Relevant bibliographies by topics / Middle Years Teacher

Contents

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

Academic literature on the topic 'Middle Years Teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Middle Years Teacher"

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Pendergast, Donna, Kay Whitehead, Terry de Jong, Lesley Newhouse-Maiden, and Nan Bahr. "Middle years teacher education: New programs and research directions." Australian Educational Researcher 34, no. 2 (2007): 73–90. http://dx.doi.org/10.1007/bf03216858.

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McCaffrey, Daniel F., Tim R. Sass, J. R. Lockwood, and Kata Mihaly. "The Intertemporal Variability of Teacher Effect Estimates." Education Finance and Policy 4, no. 4 (2009): 572–606. http://dx.doi.org/10.1162/edfp.2009.4.4.572.

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The utility of value-added estimates of teachers' effects on student test scores depends on whether they can distinguish between high- and low-productivity teachers and predict future teacher performance. This article studies the year-to-year variability in value-added measures for elementary and middle school mathematics teachers from five large Florida school districts. We find year-to-year correlations in value-added measures in the range of 0.2–0.5 for elementary school and 0.3–0.7 for middle school teachers. Much of the variation in measured teacher performance (roughly 30–60 percent) is
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REDDY, RANJINI, JEAN E. RHODES, and PETER MULHALL. "The influence of teacher support on student adjustment in the middle school years: A latent growth curve study." Development and Psychopathology 15, no. 1 (2003): 119–38. http://dx.doi.org/10.1017/s0954579403000075.

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The influence of perceived teacher support on trajectories of depression and self-esteem in middle school was examined using multigroup latent growth cross-domain models. A longitudinal sample of 2,585 students was followed from the sixth through the eighth grades. Students' perceptions of teacher support and general self-esteem declined and depressive symptoms increased over the course of middle school. We further found that, for both boys and girls, changes in perceptions of teachers' support reliably predicted changes in both self-esteem and depression. In particular, those students perceiv
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Preston, Courtney. "University-Based Teacher Preparation and Middle Grades Teacher Effectiveness." Journal of Teacher Education 68, no. 1 (2016): 102–16. http://dx.doi.org/10.1177/0022487116660151.

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For over two decades, there have been calls to assess the relationship of the features of teacher preparation programs to teacher effectiveness, to provide guidance for program improvement. At the middle grades level, theory suggests that coursework in educational psychology is particularly important for teacher effectiveness. Using 4 years of data from 15 middle grades teacher preparation programs, this study estimates the relationship of their structural features, that is required elements of coursework and fieldwork, to student achievement gains in math and English/Language Arts. Findings s
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Redding, Christopher, Laura Neergaard Booker, Thomas M. Smith, and Laura M. Desimone. "School administrators’ direct and indirect influences on middle school math teachers’ turnover." Journal of Educational Administration 57, no. 6 (2019): 708–30. http://dx.doi.org/10.1108/jea-10-2018-0190.

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Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive admi
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Ladd, Helen F., and Lucy C. Sorensen. "Returns to Teacher Experience: Student Achievement and Motivation in Middle School." Education Finance and Policy 12, no. 2 (2017): 241–79. http://dx.doi.org/10.1162/edfp_a_00194.

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We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers’ years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers using teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral
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Taylor, P. Mark. "By Way of Introduction: The Road to TCM: Celebrating 100 Years of the Mathematics Teacher." Teaching Children Mathematics 13, no. 5 (2007): 243. http://dx.doi.org/10.5951/tcm.13.5.0243.

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How did Teaching Children Mathematics come into existence? The road to this journal actually predated the founding of the National Council of Teachers of Mathematics (NCTM). Nearly 100 years ago, the first mathematics education articles relating to the elementary school level began to emerge in a journal aptly named the Mathematics Teacher; hence, the history of Teaching Children Mathematics also begins at that moment. The Mathematics Teacher originated in 1906 as an annual publication of the Association of Teachers of Mathematics of the Middle States and Maryland. It became a quarterly public
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Parker, Elizabeth Cassidy. "The Experience of Creating Community." Journal of Research in Music Education 64, no. 2 (2016): 220–37. http://dx.doi.org/10.1177/0022429416648292.

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The purpose of this intrinsic case study was to explore four midwestern choral teachers’ experiences of creating and sustaining community within their public school choirs. Research questions included (1) how choral teachers describe their experiences of creating choral communities, (2) how the teacher–student relationship is experienced, and (3) what challenges get in the way of sustaining choral communities. Writings by Edith and Victor Turner, Martin Buber, and Nel Noddings were used as a theoretical lens. Participants were selected purposively and represented heterogeneous choral programs,
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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.

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Taiwan defense education teacher cultivates research of the system conception. Taiwan's Senior middle school or in university's school the military training and the national defense pass know the curriculum teacher are hold the post by the active duty officer, Master unit for Republic of China Ministry of Education. Recent years the domestic education environment tended to the serviceman to withdraw from the school edition curriculum, did not have the academic license serviceman status teacher, always shouldered the people to accuse it to not to have the card interferes the education according
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Ardila-Rey, Alicia, and Melanie Killen. "Middle class Colombian children’s evaluations of personal, moral, and social-conventional interactions in the classroom." International Journal of Behavioral Development 25, no. 3 (2001): 246–55. http://dx.doi.org/10.1080/01650250042000221.

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The aim of this study was to investigate Colombian children’s evaluations of locus of control, compliance, teacher legitimacy, and teacher methods of conflict resolution regarding personal, moral, and social-conventional interactions in the classroom setting. Sixty-three middle class Colombian children at 3 years (n = 20), 5 years (n = 24), and 7 years (n = 19) of age, almost evenly divided by gender, were individually interviewed. With increasing age, children judged that children, not teachers, should make decisions (locus of control) about choice of activities and choice of playmates, and f
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Dissertations / Theses on the topic "Middle Years Teacher"

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Moulthrop, Dorothy Russo. "Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1521788878644674.

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Hutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.

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This study compared the teaching practices and efficacy beliefs of traditional middle school teachers and International Baccalaureate Middle Years Programme (IBMYP) teachers in an urban school district using the framework of Stronge's Model of Effective Teaching (2007), Stronge and Tucker's (2003) Teacher Effectiveness Behavior Scale, and Tschannen-Moran & Hoy's (2001) Teacher's Sense of Efficacy Scale. Recommended practices for effective teaching were extracted from the following four categories of Stronge's (2007) Model of Teacher Effectiveness: classroom management and organization, implem
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Abraham-Radi, Debra L. "Middle years' teacher practices and attitudes in the teaching of poetry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ32043.pdf.

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Mayne, Teresita. "Understanding and improving parent-teacher partnerships in a middle years classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54729.pdf.

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Moore, John Murphy. "TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1501155644984555.

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Christoff, Andrea J. "LOCATING TEACHERS PERCEPTIONS AND PRACTICE OF GLOBAL CITIZENSHIP: A CASE STUDY OF THREE TEACHERS IN THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595237572025469.

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Warren, Shannon. "Teaching Experience and How it Relates to Teacher Impressions of Work Intensification." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5593.

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Changes in schools can cause teachers to experience an intensification of work as they strive to meet expectations of students, parents, and administrations. This study includes an examination of factors that may lead to work intensification (WI) for teachers. The study also includes an examination of how years of experience and teacher perceptions of administrative support may moderate the relationship between teachers' impressions of WI and their job satisfaction. Based on equity theory, data were collected using a Likert-type scale survey distributed to 9 public high schools in southern Cal
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Stonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.

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Beutel, Denise. "Teachers' understandings of pedagogic connectedness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16229/.

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This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtain
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Weisner, Jill. "When someone in us awakens : emerging teacher voice and student voice /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946310.

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Books on the topic "Middle Years Teacher"

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Maiers, Angela. The Teacher-parent partnership: Making the most of the middle years. Rigby Best Teachers Press, 2002.

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A parents' guide to the middle school years. Celestial Arts, 2009.

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Redmond, Kevin. An examination of non-standard English in the middle years of secondary school, and pupil/teacher attitudes to it. Polytechnic of East London, 1989.

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The power of middle school: Maximizing these vital years. Rowman & Littlefield Publishers, 2012.

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Gilderman, Glen. Managing middle school madness: Helping parents and teachers understand the "wonder years". Rowman & Littlefield Education, 2007.

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The new teacher's complete sourcebook-- middle school. Scholastic Professional Books, 2002.

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Loucks-Horsley, Susan. Developing and supporting teachers for science education in the middle years. National Center for Improving Science Education, 1990.

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Turner, Chandra Ramphal. The Buchan-Leacock transition years survey, 1990-91. Program Dept., Research Centre, Scarborough Board of Education, 1991.

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Feigenbaum, Nancy. More than I ever imagined: A first-year teacher's discoveries. National Middle School Association, 2008.

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1962-, Griffith Mary Ellen, ed. How to be successful in your first year of teaching middle school: Everything you need to know that they don't teach you in school. Atlantic Pub. Group, 2010.

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Book chapters on the topic "Middle Years Teacher"

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Day, Christopher. "Quality Retention and Resilience in the Middle and Later Years of Teaching." In Attracting and Keeping the Best Teachers. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8621-3_10.

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Chandra-Mouli, Venkatraman, and Sheila Vipul Patel. "Mapping the Knowledge and Understanding of Menarche, Menstrual Hygiene and Menstrual Health Among Adolescent Girls in Low- and Middle-Income Countries." In The Palgrave Handbook of Critical Menstruation Studies. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_46.

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Abstract This review aims to answer the following questions: (1) how knowledgeable are adolescent girls in low- and middle-income countries (LMIC) about menstruation and how prepared are they for reaching menarche, (2) who are their sources of information regarding menstruation, (3) how well do the adults around them respond to their information needs, (4) what negative health and social effects do adolescents experience as a result of menstruation, and (5) how do adolescents respond when they experience these negative effects and what practices do they develop as a result? Using a structured search strategy, articles that investigate young girls’ preparedness for menarche, knowledge of menstruation, and practices surrounding menstrual hygiene in LMIC were identified. A total of 81 studies published in peer-reviewed journals between the years 2000 and 2015 that describe the experiences of adolescent girls from 25 different countries were included. Adolescent girls in LMIC are often uninformed and unprepared for menarche. Information is primarily obtained from mothers and other female family members who are not necessarily well equipped to fill gaps in girls’ knowledge. Exclusion and shame lead to misconceptions and unhygienic practices during menstruation. Rather than seek medical consultation, girls tend to miss school, self-medicate, and refrain from social interaction. Also problematic is that relatives and teachers are often not prepared to respond to the needs of girls. LMIC must recognize that lack of preparation, knowledge, and poor practices surrounding menstruation are key impediments not only to girls’ education, but also to self-confidence and personal development. In addition to investment in private latrines with clean water for girls in both schools and communities, countries must consider how to improve the provision of knowledge and understanding and how to better respond to the needs of adolescent girls.
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Onchwari, Grace. "Preparing Teachers to be Effective in Cross-Cultural Learning Environments." In Cross-Cultural Considerations in the Education of Young Immigrant Learners. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch014.

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According to the Bureau of Labor Statistics, only 18.9 percent of elementary and middle school teachers are from diverse backgrounds. Only 15 percent of preschool and kindergarten teachers are minority (“Household Data Annual Averages,” 2008). The current teacher workforce remains predominantly white, middle class (Hughes & Kwok, 2007), and female (Kearney, 2008; Weinstein, Tomlinson-Clark & Curran, 2004; Garmon, 2005; Thomas & Kearney, 2008). Another problem that affects teacher workforce is that half of new teachers leave their jobs within their first five years of teaching (Kearney, 2008). Because of high burn out due to improper working conditions and lack of support, teachers are leaving schools with a high minority rate (Horng, 2009). Therefore, this chapter is intended to stimulate reflections on strategies to deal with the increasing diversity in the national teacher educator workforce. Further, since diversity is a complex issue, issues that teachers of all ethnicities (including white) come across in working with culturally diverse learners are also examined.
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Gardner, Howard. "The Years before College." In Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.003.0009.

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Participants in the past decade's discussions about precollegiate education speak informally of "waves" of educational reform. The first wave which took place in the early and middle 1980s, centered on attempts to ensure that students would secure the prerequisites for higher learning; this phase was often termed a quest for "basic skills" or the "basic literacies/' though sometimes commentators spoke more bluntly about "getting the little buggers to work harder." The second wave, which occupied the late 1980s, called for the professionalization of teachers and of building administrators. There should be a higher caliber of teachers, teachers should have more control over the events in their classrooms, and management should occur, as much as possible, directly on site. Commentators like Albert Shanker and Patricia Graham have pointed out that neither of these waves was controversial. No one could question the importance of basic skills, though the means by which they were attained, and the time by which they should be in place, merited discussion. By the same token, while some may have feared the negative consequences of too much teacher or building autonomy, it was scarcely correct politically to oppose this trend in too direct a fashion. One area of potential discussion has remained conspicuously absent from the first decade of discussions. This missing wave could be termed "the primary purpose of education." Various goals were implicit in many discussions, of course; they ranged from the preparation of a skilled workforce to the education of a wise citizenry. But there was understandable reluctance to make this discussion overt, because educators' goals are too likely to conflict with one another: the reformer who values well-roundedness or individual excellence might well clash with the reformer who values the graduate steeped in science or in the classics of Western civilization. Since reformers have needed all of the support and as much consensus as they could garner, it is not surprising that such discussions have taken place far more frequently in the corridors at meetings or in writings by individuals like Allan Bloom or E. D. Hirsch,1 who did not come from the ranks of precollegiate educators.
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Kelly, Mary. "Teacher's Ontological and Epistemological Beliefs." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1001-8.ch008.

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This chapter involves a discussion of a case study to explore teachers' beliefs on the nature of reality (ontology) and knowledge (epistemology) within an International Baccalaureate Middle Years Program at the International School of Amsterdam. The study is positioned within the constructivist-interpretive paradigm and allows for the emergence of a holistic and contextualized understanding of teachers' beliefs and practices. The chapter includes reflection on the author's ontology and epistemology and its impact on the research undertaking. The study is an attempt to understand whether teachers' beliefs impact their approaches to teaching within this inquiry-based environment. Comprehensive teacher profiles were generated for three participants, all experienced teachers, who teach Science, English Literature, and Spanish. The findings indicate that the participants' approaches to teaching resonate strongly with their ontological and epistemological beliefs. The chapter also includes consideration of the role that scholarship played in the generation of the teacher profiles.
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Powell, Wardell Anthony, and Danielle Fuchs. "Using Socioscientific Issues to Enhance Evidence-Based Reasoning Among Middle School Students." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch009.

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This study investigated the implementation of a socioscientific issue curricular unit that was designed to enhance evidence-based reasoning among middle school students. Forty-three middle school students (11-12 years old; 20 males, 23 females) from a summer enrichment program operated by a non-profit organization in the northeastern United States participated in this study. The duration of this curricular unit took place over five consecutive 1-hour period blocks. The researchers utilized qualitative procedures to analyze students' abilities to engage in evidence-based reasoning and the impact it might have on students' argumentation quality on whether the air we breathe makes us sick. Comparison of the findings from pre-test and post-test indicate that students were able to use evidence-based reasoning to enhance their argumentation quality. The results from this investigation suggest that perhaps the use of socioscientific issues as a critical pedagogical tool does enhance students' abilities to engage in evidence-based reasoning.
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Giamellaro, Michael, and Melinda C. Knapp. "Using a STEM Camp for Rural Middle School Students to Launch Ambitious Teaching Practices With Pre-Service Teachers." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch009.

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In this chapter, the authors describe an initiative they have been enacting within their secondary science and mathematics Master of Arts in Teaching (MAT) program over the last four years. As a first teaching experience during their first term in the program, MAT students prepare and enact engaging STEM lessons for middle school students who attend a free, three-day STEM Camp during their summer break. The authors describe the context of the students (both middle school and pre-service), the structure of the camp and teacher supports, and share excerpts of written reflections from the MAT students to highlight patterns in outcomes of this medial service learning experience.
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Johnson, Alice. "Introduction." In Middle-Class Life in Victorian Belfast. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789620313.003.0001.

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Born in 1843 into a prosperous middle-class family, Thomas Workman was the seventh child of fifteen. His father and uncle ran a muslin manufacturing business. When he was ten years old, Thomas moved with his family from their three-storey mid-terrace in the town centre to a newly built villa in the suburbs. As a young man he entered the family business and soon afterwards he married his wife, Margaret Hill. After a successful few years running his branch of the business, Thomas and Margaret moved with their children to a large country house located ten miles from the city. From here Thomas took the train to work. An upstanding member of the community, Thomas was a magistrate, a governor of the Presbyterian Orphan Society and a Sunday school teacher. Just as both his father and brother had done, he founded a local Presbyterian church. He frequently travelled abroad for work, but still found time to pursue his passions of yachting and natural history. President of the local Natural History Society, Thomas Workman discovered two new species of spiders while on his travels and he published a book, ...
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Blady, Shannon, and Roxanne Henkin. "Padlet Walls, Weeblies, and Twitter." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch052.

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This chapter takes a close look at how digital tools were integrated into a professional development experience for writing teachers and the ways in which digital tools were then integrated into the literacy practices of a seventh-grade English class. The authors, Roxanne and Shannon, are director and co-director respectively, of the San Antonio Writing Project (SAWP), a chapter of the National Writing Project (NWP). Following NWP's teachers-teaching-teachers model, the site provides opportunities for teachers to share their expertise and teaching practices with other teachers in the area. Over a handful of years, Roxanne and Shannon observed a major shift in technology use by teachers during the summer institute. Among other affordances, digital tools became more collaborative and user-friendly. Not only were teacher participants using these tools for their daily learning experiences, but they also modeled effective instructional practices that integrated technology. Shannon and Roxanne set out to see how Shannon's middle school students could use these tools in her English class and later reflected on other SAWP teachers' experiences as they explored various digital tools with their students.
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Blady, Shannon, and Roxanne Henkin. "Padlet Walls, Weeblies, and Twitter." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch013.

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This chapter takes a close look at how digital tools were integrated into a professional development experience for writing teachers and the ways in which digital tools were then integrated into the literacy practices of a seventh-grade English class. The authors, Roxanne and Shannon, are director and co-director respectively, of the San Antonio Writing Project (SAWP), a chapter of the National Writing Project (NWP). Following NWP's teachers-teaching-teachers model, the site provides opportunities for teachers to share their expertise and teaching practices with other teachers in the area. Over a handful of years, Roxanne and Shannon observed a major shift in technology use by teachers during the summer institute. Among other affordances, digital tools became more collaborative and user-friendly. Not only were teacher participants using these tools for their daily learning experiences, but they also modeled effective instructional practices that integrated technology. Shannon and Roxanne set out to see how Shannon's middle school students could use these tools in her English class and later reflected on other SAWP teachers' experiences as they explored various digital tools with their students.
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Conference papers on the topic "Middle Years Teacher"

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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-pr
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Sabuncuoglu, Alpay. "Designing One Year Curriculum to Teach Artificial Intelligence for Middle School." In ITiCSE '20: Innovation and Technology in Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3341525.3387364.

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Kent, Laura Brinker. "What matters to middle school mathematics teachers: results from a three-year professional development program." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-362.

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Stramkale, Ligita. "The Independence of Primary School Students in Learning Music at a Distance during Covid-19 Pandemic." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.022.

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As a result of the Covid-19 pandemic, the primary school students were forced to study at a distance of two and a half months starting from mid-March 2020. There was a situation where students had to learn music independently more than they had done so far. The study aims to determine 2nd and 3rd grade students’ perspectives on independent distance learning of music during the Covid-19 pandemic. To achieve the aim of the study, previous researches on this issue were analysed, as well as an empirical study was carried out. The study involved 105 (N=105) primary school students in grades 2-3 and
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Verma, Alok K., and Ameya S. Erande. "Project Based Activities to Attract Students to Marine Engineering and Technology Careers." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67741.

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During the past several years, workforce issues have immerged as a dominant concern for shipbuilding and repair companies. Related issues include concern about “aging” of the workforce, lack of basic technical education, career transition processes, recruitment and training of the new workforce, retention and training of the incumbent workforce, image of the industry, and lack of career information for middle and high school students. Large turnover combined with retirement of aging workforce is anticipated to create large demands for qualified workforce. The Shipbuilding and Repair Career Day
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Lai, Heather L., and Laura Bryant. "Mechanical Engineering Student Developed Lego Engineering Design Learning Activity for 6th Grade Science Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87499.

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A linkage synthesis and analysis project from a 3rd year mechanical engineering Kinematics of Machines course at SUNY New Paltz was used by the ASME student section to develop a Lego based middle school activity to teach engineering design as a part of the new 6th grade New York State Science Learning Standards. This activity was brought to a local middle school, where mechanical engineering students from the ASME student section led the learning activity in four 6th grade science classes. The activity involved the building and testing of a mechanized soccer goalie, which included several desi
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Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.

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Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Fin
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Ballora, Mark. "Music of Migration and Phenology: Listening to Counterpoints of Musk Ox and Caribou Migrations, and Cycles of Plant Growth." In The 22nd International Conference on Auditory Display. The International Community for Auditory Display, 2016. http://dx.doi.org/10.21785/icad2016.016.

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This extended abstract describes a sonification that was commissioned by a biologist/animal ecologist. The sonification was created with the software synthesis program SuperCollider [1]. The motivation for creating it was to pursue additional levels of engagement and immersion by supplementing the effects of visual plots, as well as to create an informative rendering of a multivariate dataset. The goal is for audiences, in particular students and laypeople, to readily understand (and hopefully find compelling) the phenomena being described. The approach is parameterbased, creating “sonic scatt
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Hirao, Naoyuki, Takeo Kondo, Kazukiyo Yamamoto, Masao Koishikawa, and Kiyoaki Watanabe. "The Required Collaboration Between Universities and Government Administration in Plans for the Regeneration of Ports and Harbors That Utilize the Appeal of Marine Space." In 25th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/omae2006-92226.

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Marine space has a variety of appealing elements such as in use as resorts, for leisure, marine sports, physical distribution and the function involving the flow of people. However, ports and harbors that have lost their physical distribution functions and are steadily declining are on the increase. The Ministry of Land, Infrastructure and Transport is attempting to undertake regeneration of such ports and harbors that have lost their vitality from the middle of the 20th century. To date, regeneration plans for ports and harbors have been under the initiative of government administration but t
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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.

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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagog
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Reports on the topic "Middle Years Teacher"

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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