbia's cumbersome education system, many ongoing reforms, dissatisfaction of educators, many unresolved issues were now additionally burdened by the crown and everything it brings with it. How much of the education system, to which the primary school belongs, has successfully responded to these changes? The inflexibility and inelasticity
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316d74df5.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementi
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b939a830007.66788692.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementi
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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the interv
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Koliqi, Donika, and Naser Zabeli. "IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end062.

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Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational
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da Silva Caldas, Júlia, Larissa da Silva Gomes, Juliana Pessanha Falcão, and Luzia Alves de Carvalho. "CoronavirusPost Pandemic Professor." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212443.

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This research is inspired by the work developed by Sancho Gil E Hernández, Hernández (2016) in “Teachers in Uncertainty: learning teaching in today's world”, but differs substantially considering the context of structural change in the Teaching System and the sociological, psychological and philosophical coordinates of those involved. Its general objective is to understand the process of change of teachers (in the pandemic period –from March 2020 to March 2021), to reinvent themselves and become creative and technologically competent teachers to respond to the needs of children in remote educa
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Cheng, Chun-Hung, and Mei-Ju Chen. "SCHOOL LEADERSHIP AND TEACHERS’ IMPLEMENTATION OF CURRICULUM REFORM IN TAIWAN: MEDIATING EFFECT OF TEACHERS' ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end144.

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In response to the global education development trend, Taiwan had officially launched the Competency-based Education Reform in 2019. Although school leadership has been linked to teachers' changes, the relationship's underlying mechanism remains unclear. Thus, we aimed to examine the mediating effect of teachers' orientation toward curriculum changes on the relationship between school leadership and teachers' implementation of reform. In October 2020, we conducted a questionnaire survey on teachers in 53 elementary and middle schools among six counties/cities in Taiwan. Among 506 valid respons
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Ezzedine, Maya. "Difficulties Encountered in the Education of the Syrian Refugees in Lebanon: Culture and other Issues." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.798.

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The purpose of the study is to examine the difficulties encountered in the education of Syrian refugees in Lebanon, particularly those related to classroom management and cultural differences between teachers and students. The sudden migration of Syrian students to Lebanon has necessitated great changes, and Lebanese schools have been facing the challenge of catering for the refugees’ educational needs. Interviews were conducted with twelve teachers in the elementary level at three official schools in the Shouf area.An interview guide was prepared by the researcher to direct the interviews tow
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Marom, Ronit. "Joint educational committees (teachers and parents) – improving status of elementary school teachers." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.58.

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Suniasih, Ni Wayan, I. Wayan Sujana, and I. Ketut Adnyana Putra. "Building Literate Teachers to Improve Learning Processes in Elementary School." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282135.

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Reports on the topic "Educational change Elementary school teachers"

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mat
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