Log in

Relevant bibliographies by topics / National Teachers' Association of Liberia

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'National Teachers' Association of Liberia'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'National Teachers' Association of Liberia.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "National Teachers' Association of Liberia"

1

Brunkhorst, Bonnie J. "The National Science Teachers Association and Geoscience Education." Journal of Geological Education 39, no. 2 (March 1991): 108–10. http://dx.doi.org/10.5408/0022-1368-39.2.108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Barnes, Gail. "American String Teachers Association Research Award 2019." String Research Journal 10, no. 1 (June 16, 2020): 5–12. http://dx.doi.org/10.1177/1948499220926170.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Ireton, Frank Watt. "The National Earth Science Teachers Association (NESTA) and Geoscience Education." Journal of Geological Education 39, no. 2 (March 1991): 117–18. http://dx.doi.org/10.5408/0022-1368-39.2.117.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hogbin, Jack W. G. "Religious Education in Schools National Association of Head Teachers £1." Journal of Beliefs & Values 6, no. 2 (January 1985): 18–21. http://dx.doi.org/10.1080/1361767850060210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Stout, Dorothy LaLonde. "The National Association of Geology Teachers and its Role in Geoscience Education." Journal of Geological Education 39, no. 2 (March 1991): 89–92. http://dx.doi.org/10.5408/0022-1368-39.2.89.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Cooper, Shelly, and Robert Bayless. "Examining the Music Teachers National Association Papers and Proceedings 1906 to 1930." Journal of Historical Research in Music Education 29, no. 2 (April 2008): 129–44. http://dx.doi.org/10.1177/153660060802900205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Dukes, Robert J. "Astronomy Activities of the American Association of Physics Teachers." International Astronomical Union Colloquium 105 (1990): 320–22. http://dx.doi.org/10.1017/s0252921100087030.

Full text

Abstract:

The American Association of Physics Teachers (AAPT) was founded in 1930 by members of the American Physical Society whose main interest was the teaching of physics. Since then its primary goal has remained the improvement of physics teaching at all levels. The Association publishes two journals (American Journal of Physics and The Physics Teacher) and a bulletin (The Announcer). The American Journal of Physics is intended for papers concerning physics teaching at the level of colleges and universities in the United States while The Physics Teacher is concerned primarily with introductory physics, including high-school courses. Two national meetings are held annually as well as numerous regional meetings.

APA, Harvard, Vancouver, ISO, and other styles

8

Urban, Wayne Joseph. "NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES OF AMERICA." História da Educação 20, no. 48 (April 2016): 121–38. http://dx.doi.org/10.1590/2236-3459/56900.

Full text

Abstract:

This essay profiles the history of the National Education Association of the United States of America. Founded in 1857, the association functioned as a national debating society for a small group of educational leaders for the rest of the nineteenth century. In the twentieth century, it experienced a wave of feminist opposition to the male leaders, the influence of progressive education, a surge of local emphasis, the challenge of trade unionism in the form of the American Federation of Teachers - AFT -, its own racial desegregation, and participation in the creation of the United States Department of Education. Recently, it has been attacked from the political right, as a facilitator of an intellectually deficient public education system.

APA, Harvard, Vancouver, ISO, and other styles

9

Reiner, Summer M., Robert D. Colbert, and Rachelle Pérusse. "Teacher Perceptions of the Professional School Counselor Role: A National Study." Professional School Counseling 12, no. 5 (June 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200507.

Full text

Abstract:

In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.

APA, Harvard, Vancouver, ISO, and other styles

10

McCarthy, Maureen A. "The Role of Psychology in a Liberal Arts Education: An Interview with Diane F. Halpern." Teaching of Psychology 32, no. 2 (April 2005): 132–35. http://dx.doi.org/10.1207/s15328023top3202_10.

Full text

Abstract:

Diane F. Halpern is the Past-President of the American Psychological Association (APA) and Director of the Berger Institute for Work, Family, and Children and Professor of Psychology at Claremont McKenna College. Her earlier appointments include professor of psychology, Chair and Dean of Undergraduate Studies at California State University, San Bernardino. Her teaching, service to psychology, and research have been recognized with many awards, including the 2002 Outstanding Teaching Award from the Western Psychological Association, Wang Family Excellence Award, American Psychological Foundation Award for Distinguished Teaching, Distinguished Career Contributions to Education and Training, G. Stanley Hall Lecture, and the Outstanding Professor Award from California State University-Statewide. Maureen McCarthy is the Director of Precollege and Undergraduate Programs for the APA. She provides leadership and management oversight of programs and initiatives to enhance the teaching and learning of psychology in high schools, community colleges, and undergraduate programs; coordinates programs with initiatives of national organizations, projects, and agencies that share the mission of enhancing teaching and faculty development; and initiates research pertaining to needs, achievements, and characteristics of undergraduate psychology. Effective spring 2005, she became a faculty member at Kennesaw State University, where she teaches experimental psychology and research methods.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "National Teachers' Association of Liberia"

1

Sanford, Amy Aldridge. "How commitment and detachment influence members' discourse about the National Education Association." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/50.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Norman, Gilbert Q. (Gilbert Quinton). "Faculty Attitudes toward Intercollegiate Athletics at Colleges and Universities Belonging to Division I of the National Collegiate Athletic Association and the National Association of Intercollegiate Athletics." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279293/.

Full text

Abstract:

The purpose of this study was to compare the attitudes of faculty at: (1) Division I NCAA and NAIA institutions, (2) Division I and II NAIA institutions on selected issues related to intercollegiate athletics, and (3) Division I NCAA and NAIA institutions toward selected issues related to intercollegiate athletics when demographics variables are considered. The problem was to determine if there were significant differences between the attitudes of the faculties.

APA, Harvard, Vancouver, ISO, and other styles

3

Woyshner, Christine A. ""To reach the rising generation through the raising generation" the origins of the National Parent-Teacher Association /." Connect to resource online, 1999. http://ulib.iupui.edu/utility/download.php?file=AAT9933158.pdf&ipfilter=campus_cas.

Full text

Abstract:

Thesis (Ed.D.)--Harvard University, 1999.
Title from screen (viewed on July 23, 2009). Includes vita. Graduate School of Education, Harvard University. Includes bibliographical references (leaves 257-270).

APA, Harvard, Vancouver, ISO, and other styles

4

McRae, Allan R. "Industrial Technology Education Teachers Perceptions of National Standards for Technological Literacy in the State of Arizona." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1147.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Vardanyan, Kristine. "The Significance of National Association for the Education of Young Children Accreditation in Elevating Quality of Early Childhood Education: Administrators’, Teachers’, and Parents’ Beliefs about Accreditation and its Process." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/215.

Full text

Abstract:

The following is a doctoral dissertation that studied administrators’, teachers’, and parents’ perceptions and attitudes related to an early childhood center/preschool accreditation experience. A qualitative case study of one preschool center focused on the influence that the decision to pursue accreditation and implement the National Association for the Education of Young Children (NAEYC) self-study process had on administrators, teachers, and parents. Interviews with administrators, teachers, and parents explored (a) issues that motivated the pursuit of NAEYC accreditation; (b) the NAEYC guidelines and their experience of the self-study and quality-improvement process; and (c) their perception of outcomes following accreditation. Current NAEYC guidelines are based on key child development theories and research, and require programs to integrate Developmentally Appropriate Practices (DAP) in school curricula and staff training. It was necessary to explore how these NAEYC recommendations regarding DAP were interpreted during the quality-improvement and accreditation process. Key themes and issues around the accreditation experience were revealed through analyses of qualitative data. This case study of NAEYC accreditation illuminated factors in the decision to pursue accreditation and implement quality improvements leading to NAEYC accreditation. This case may serve as a model of a successful accreditation process to encourage early childhood centers to undertake quality improvements and pursue national NAEYC accreditation.

APA, Harvard, Vancouver, ISO, and other styles

7

Vardanyan, Kristine. "The Significance of National Association for the Education of Young Children Accreditation in Elevating Quality of Early Childhood Education| Administrators', Teachers', and Parents' Beliefs about Accreditation and its Process." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610170.

Full text

Abstract:

The following is a doctoral dissertation that studied administrators', teachers', and parents' perceptions and attitudes related to an early childhood center/preschool accreditation experience. A qualitative case study of one preschool center focused on the influence that the decision to pursue accreditation and implement the National Association for the Education of Young Children (NAEYC) self-study process had on administrators, teachers, and parents. Interviews with administrators, teachers, and parents explored (a) issues that motivated the pursuit of NAEYC accreditation; (b) the NAEYC guidelines and their experience of the self-study and quality-improvement process; and (c) their perception of outcomes following accreditation. Current NAEYC guidelines are based on key child development theories and research, and require programs to integrate Developmentally Appropriate Practices (DAP) in school curricula and staff training. It was necessary to explore how these NAEYC recommendations regarding DAP were interpreted during the quality-improvement and accreditation process. Key themes and issues around the accreditation experience were revealed through analyses of qualitative data. This case study of NAEYC accreditation illuminated factors in the decision to pursue accreditation and implement quality improvements leading to NAEYC accreditation. This case may serve as a model of a successful accreditation process to encourage early childhood centers to undertake quality improvements and pursue national NAEYC accreditation.

APA, Harvard, Vancouver, ISO, and other styles

8

Giberson, Gregory A. "Institutionalized on the Margins: An Organizational History of the Preparation of Teachers of College Composition." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000374.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Breitenstein, Gary. "A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3156/.

Full text

Abstract:

Texas programs in pre-service art teacher preparation vary little. Since 1970, the National Art Education Association (NAEA) has created voluntary standards in hopes of decreasing variability among programs. In 1999, the NAEA published Standards for Art Teacher Preparation, outlining 20 content areas that art pre-service programs should provide their students. To obtain information on the implementation and the extent to which these 20 standards are being implemented, a questionnaire was sent to all programs in Texas. The 20 standards were the dependent variable for the study. The four independent variables used in this ex post facto study were: the size of the institution where the program exists; the number of full-time art faculty; the number of full-time art education faculty; and, the number of undergraduate art education students who graduated last year. The 20 standards or provisions were scored on a Lickert scale with six options: zero (not taught) to five (comprehensively taught). The response size (N = 23) was 47% of the state's 49 approved programs. The results from the survey suggest no significant difference among programs. However, the results showed a significant difference in the number of provisions taught between programs with no art educators and those with 1 to 3 art educators. One art educator seemed to increase the number of pedagogical provisions taught but did not increase the extent or enhance the degree to which each provision was taught. A comprehensively taught response to the NAEA provisions on the questionnaire was further investigated through analysis of catalog course descriptions and correspondence with participants. The results are estimated in credit hours and indicate that there may be a point where time on task decides the limit that constitutes a comprehensive preparation. Perspectives on content are discussed and regarded as too subjective to define comprehensive preparation. Comprehensive time on task varies with content, which may imply an unconscious marker of time shared by educators that defines a comprehensive preparation for each provision. Changing and local standards in art pre-service programs may have produced a range of interpretations regarding the meaning of "comprehensively taught.";

APA, Harvard, Vancouver, ISO, and other styles

10

Wellborn, Earl F. "A study of educator perception of outcome factors in mathematics programs /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "National Teachers' Association of Liberia"

1

Ringel, Harvey. History of the National Association of Teachers of Singing. Jacksonville, Fla: The Association, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Liberia, National Adult Education Association of. NAEAL integrated three-year people's development program for post-war Liberia (1994-1996). Monrovia, Liberia: National Adult Education Association of Liberia, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Great Britain. Parliament. House of Commons. Education and Skills Committee. Teaching unions: Minutes of evidence, Wednesday 6 March 2002 : Association of Teachers and Lecturers; National Association of Head Teachers; Secondary Heads' Association. London: Stationery Office, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Ghana National Association of Teachers. Constitution and rules of the Ghana National Association of Teachers (GNAT). Accra: General Secretary, GNAT, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Association, National Dance Teachers'. National Dance Teachers' Association response to the National Curriculum Physical Education Working Group's interim report. [UK]: The Association, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

States, National Education Association of the United. National Education Association priority schools initiative: Explore the possibilities training program. Washington, D.C: National Education Association, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Education, National Association of Teachers in Further and Higher. Constitution and rules: As amended by National Conference and National Executive Council. [U.K.]: National Association of Teachers in Further and Higher Education, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Ghana National Association of Teachers. Broaden your outlook: Ghana Nacional Association of Teachers. [Accra]: The Association, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Mzizi, Joshua Bheki. Man of conscience: The life history of Albert Heshane Shabangu and selected speeches. Mbabane, Swaziland: Websters (Pty) Ltd., 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

National Association of Biology Teachers., ed. The National Association of Biology Teachers presents Learning biology with plant pathology. [Reston, Va: National Association of Biology Teachers, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "National Teachers' Association of Liberia"

1

Fort, Deborah C. "Paul Brandwein and the National Science Teachers Association." In One Legacy of Paul F. Brandwein, 61–67. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2528-9_14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Godfrey, David, and Melanie Ehren. "Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England." In School Peer Review for Educational Improvement and Accountability, 95–115. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

"Parents as Teachers Project." In The National Mental Health Association, 79–116. Routledge, 2014. http://dx.doi.org/10.4324/9781315826004-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

"National Association of Teachers of Singing (NATS)." In The Grants Register 2021, 595. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_638.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

"National Association of Teachers of Singing (NATS)." In The Grants Register 2020, 580–81. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_615.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

"National Association of Teachers of Singing (NATS)." In The Grants Register 2019, 530–31. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_851.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

"National Association of Teachers of Singing (NATS)." In The Grants Register 2018, 530. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_820.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

"National Association of Teachers of Singing (NATS)." In The Grants Register 2022, 646–47. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_619.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Urban, Wayne J. "The Making of a Teachers’ Union." In Gender, Race, and the National Education Association, 171–209. Routledge, 2020. http://dx.doi.org/10.4324/9781003064596-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Urban, Wayne J. "The Making of a Teachers’ Union." In Gender, Race, and the National Education Association, 171–209. Routledge, 2020. http://dx.doi.org/10.1201/9781003064596-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "National Teachers' Association of Liberia"

1

Rhodes, Dallas D., and Sarah Fortner. "THE ROLE OF THE NATIONAL ASSOCIATION OF GEOSCIENCE TEACHERS (NAGT) TRAVELING WORKSHOPS PROGRAM IN SUPPORTING THE SUCCESS OF ALL STUDENTS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-356606.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Marshall, John, Max Shtein, and Karl Daubmann. "Smartsurfaces: A Multidisciplinary, Hands -on Think Tank." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.5.

Full text

Abstract:

New design practices are emerging that span multiple traditional disciplinary boundaries. As these new models of practice manifest, new pedagogies also become necessary, often challenging both existing educational models and institutional constraints as a result. Gibbons, et al1 questioned the adequacy of traditional disciplinary structures within universities in the context of broader social, technological and economic contexts. The Association of American Colleges and Universities have argued that universities need to change their practices to develop students as “…integrative thinkers who can see connections in seemingly disparate information and draw on a wide range of knowledge to make decisions.”2 The National Academies have recommended, “…students should seek out interdisciplinary experiences, such as courses at the interfaces of traditional disciplines…”3 and that “…schools introduce interdisciplinary learning in the undergraduate environment, rather than having it as an exclusive feature of the graduate programs.”4 As indicated above, there has been much calling for cross-disciplinarity in education but to date there has been little investigation on the impact of cross-disciplinary courses on learning, especially in comparison to teaching that is more discipline-specific. For educators a central question arises: How do we prepare students to be extra-disciplinary thinkers and doers with “habits of mind”5 that prepare them to make the sort of hybrid responses that complex performance problems demand?

APA, Harvard, Vancouver, ISO, and other styles

3

Cizelj, Leon, Jörg Starflinger, Veronique Decobert, Behrooz Bazargan-Sabet, Filip Tuomisto, Michèle Coeck, Pascal Anzieu, John Roberts, Tzanny Kokalova Wheldon, and Pedro Dieguez Porras. "15 Years of the European Nuclear Education Network (ENEN Association)." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82611.

Full text

Abstract:

The European Nuclear Education Network (ENEN) was established in 2003 through an EU Fifth Framework Programme (FP) project, as a legal nonprofit-making body. Its main objective is the preservation and further development of expertise in the nuclear fields by higher education and training. This objective is realized through the cooperation between EU universities involved in education and research in nuclear disciplines, nuclear research centers and the nuclear industry. As of March 2018, ENEN has 66 members in 18 EU countries and has concluded Memoranda of Understanding (MoU) with partners beyond Europe for further cooperation, including organizations in, Russian Federation, Ukraine, Canada and Japan. ENEN also has good collaboration with national networks and international organizations such as the Belgian Nuclear Education Network (BNEN) and the International Atomic Energy Agency (IAEA). The main activities developed, and results achieved, within the first 15 years of the ENEN Association are presented and discussed. These include, for example, the launch of the European Master of Science in Nuclear Engineering (EMSNE), the annual ENEN Ph.D. competition and the portfolio of more than 10 EURATOM projects dealing with nuclear education, training and knowledge management through development of teaching methods and materials, courses, and exchange of students and teachers within EU and beyond. Those projects were all supported by the European Commission with the ENEN Association acting as the coordinator or as a partner.

APA, Harvard, Vancouver, ISO, and other styles

4

Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

Full text

Abstract:

Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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 pedagogical practices that strengthen these probabilities of failure (Román, 2013). The phenomenon of school reintegration has little evidence in relation to the human and technical component in school reintegration processes, either locally (Mide-UC, 2016; UNESCO-UNICEF-Chilean Association of Municipalities, 2012), or internationally (CEPAL, 2010; Contreras et al, 2014; Sucre, 2016), which implies observing and analyzing pedagogical intervention practices in these contexts, in terms of how these dialogical-reflective relational dynamics between teachers and children and adolescents are developed, from the perspective of pedagogical interactions, an area of growing interest in educational sciences, which looks at more than the action itself, at how and what happens in the interaction. (Colomina et al, 2001) This research from a qualitative, transactional approach, oriented from the perspective of descriptive studies (Hernández,et al, 2010) and enriched with the symbolic interactionism of Blumer (1969), whose contributions indicate that the nature of the teaching-learning processes can only be unraveled through direct examination, seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions which are developed between teachers and their students, within the framework of the specialized protection programs in school reintegration implemented in Chile by the National Service for Minors of the Ministry of Justice and Human Rights, in vulnerable sectors of the communes of Talca, Region of Maule and La Pintana, Metropolitan Region. The analysis through the theoretical and empirical contributions provided by the scientific evidence on pedagogical interactions, in terms of how they are configured, deployed and how these pedagogical intervention practices are perceived by the actors involved, added to the findings obtained, provides an opportunity to innovate by allowing the observation of school reintegration as a scenario of human relations and to deepen around this professional action as a critical element, constituting the improvement of teaching and effectiveness in school reintegration processes.

APA, Harvard, Vancouver, ISO, and other styles

6

"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

Full text

Abstract:

Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "National Teachers' Association of Liberia"

1

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

Full text

Abstract:

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!