Relevant bibliographies by topics / Educators’ beliefs

Contents

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

Academic literature on the topic 'Educators’ beliefs'

Author: Grafiati
Published: 15 August 2021
Last updated: 12 February 2022

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Journal articles on the topic "Educators’ beliefs"

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Reid, Shamari. "What does culturally relevant pedagogy have to offer with regard to teaching and learning during a time of physical distancing?" Journal for Multicultural Education 15, no. 2 (2021): 129–37. http://dx.doi.org/10.1108/jme-04-2020-0033.

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Purpose This conceptual paper, framed as a letter to educators, explores what the theory of culturally relevant pedagogy (CRP) offers us as we reimagine our approaches to teaching and learning amidst a pandemic and during a time of physical distancing. Design/methodology/approach To make my argument that CRP is a frame for teaching that is based in a particular set of beliefs and ideologies, I draw on my experience as a K-12 educator, teacher educator, and education researcher. In addition, I ground my argument in the extant research on the intimate interrelationship between teachers’ beliefs
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Gee, Julie Peila, John Scarbrough, Dawn Bowker, and Teresa Keller. "Diabetes Educators Beliefs About Patient Self-Management and Strategies Used to Support Persons With Diabetes." Diabetes Educator 45, no. 2 (2019): 174–83. http://dx.doi.org/10.1177/0145721718825356.

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Purpose The purpose of this study was to examine diabetes educators’ beliefs about the importance of patients’ role in self-management and the relationship between educator-reported strategies used to support patients with diabetes. Methods Using a descriptive, cross-sectional study design, diabetes educators’ (n = 225) beliefs toward self-management were assessed using the Clinician Support–Patient Activation Measure 13 (CS-PAM). Support strategies were assessed using the Clinician Self-Management Scale (SMS). Results The CS-PAM score for diabetes educators ranged from 56.1 to 100.0. The SMS
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Alfaro Víquez, Helen, and Jorma Joutsenlahti. "Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators." Education Sciences 11, no. 2 (2021): 70. http://dx.doi.org/10.3390/educsci11020070.

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Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa R
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Marinsek, Miha, and Marjeta Kovac. "Beliefs of Slovenian early childhood educators regarding the implementation of physical education." European Physical Education Review 25, no. 3 (2018): 659–74. http://dx.doi.org/10.1177/1356336x18761538.

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This cross-sectional study was designed to identify Slovenian early childhood educators’ beliefs concerning the importance of the competencies required to carry out physical education (PE), to identify which of those competencies early childhood educators might lack and to identify which competencies should be developed in the process of continuous professional development. For this purpose, a self-administered questionnaire was designed to examine belief statements regarding a wide scope of PE competencies among 183 early childhood educators. The participants evaluated the importance of indiv
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Aydın, Mehmet, Adnan Baki, Davut Köğce, and Cemalettin Yıldız. "Mathematics teacher educators’ beliefs about assessment." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2126–30. http://dx.doi.org/10.1016/j.sbspro.2009.01.372.

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Di Santo, Aurelia, Kristy Timmons, and Angelike Lenis. "Preservice early childhood educators’ pedagogical beliefs." Journal of Early Childhood Teacher Education 38, no. 3 (2017): 223–41. http://dx.doi.org/10.1080/10901027.2017.1347588.

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Leggett, Nicole, and Linda Newman. "Play: Challenging Educators' Beliefs about Play in the Indoor and Outdoor Environment." Australasian Journal of Early Childhood 42, no. 1 (2017): 24–32. http://dx.doi.org/10.23965/ajec.42.1.03.

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WESTERN DISCOURSES OF EARLY childhood pedagogy promote a play-based approach to learning, growth and development. However, play is a contested concept. Educators' understandings can vary from allowing freedom for children to play without interference, through to a range of adult engagement levels. The Australian Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings of their roles as intentional teac
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Carter, Mark, Penny Van Bergen, Jennifer Stephenson, Carol Newall, and Naomi Sweller. "Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers." Australian Journal of Teacher Education 45, no. 10 (2020): 95–113. http://dx.doi.org/10.14221/ajte.2020v45n10.6.

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The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes address
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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 (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 teac
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Šmitiņa, Agita. "CAREER MYTHS FROM STUDENTS AND EDUCATORS PERSPECTIVE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 190–200. http://dx.doi.org/10.17770/sie2021vol4.6340.

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Drastic and structural changes in the labour market and organizational environment related to the Covid-19 pandemic, rapid technological development, general globalization trends, demographic deterioration and other economic changes signal the need to find new approaches to the classical career management paradigm. Several studies on occupational segregation show that various stereotypes and misconceptions affecting the choice of occupations for young people are still relevant, but changes in the working environment also determine changes in this context. The European Social Fund project “Care
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Dissertations / Theses on the topic "Educators’ beliefs"

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Walter, Benjamin A. "Epistemological beliefs: differences among educators." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2528.

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Epistemological beliefs are personal beliefs about learning and knowledge. Epistemological beliefs have been found to have important implications for learning, for example epistemological beliefs have been found to predict academic achievement (Schommer, Calvert, Gargliette, & Bajaj, 1997), and may predict teaching practices (White 2001). This study examined the epistemological beliefs of 83 (M= 16, F = 67) practicing teachers, 62 of whom were enrolled in a graduate teacher education program. This study utilized the Epistemic Beliefs Inventory (EBI) (Schraw, Bendixen, & Dunkle, 2002) and the f
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Cooper, Elizabeth N. "The beliefs of teacher educators." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31110.

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This was an exploratory, descriptive study, focussed on the concepts used by certain teacher educators to describe their work. Open-ended interviews were conducted with 25 teacher educators who worked with undergraduate student teachers in one Canadian university. Their descriptions of the knowledge and the practice which they believed important to the successful completion of their work were classified. Themes were identified and compared to themes derived from a review of literature about teacher education. Three broad categories of belief about the nature of, and the relationship between, t
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Oakley, Fran Ridgeway. "Beliefs of Georgia educators regarding after-school programs." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/fran_m_oakley/oakley_fran_r_200801_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 123-128) and appendices.
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Hathaway, Tanya Marie. "Educators' epistemological beliefs and their approaches to teaching." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496107.

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Diffily, Deborah. "Early Childhood Educators' Beliefs and Practices about Assessment." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277624/.

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Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more tradi
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Parsons, Amy L. "Early Childhood Educators' Constructions of Play Beliefs and Practice." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24047.

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This qualitative study was designed to explore the constructions of Early Childhood Educators’ (ECE) beliefs about play and how they translate these beliefs into practice. Guided by a teachers’ beliefs framework (Sanger & Osguthorpe, 2011; Haney & McArthur, 2001; Richards & Lockheart, 1994; Pajares, 1992) and a constructivist philosophical lens, the study sought to identify (a) ECE educators’ beliefs about play, (b) how the educators practice play, and (c) how they incorporate both theoretical and practical components of play beliefs into the early childhood education classroom. A postmodern o
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Phillips, Cara L. ""Appropriate" kindergarten instruction beliefs and practices of early childhood educators /." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091757691.

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Lomas, Gregor. "The relationship between mathematics educators' beliefs and their teaching practices." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15901.

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This longitudinal study explored the extent to which mathematics education lecturers' constructivist beliefs and aligned practices were communicated to students in a New Zealand primary pre-service teacher education degree programme. An integral part of this exploration was the identification of particular aspects of lecturers' practice that had a significant impact in enhancing the adoption of constructivist ideas on learning and constructivist-aligned teaching practices by student teachers. This goal had a practical focus on more effective course teaching within the chosen philosophical fram
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Minick, Vanessa. "Educators’ Beliefs About and Approaches to the Evaluation of Student Writing." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3624.

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The overarching purpose of this study was to describe educators’ beliefs about the evaluation of student writing. The inquiry was guided by the following research questions: (a) what are the differences in the ways in which educators approach evaluating student writing? (b) how do educators evaluate the effectiveness of their evaluation methods for judging the quality of students’ writing samples? and (c) what factors impact the evaluation decisions of educators? The following variables were considered: public and private school settings, evaluation methods, and educators’ beliefs about evalua
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Varian, Nancy Aiken. "Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1227273079.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2008.<br>"December, 2008." Title from electronic dissertation title page (viewed 12/29/2008) Advisor, Evangeline Newton; Committee members, Sandra Spickard Prettyman, Ruth A. Oswald, Jacqueline K. Peck, Lynn A. Smolen; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Books on the topic "Educators’ beliefs"

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

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Carloni, Giovanna, Christopher Fotheringham, Anita Virga, and Brian Zuccala. Blended Learning and the Global South Virtual Exchanges in Higher Education. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-529-2.

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This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learn
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Hubbard, Benjamin Jerome. America's religions: An educator's guide to beliefs and practices. Teacher Ideas Press, 1997.

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Sayej, Sumaya Yacoub. Evaluating the effectiveness of the health educator intervention on health beliefs and attitudes of female Palestinian adolescents: Applying the Solomon four-group design. De Montfort University, 2003.

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Collective Efficacy: How Educators′ Beliefs Impact Student Learning. Corwin, 2016.

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Mitchell, Maureen Mary. NURSING EDUCATORS' COMMITMENT TO THE PROFESSION'S VALUES AND BELIEFS AS PERCEIVED BY NURSING STUDENTS: A PHENOMENOLOGICAL PERSPECTIVE. 1989.

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Schmidt, Clea Alexandra. ESL infusion in pre-service teacher education: A vehicle for exploring the beliefs and practices of teacher educators. 2004.

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Keating, AnaLouise. Pedagogies of Invitation. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037849.003.0006.

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This chapter calls for and attempts to enact alternatives to critical pedagogy. More specifically, it explores the implications of positing interconnectivity as a framework for invitational pedagogies and relational models of identity. Language, belief, perception, and action are intimately interwoven. All too often, however, we (educators and students) assume that our perceptions and beliefs accurately reflect the entire truth about reality and ourselves; such assumptions narrow, limit, and restrict our worldviews and inhibit our actions. After examining the crucial role self-enclosed individ
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An Educator's Classroom Guide to America's Religious Beliefs and Practices. Libraries Unlimited, 2007.

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Berger, David. Rebbe, the Messiah, and the Scandal of Orthodox Indifference. Liverpool University Press, 2008. http://dx.doi.org/10.3828/liverpool/9781904113751.001.0001.

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The focus of this book is the messianic trend in Lubavitch hasidism. It demonstrates how hasidim who affirm the dead Rebbe's messiahship have abandoned one of Judaism's core beliefs in favour of adherence to the doctrine of a second coming. At the same time, it decries the equanimity with which the standard-bearers of Orthodoxy have granted legitimacy to this development by continuing to recognize such believers as Orthodox Jews in good standing. This abandonment of the age-old Jewish resistance to a quintessentially Christian belief is a development of striking importance for the history of r
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Book chapters on the topic "Educators’ beliefs"

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Almeida, Sylvia Christine. "Teacher Educators – Personal Connections, Background, Culture, Knowledge and Beliefs." In Environmental Education in a Climate of Reform. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-217-2_4.

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Wang, Ting-Ying, and Feng-Jui Hsieh. "The Cultural Notion of Teacher Education: Comparison of Lower-Secondary Future Teachers’ and Teacher Educators’ Beliefs." In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6437-8_12.

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Rodriguez, Michael C., Maria Teresa Tatto, José Palma, and Kyle Nickodem. "A Comparative International Study of Differences in Beliefs Between Future Teachers and Their Educators." In Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92144-0_6.

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Tarling, Isabel, and Sandhya Gunness. "Educators’ Beliefs, Perceptions and Practices Around Self-Directed Learning, Assessment and Open Education Practices." In Radical Solutions for Education in Africa. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4099-5_10.

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Cheok, Mei Lick, Su Luan Wong, Ahmad Fauzi Mohd Ayub, and Rosnaini Mahmud. "Understanding Teacher Educators’ Beliefs and Use of Information and Communication Technologies in Teacher Training Institute." In Envisioning the Future of Online Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0954-9_2.

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Marshman, Margaret. "Learning to Teach Mathematics: How Secondary Prospective Teachers Describe the Different Beliefs and Practices of Their Mathematics Teacher Educators." In Research in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62408-8_7.

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Lemisko, Lynn. "To Believe in Democracy is to be Profoundly Optimistic about the Capacities of Human Beings." In Educator to Educator. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_12.

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Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
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Yan, Chunmei. "An experienced Chinese EFL teacher educator's beliefs about the essence of educational research." In Becoming and Being a TESOL Teacher Educator. Routledge, 2021. http://dx.doi.org/10.4324/9781003004677-6.

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Tran, Lynn Uyen, and Catherine Halversen. "Learning Beliefs, Behaviors, and Goals." In Reflecting on Practice for STEM Educators. Routledge, 2021. http://dx.doi.org/10.4324/9781003042990-3.

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Conference papers on the topic "Educators’ beliefs"

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A. McLaughlin, Laura, and James McLaughlin. "Framing the Innovation Mindset." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4771.

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Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this
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Nawanidbumrung, Witchayada, and Sara Samiphak. "Action research: Science teachers’ beliefs about teaching and learning science." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5093999.

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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study
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Saade, Raafat, and Ian Galloway. "Understanding Intention to Use Multimedia Information Systems for Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2868.

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The challenge today for educators interested in online teaching and learning is how to create, use and assess multimedia technologies for enhanced learning. Unlike hypertext and web-based instruction, the reliance on reading blocks of text is minimized. There still remains little evidence supporting multimedia to enhance learning. From the author’s perspectives, the challenge is to better understand the processes involved in developing effective multimedia tools and to establish appropriate assessment methodologies that may be used to guide standards and ‘good educational multimedia design pra
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Briška, Ilze, and Gunta Siliņa-Jasjukeviča. "Cultural Aspects of Sustainable Development in Teacher Education." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.06.

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Education for sustainable development (ESD) cannot be realized without a teacher, who thinks systematically and critically, reflects cultural and sustainable values, is authentic, self-conscious, creative, self-confident, and communicative. The aim of this study is to analyze the cultural aspect of sustainable development (SD) in education and to interpret the opportunities and risks for successful development towards the sustainability in teacher education and through the findings to make connections to general education. To reach the goal, qualitative research was conducted. The data was obt
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Lonski, Jennifer Sanguiliano, Laurinda Lott, and Hank Van Putten. "PRINCIPLES FOR HOW WE TREAT EACH OTHER: EQUITABLE CONVERSATIONS IN OUR EDUCATIONAL AND PERSONAL SPACES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end151.

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Educators have the unique opportunity to promote equity, change, and social justice ideals to an entire generation. Through daily lessons, classroom norms, and beliefs, classroom teachers can disrupt inequity among students. The Peace and Justice Institute (PJI) at Valencia College has worked with approximately 140 educators through the week-long PJI Teachers Academy over the past three years. This workshop explores the basis of the PJI philosophy, the Principles for How We Treat Each Other: Our Practice of Respect and Community Building (PJI Principles), and discusses social justice practices
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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-struc
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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.

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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on
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Khokhar, Ashar. "WHY DO TEACHERS EDUCATORS NOT PRACTICE WHAT THEY BELIEVE: ICT INTEGRATION GAPS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0556.

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Ge, Xiao, and Larry Leifer. "Design Thinking at the Core: Learn New Ways of Thinking and Doing by Reframing." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67172.

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We present a theoretical framework about how designers learn new ways of thinking and doing named the reframing theory. The theory underlines why some designers’ creative behaviors endure and some not in face of a conflicting social belief system. In this paper, we first describe the problems that designers and educators face when the cultures that designers attach to and the social logics that they invoke to make sense of their practices are constantly changing. Second, we decode the phenomenon and unpack the problems by drawing on an extensive body of research on cognitive processes, learnin
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Reports on the topic "Educators’ beliefs"

1

Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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Abstract:
In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve
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2

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employe
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