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

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Marianno, Bradley D. "Down but Not Out: The National Education Association in Federal Politics." Educational Policy 32, no. 2 (December 6, 2017): 234–54. http://dx.doi.org/10.1177/0895904817745376.

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This research provides new evidence on the political activity and policy-setting agenda of the largest national teachers’ union during a time of political change. Using a longitudinal dataset comprised of election outcomes and campaign contributions for all candidates for federal office and the National Education Association’s (NEA) official federal policy positions, I find that NEA Democrat allies have decreased precipitously over time with the election of a Republican majority in Congress. Nonetheless, the NEA still experiences considerable success in congressional roll call votes partly because of the election of a growing contingent of Republican allies in the House and Senate.

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Sarfraz Ahmad, Dr. Ziarab Mahmood, and Dr. Muhammad Ishaq. "National Professional Standard and Teachers’ Performance: A Cross-Sectional Survey of Punjab." sjesr 3, no. 2 (July 11, 2020): 397–407. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(397-407).

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The purpose of this study was to analyze performance of teachers of public sector on the base of code of conduct. The objectives of the study were to analyze knowledge, disposition and performance of secondary school teachers of code of conduct as per National Professional Standards i.e code of conduct. It was proposed that teachers of selected schools have significant level of knowledge, disposition & performance of code of conduct. Out of 19,265 secondary school teachers of province Punjab, 401 teachers were selected randomly. Out of 3,601 headmasters of secondary schools 222 headmasters were selected randomly. Two questionnaires were used for collection of data from selected secondary school teachers & headmasters of secondary schools. Data was collected from selected districts with the help of association of scholars. Data was analyzed by applying Chi-Square with SPSS software. Findings showed that secondary schools teachers have adequate knowledge, disposition and performance about code of conduct but they don’t keep themselves update professionally by recent educational activities. School education department should launch training programs about knowledge, teachers should improve disposition and perform their duties well regarding National Professional Standards (NPS) i.e code of conduct.

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Sutton, Joe P., and Timothy G. Watson. "Barriers to Excellence: A National Survey of Teachers from the American Association of Christian Schools." Journal of Research on Christian Education 4, no. 1 (March 1995): 21–33. http://dx.doi.org/10.1080/10656219509484825.

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Ehrenberg, Ronald G., Daniel D. Goldhaber, and Dominic J. Brewer. "Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988." ILR Review 48, no. 3 (April 1995): 547–61. http://dx.doi.org/10.1177/001979399504800312.

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Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers.

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Lamberti, Marjorie. "German Schoolteachers, National Socialism, and the Politics of Culture at the End of the Weimar Republic." Central European History 34, no. 1 (March 2001): 53–82. http://dx.doi.org/10.1163/156916101750149130.

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In the Third Reich a high percentage of the civil servants in the cadres of functionaries of the National Socialist Party on the local and district levels were teachers. It is thus not surprising that some historians who studied the elementary school teaching profession in the Weimar Republic began their research with assumptions about the “ideological affinities” of teachers to fascism and discussed “the specific predispositions that made it easy for them to identify with National Socialism.” The German Teachers' Association, one scholar wrote, “proved to be more a precursor than an opponent of fascism.” At its national congress in May 1932, another historian related, the representatives of the chapters voted for a policy which, in effect, abandoned the democratic republic and “indirectly helped those political forces that would create a dictatorship in Germany within a year.” In 1932 and 1933, on the other hand, recruiters for the National Socialist Teachers’ League often complained about “hard and difficult soil” and “unpenetrable” regions.

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Fears, Arthurina, Dustin Garnet, James P. Werner, and Ami Kantawala. "REVIEWS." Visual Inquiry 1, no. 3 (December 6, 2012): 239–50. http://dx.doi.org/10.1386/vi.1.3.239_5.

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WHY OUR HIGH SCHOOLS NEED THE ARTS, JESSICA HOFFMANN DAVIS (2012) New York: Teachers College Press/Reston, VA: National Art Education Association, 118 pp., ISBN 978-0-8077-5286-9, $23.95MATTER MATTERS: ART EDUCATION AND MATERIAL CULTURE STUDIES, PAUL E. BOLIN AND DOUG BLANDY (EDS) (2011) National Art Education Association, 157 pp., 62 mono illustrations, ISBN: 978-1-890160-51-7, $42.00. Reston, VA. Paperback.ART'S WAY OUT - EXIT PEDAGOGY AND THE CULTURAL CONDITION, JOHN BALDACCHINO (2012) Rotterdam; Boston, Sense Publishers, 204 pp., ISBN: 978-94-6091-792-6, Hardback: $99.00, Paperback: $39.00NATIONAL ART EDUCATION ASSOCIATION: ANNUAL CONVENTION, NEW YORK, 2012

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Cameron, Paul, Kirk Cameron, and Thomas Landess. "Errors by the American Psychiatric Association, the American Psychological Association, and the National Educational Association in Representing Homosexuality in Amicus Briefs about Amendment 2 to the U.S. Supreme Court." Psychological Reports 79, no. 2 (October 1996): 383–404. http://dx.doi.org/10.2466/pr0.1996.79.2.383.

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In October 1995, consortiums of psychiatric and educational professional organizations, including the American Psychological Association and the American Psychiatric Association and the National Educational Association, submitted amicus briefs to the U.S. Supreme Court asserting that the scientific literature unequivocally supports the following propositions: (a) that homosexuals, including homosexual teachers, do not disproportionately molest children, (b) that children of homosexual parents are not more likely to become homosexuals, (c) that professionals agree that homosexuality is not a pathology, and (d) that homosexual attractions are biologically or genetically predetermined and are therefore beyond the control of the individual. The first two contentions are inconsistent with the scientific literature, and the second two grossly oversimplify a contentious and uncertain literature.

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Ularte, Marcelo B. "Strengthening Science Instruction in Bilaran National High School: Input to a Proposed Development Plan." Instabright International Journal of Multidisciplinary Research 1, no. 1 (November 24, 2019): 29–32. http://dx.doi.org/10.52877/instabright.001.01.0015.

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Science teachers are optimistic that every student can learn so much with high hopes and dreams. They plan their lessons and work hard to engage their students. However, despite good intentions and best laid plans, not all students perform well in Science classes. Student’s performance is very alarming on the part of the teachers. Students are unable to understand scientific issues that affect their lives in today’s fast changing world. Several studies in the past reflected that Science lessons were recorded as of low quality. (American Association for the Advancement of Science, 1989). Many Science students sit passively, never being asked to make sense of the content that teachers deliver. There are many concepts and activities in Science that students ignore and fail to develop. With the Enhanced Basic Education Curriculum or the K12 curriculum, students record in periodical tests and in the National Achievement Test and National Career Assessment Test are very low and elicited poor performance. Relative to this, Bilaran Science Teachers are alarmed with the situation. Improved performance of students must be worked hand in hand by Science Teachers. Intervention programs in classes must be applied too in daily teaching engagement, thus, there is a need to strengthen the Science instruction. This study primarily focuses on the status of Science instruction and to propose a development plan in Science.

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Bradshaw, Catherine P., Tracy E. Waasdorp, Lindsey M. O'Brennan, and Michaela Gulemetova. "Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings From a National Education Association Study." School Psychology Review 42, no. 3 (September 1, 2013): 280–97. http://dx.doi.org/10.1080/02796015.2013.12087474.

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Tollefson, Michael, and Mike Allen. "Mirror, mirror on the wall: Examining the national association of scholars and teachers for democratic culture debate." Communication Quarterly 47, no. 4 (September 1999): 388–401. http://dx.doi.org/10.1080/01463379909385569.

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Farieta-Barrera, Alejandro. "Initial Education of Philosophy Teachers in Colombia: Association between new Public Policy Requirements and National Standardized Tests." Australian Journal of Teacher Education 45, no. 6 (June 2020): 34–61. http://dx.doi.org/10.14221/ajte.2020v45n6.3.

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Cross, Roger T., and Ronald F. Price. "“The approaching storm.” Ideology power and control: The national science teachers association curriculum development in the USA." Research in Science Education 23, no. 1 (December 1993): 51–60. http://dx.doi.org/10.1007/bf02357044.

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Barney, David, Robert Christenson, and Frank Pleban. "Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical Education." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 30–38. http://dx.doi.org/10.2478/v10099-012-0003-y.

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Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical EducationSecondary school can serve as a time for youth to prepare themselves for the ‘real world’, and physical education can play an important role in this preparation. Yet in the past, secondary school physical education has not been very effective in preparing youth for life after secondary school. One area to help improve secondary school physical education is in the preparation of pre-service physical education teachers. It is during the preparation of pre-service physical education teachers that they will be taught and trained regarding appropriate instructional practices in secondary school physical education. The National Association of Sport and Physical Education created a document regarding appropriate educational practices in secondary school physical education. For this study, a survey was adapted from the National Association of Sport and Physical Education appropriate instructional practice document. Three hundred and thirteen pre-service physical education teachers from seven institutions of higher education throughout the United States were surveyed regarding their knowledge of appropriate instructional practices in secondary school physical education. It was found that pre-service physical education teachers inappropriately answered six of the 18 survey statements (33%) regarding appropriate instructional practices in secondary school physical education. When pre-service physical education teachers graduate and expose secondary school pupils to appropriate practices, there is a better chance the pupils will be prepared for the ‘real world’.

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Oliphant, Tami, and Michael B. McNally. "Professional Decline and Resistance: The Case of Library and Archives Canada." Radical Teacher 99 (May 28, 2014): 54–61. http://dx.doi.org/10.5195/rt.2014.105.

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In 2004, Canada was the first country in the world to amalgamate its two main documentary heritage institutions, the National Archives of Canada (established in 1872) and the National Library of Canada (established in 1953) into one "modernized" institution: Library and Archives Canada (LAC). The "modernization" policy has commercialized and reduced services, collections, and collaboration while simultaneously deprofessionalizing and casualizing the work of professionals. Resistance to modernization has come from many stakeholders across Canada but the responses by the Canadian Association of University Teachers (CAUT) and the Canadian Library Association (CLA) are particularly salient. Both are national organizations concerned with access to information and Canada’s documentary heritage. The case of LAC demonstrates how a neoliberal remaking of one prominent, national institution can weaken entire professions.

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Sawyer, Thomas M. "Proposed Guideline for Writing to Convey Factual Information." Journal of Technical Writing and Communication 27, no. 3 (July 1997): 317–24. http://dx.doi.org/10.2190/4n5b-dhb6-13g9-gqtn.

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The guidelines for the curriculum in English published by the National Council of the Teachers of English (NCTE) and the International Reading Association have been criticized by a number of publications. A new guideline—for writing to convey factual information only—is proposed.

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Touretzky, David, Christina Gardner-McCune, Fred Martin, and Deborah Seehorn. "Envisioning AI for K-12: What Should Every Child Know about AI?" Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9795–99. http://dx.doi.org/10.1609/aaai.v33i01.33019795.

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The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work.

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van Kraayenoord, Christina E. "The Australian Association of Special Education 2005 National Conference: Des English Memorial Lecture Special Education, Evidence-Based Practices and Policies: Re-think? Re-butt? Re-make? Re-value? Respond." Australasian Journal of Special Education 30, no. 1 (2006): 4–20. http://dx.doi.org/10.1017/s1030011200025410.

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It is an honour to be invited to present the Des English Memorial Lecture at the 30th Annual National Conference of the Australian Association of Special Education (AASE) in 2005. Des English was the first President of this Association. Much of what he stood for was embedded in a respect for the abilities of students with special needs and his desire to ensure that these students had the best opportunities to learn. He was deeply committed to the belief that a professional organization such as the Australian Association of Special Education was needed to develop teachers and administrators who were knowledgeable and skilled, and he worked tirelessly to establish this Association, continuing to work with energy towards the goal of enhancing the education of students with special needs through the professional development of their teachers until his death in 1977.

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Howe, Sondra Wieland. "Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)." Journal of Research in Music Education 52, no. 4 (December 2004): 328–42. http://dx.doi.org/10.1177/002242940405200405.

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Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs.May 5, 2004November 10, 2004.

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Werner, Shirli, Tom P. Gumpel, Judah Koller, Vered Wiesenthal, and Naomi Weintraub. "Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?" PLOS ONE 16, no. 9 (September 20, 2021): e0257657. http://dx.doi.org/10.1371/journal.pone.0257657.

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Background While research has focused on understanding teachers’ attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers’ self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers’ attitudes towards inclusion. Methods Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Results Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Conclusion Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.

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Strutchens, Marilyn. "Commentary: Mathematics Teacher Educator: A Milestone in the History of the Association of Mathematics Teacher Educators." Mathematics Teacher Educator 1, no. 1 (September 2012): 5–6. http://dx.doi.org/10.5951/mathteaceduc.1.1.0005.

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The Association of Mathematics Teacher Educators (AMTE) is excited to serve as a co-partner with the National Council of Teachers of Mathematics (NCTM) in publishing Mathematics Teacher Educator (MTE), a practitioner journal for mathematics teacher educators, which will serve as a milestone in the history of AMTE. The mission and goals of MTE, listed below, support our members and our organizational goals.

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De Jong, David, and Ayana Campoli. "Curricular coaches’ impact on retention for early-career elementary teachers in the USA." International Journal of Mentoring and Coaching in Education 7, no. 2 (June 4, 2018): 191–200. http://dx.doi.org/10.1108/ijmce-09-2017-0064.

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Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach In this study, the authors analyzed the observational data from the 2007-2008 Schools and Staffing Survey (SASS). The SASS is a nationally representative cross-sectional survey that has been administered repeatedly to public and private kindergarten through 12th-grade teachers in the USA approximately every four years by the National Center for Education Statistics and the US Census Bureau. Findings The authors found that the presence of a curricular coach was associated with a substantial reduction in early-career teacher turnover. This finding suggests that curricular coaches could be a particular benefit to urban schools. Research limitations/implications This study was national in scope; therefore, it does not examine causes of attrition specific to local contexts. Practical implications Curricular coaches may indirectly save urban school districts thousands of dollars because of their impact on reducing early-career teacher attrition. Social implications In this study, the authors found a statistically significant and practically meaningful association between the presence of curricular coaches in schools and the retention of elementary teachers, especially in urban areas. Originality/value The model predicted that among early-career teachers, teachers in schools without curricular coaches are approximately twice as likely to leave the profession the next year compared to teachers in schools with curricular coaches.

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Ingvarson, Lawrence, and Glenn Rowley. "Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries." Educational Researcher 46, no. 4 (May 2017): 177–93. http://dx.doi.org/10.3102/0013189x17711900.

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This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The study used data collected for the Teacher Education and Development Study in Mathematics, which compared the ways in which 17 countries prepared teachers of mathematics for the primary and secondary levels. A consistent positive association was found between the strength of a country’s quality assurance arrangements and future teachers’ knowledge of mathematics and mathematics pedagogy. Countries with strong policies for assuring the quality of new teachers were also found to be among the strongest performers on international tests of mathematics achievement.

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Skeen, Patsy, Bryan E. Robinson, and Mick Coleman. "Gender-Role Attitudes of Professional Female Educators toward Men in Early Childhood Education." Psychological Reports 59, no. 2 (October 1986): 723–30. http://dx.doi.org/10.2466/pr0.1986.59.2.723.

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A national random sample of women working in early childhood education was drawn from the membership of the National Association for the Education of Young Children to assess their attitudes toward the suitability, professional practice, and administrative capabilities of men in early childhood education. Past work experience with a male preschool teacher was a consistent indicator of a lack of stereotyped attitudes toward men in the early childhood field. Also, college professors and researchers were less stereotyped in their attitudes concerning the suitability of male preschool teachers than were either classroom teachers, other persons with direct child contact, or administrators. Implications for changing attitudes toward males in early childhood education are discussed in relation to these findings.

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Karlyn B. Rico, MAT. "Utilization of Financial Resources and Development of School Facilities and Services for Students and Teachers of Esperanza National High School." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 27, 2021): 325–38. http://dx.doi.org/10.47175/rielsj.v2i3.297.

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This study is a descriptive correlational study which determined the impact of the utilization of financial resources on the development of school facilities and services for students and teachers. Teachers, Supreme Student Council (SSG) Officers, class mayors, student athletes, Parent-Teacher Association (PTA) Officers, disbursing officer, bookkeeper and supply officer were the respondents of this study. They gave a reliable information regarding the utilization of financial resources. Findings revealed that Maintence and Other Operating Expenses (MOOE), Special Education Fund (SEF) and other financial resources were well implemented and the development they have given to the school facilities and services for students and teachers was very satisfactory. Effective utilization of MOOE increased the positive perceptions of the respondents about the welfare and development of school facilities and services for students and teachers in terms of academic achievement and other school performance indicators. Thus, MOOE and SEF should be utilized according to the approved budget where the teachers, PTA officers and School Governing Council (SGC) members will be part of the budget hearing. School administrators should involve all the teachers and some stakeholders in budget planning and implementation and should follow the budget specifications in planning and implementation to avoid diversion of funds.

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Kendall, Susan L. "ReadWriteThink2012308ReadWriteThink. International Reading Association/National Council of Teachers of English, 2010‐. Gratis URL: www.readwritethink.org Last visited April 2012." Reference Reviews 26, no. 7 (September 14, 2012): 40–41. http://dx.doi.org/10.1108/09504121211271013.

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Dorward, Jim, and Steve Archibald. "Linking Teacher Interests or Backgrounds to Real-World Experiences for Students." Arithmetic Teacher 41, no. 6 (February 1994): 300–303. http://dx.doi.org/10.5951/at.41.6.0300.

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A major theme in calls for reform in mathematics education is the recognition of the need to connect the study of mathematics to the rest of the world (American Association for the Advancement of Science 1989; National Research Council 1991; National Council of Teachers of Mathematics 1989). For some, this connection is obvious. For many, however, mathematics is perceived as a set of rules and procedures that have little to do with everyday experience.

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Willoughby, Steve. "Introduction." Mathematics Teacher 100, no. 2 (September 2006): 84. http://dx.doi.org/10.5951/mt.100.2.0084.

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The annual publication of the Association of Teachers of Mathematics in the Middle States and Maryland became a quarterly journal called the Mathematics Teacher in 1908. W. H. Metzler, a professor at Syracuse University, served as its editor from its inception until it became the official journal of the newly formed National Council of Teachers of Mathematics in January 1921, with J. R. Clark as the new editor. In 1921, the present monthly schedule of publication for the school year was adopted.

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Kilpatrick, jeremy. "Editorial." Journal for Research in Mathematics Education 16, no. 2 (March 1985): 82. http://dx.doi.org/10.5951/jresematheduc.16.2.0082.

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When, this month and next, researchers in mathematics education get together at the annual meetings of the American Educational Research Association and the National Council of Teachers of Mathematics, they will be exchanging their latest ideas on how students learn mathematics and how teachers teach it. To the extent that our research enterprise is a science, it thrives on the newly discovered. As Edward Wilson put it in the American Scholar last autumn, scientists are the scouts and hunters of the intellectual tribe.

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Sinicrope, Rose. "A Pôlya Sampler." Mathematics Teacher 88, no. 3 (March 1995): 196–99. http://dx.doi.org/10.5951/mt.88.3.0196.

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On 1 June 1990, the Mathematical Association of America dedicated the Pôlya Building. In her account of the dedication ceremony, Maureen A. Callanan wrote, “[T]he participants demonstrated that Polya’s influence and reputation have extended not only to high school mathematics teachers and established NSF [National Science Foundation] scientists, but also to the mathematics students of the 1990s” (1990, 2). Who was George Polya that he has been honored by mathematicians and has influenced scientists, high school teachers, and students of mathematics?

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Vardell, Sylvia. "From Snowflakesto Avalanche: Meet Laura Purdie Salas, the Puzzle Poet." Children and Libraries 17, no. 3 (September 3, 2019): 7. http://dx.doi.org/10.5860/cal.17.3.7.

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Laura Purdie Salas grew up in Florida, currently lives in Minnesota, is a former teacher, and is now a prolific poet and frequent presenter with more than 130 books to her credit. She has authored both poetry and nonfiction, as well as resource books for educators and aspiring writers. Her work has been recognized with multiple awards, including selection as a National Council of Teachers of English (NCTE) Notable book, an International Literacy Association Teachers’ Choice, and a Junior Library Guild Selection.

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Willoughby, Steve. "Introduction." Mathematics Teacher 100, no. 2 (September 2006): 84. http://dx.doi.org/10.5951/mt.100.2.0084.

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Abstract:

The annual publication of the Association of Teachers of Mathematics in the Middle States and Maryland became a quarterly journal called the Mathematics Teacher in 1908. W. H. Metzler, a professor at Syracuse University, served as its editor from its inception until it became the official journal of the newly formed National Council of Teachers of Mathematics in January 1921, with J. R. Clark as the new editor. In 1921, the present monthly schedule of publication for the school year was adopted.

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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 (January 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 publication in September 1908; the four issues published in the academic year 1908–09 constitute volume 1. In 1920, the National Council of Teachers of Mathematics was established with 100 members. The following year, the founders of the Mathematics Teacher gave the journal to NCTM, which increased the number of issues to eight per year.

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Carnine, Doug. "Bridging the Research-to-Practice Gap." Exceptional Children 63, no. 4 (June 1997): 513–21. http://dx.doi.org/10.1177/001440299706300406.

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The contribution of research findings to the education of Americas students, including those with disabilities, depends on the quality of and market demand for research findings. This paper presents a rationale and suggestions for increasing the quality of and market demand for research findings as a vital component of any serious effort to improve American education. Responses to the paper are from representatives of the American Federation of Teachers; Learning Disabilities Association; National Alliance of Business; National Association of State Directors of Special Education; and Staff Director, Disability Policy Subcommittee, U.S. Senate. An additional response, which also synthesizes all responses, is provided by The Council for Exceptional Children.

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Agmanova, Atirkul E., and Lyudmila E. Tokatova. "The Mission of Teaching: to the 100th Anniversary of R.B. Nurtazina." Polylinguality and Transcultural Practices 18, no. 2 (December 15, 2021): 207–15. http://dx.doi.org/10.22363/2618-897x-2021-18-2-207-215.

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The article analyzes the role and significance of R.B. Nurtazina in the development of modern Kazakhstani linguodidactics. The reason for writing the article was the First International Pedagogical Readings School - Teacher - Innovations in the Modern World, held at Pavlodar Pedagogical University from March 1 to March 9, 2021. The co-organizers were Al-Farabi Kazakh National University (RK, Almaty), L.N. Gumilyov Eurasian National University (RK, Nur-Sultan), Peoples Friendship University of Russia (RF, Moscow), Kazakhstan Association of Teachers of the Russian Language and Literature (KAZPRYAL), Kazakhstan Public Association Graduates of Russian Universities, Academy of Childrens Books ALTAIR and a team of scientific educational project Epoch and Personality.

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Prokazina, Natalya V., and Victor L. Lantsev. "The role of socio-professional teachers’ unions in a situation when the education system is being modernized." VESTNIK INSTITUTA SOTZIOLOGII 11, no. 2 (2020): 157–73. http://dx.doi.org/10.19181/vis.2020.11.2.651.

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This article points out that the process of modernizing the Russian Federation’s education system is aimed at developing such a professional body of teachers that would be prepared to solve issues associated with improving the quality of education. Given such a situation, the need arises for finding effective means of developing the professional competencies of teachers. One direction for modernizing the education system would be a national system of advancement for teachers, which postulates the need for creating the right conditions for the formal and informal training of educators. Given the context, socio-professional teachers’ unions turn out to be especially vital. The goal of this study was to identify how active participation in the practices of such organizations is connected to a young teacher’s professional growth. The study was conducted in Orel Province. Members of the regional young math teachers’ association were selected to be the object of research, with questionnaire survey used as the research method. The study focused on several aspects of teaching: professional difficulties faced by young educators, the mentorship system, an educator’s value orientations, professional growth. The results of the study allowed for identifying three groups of educators, the first one being young teachers who do not actively participate in educational events. The second group included teachers who do not share their own methodical expertise, but partake in seminars and master classes. The third group consists of educators who publically share their experience and are prepared to think of new ideas for future events. The article shows that the Association’s active participation in various events significantly affected the individual value orientations of trade professionals. Those educators who shared their publically work experience demonstrated a higher degree of professional aptitude in performing their jobs within the national system of teachers’ training. ctive efforts as members of the Association helped young educators quickly adapt within their professional community and establish firm social connections with their colleagues. The authors suggest the need for developing a system of mentorship in educational institutions, which would utilize resources provided by socio-professional teachers’ unions.

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Ogren, Christine A. "Complexities of Efficiency Reform: The Case of Simplified Spelling, 1876–1921." History of Education Quarterly 57, no. 3 (July 19, 2017): 333–68. http://dx.doi.org/10.1017/heq.2017.15.

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Progressive Era advocates of spelling reform argued that adopting “simplified” word forms would increase the efficiency of American schools. National education leaders and administrators sustained the movement as they discussed simplified spelling extensively in meetings of the National Education Association and state teachers’ associations as well as in education journals. While emphasizing saving money and time, their arguments for spelling reform also infused social justice into social efficiency, and efficiency into child-centered pedagogy. Although leaders saw schoolteachers as the torchbearers for simplified spelling, teachers’ subtle resistance undermined the movement. Teachers and the few administrators who opposed spelling reform occasionally voiced objections to efficiency itself, but their concerns about public scrutiny most influenced their opposition and thus the movement's ultimate demise. This examination of the public education sector's relationship to the simplified spelling movement illustrates the complexity of education leaders’ relationship with efficiency as well as their vulnerability to teacher resistance and public censure.

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Meserve, Bruce E. "Looking Ahead in Teacher Preparation: A Personal Perspective on NCTM—MAA Cooperation." Mathematics Teacher 82, no. 7 (October 1989): 564–70. http://dx.doi.org/10.5951/mt.82.7.0564.

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The preparation of teachers has been a major concern of many colleges and universities throughout their history. I shall use some of my personal experiences to place our present efforts in the perspective of activities over the last fifty years. This use of personal experiences restricts the scope of the examples but furnishes the basis for emphasizing a tested, practical philosophy—that cooperation between the National Council of Teachers of Mathematics (NCTM) and the Mathematical Association of America (MAA) exists and should be extended to gain increased influence on the entire mathematical community.

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"National Association of Geology Teachers." Journal of Geoscience Education 44, no. 5 (November 1996): 594–95. http://dx.doi.org/10.5408/0022-1368-44.5.594.

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"National Association of Geoscience Teachers." Journal of Geoscience Education 44, no. 1 (January 1996): 73. http://dx.doi.org/10.5408/1089-9995-44.1.73.

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"National Association of Geology Teachers." Journal of Geoscience Education 44, no. 3 (May 1996): 351–53. http://dx.doi.org/10.5408/1089-9995-44.3.351.

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