Academic literature on the topic 'National Teachers Award'
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Journal articles on the topic "National Teachers Award"
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Barnes, Gail. "American String Teachers Association Research Award 2019." String Research Journal 10, no. 1 (2020): 5–12. http://dx.doi.org/10.1177/1948499220926170.
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Fadli, Sofiansyah, and Khairul Imtihan. "PENERAPAN MULTI-OBJECTIVE OPTIMIZATION ON THE BASIS OF RATIO ANALYSIS (MOORA) METHOD DALAM MENGEVALUASI KINERJA GURU HONORER." Jurnal Informatika dan Rekayasa Elektronik 2, no. 2 (2019): 10. http://dx.doi.org/10.36595/jire.v2i2.109.
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The role of the teacher is very important in the learning process, also advancing the world of education. Because the quality of the teacher becomes a very important aspect, teachers must have competencies that comply with national education standards in order to perform their duties and roles with competency standards that can lead learners to Human beings with knowledge and ability. According to the guidebook for the selection of high achieving teachers, the selection of high achieving teachers to increase the motivation of teachers to improve their professionalism. The selection of outstanding teachers starts from the education unit, Regency/City, province to National. On the basis of why. The government appreciates outstanding teachers as outlined in RI Law No. 14 of 2005 concerning Teachers and Lecturers article 36 paragraph (1) which says that "Teachers who excel, are exceptionally dedicated, and can help in special areas receive awards". One form of appreciation given to outstanding teachers is to help in the promotion of position.
 The first step is to look for supporting data as mandated by the National Education Minister's Regulation No. 16 of 2007 on the academic qualification standard and the teacher competency standard, then the requirements used in Competency assessment of this teacher in accordance with pedagogic competence, competence, social, and professional competence and each criterion has a sub criteria. The data obtained were further analyzed using the Multi-Objective Optimization Ratio Analysis (MOORA) method used to determine the highest score or the highest teacher award value based on what was determined by the ranking process. With the final goal this method can be used as a solution to problems in improving the performance of honorary teachers.
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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 to the teacher and the serviceman, often directed the person question is the military officer is also teacher's this crowd of associations otherwise has the teacher specialized ability. The question lies in this group of military officer teacher not to have the further education to obtain the qualified teacher card, and before the present education system also does not have the defense education curriculum teacher duty, to train with the university which awards cultivates the unit. This research discussion's key is defense education teacher's essential ability and the teachers cultivates the system the relations. We watched proposed that more than school union-like teachers cultivate the organization plan the solution conception. Was the utilization already the qualified teacher, but not yet investigated teacher of the employment, gave the second specialty to give public notice of entrance examination receives training, opened the second specialty teachers to the common teacher to authenticate by the time supplements insufficiency of the teachers. The male even plan is gives comprehensive duty training to the military officer teacher to award the certificate of quality again
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Griggs, Richard A. "Division Two 4-Year College and University Teaching Award Winners: A Composite Profile." Teaching of Psychology 23, no. 4 (1996): 231–32. http://dx.doi.org/10.1207/s15328023top2304_5.
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The curricula vitae and award citations for the 15 winners of Division Two's 4-Year College and University teaching excellence awards (1980 to 1994) were analyzed in order to construct a composite profile of the typical recipient. This profile was then compared with the relevant characteristics of the 1995 awardee. A high degree of similarity was observed. The awards program seems to have been successful at recognizing teachers who might otherwise not have received national attention.
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Julius, Ssegantebuka. "Pre-Service Visual Arts Teachers’ Perceptions of Their Experiences of School Practice: A Case of National Teachers College in Uganda." Academic Journal of Interdisciplinary Studies 7, no. 1 (2018): 45–55. http://dx.doi.org/10.2478/ajis-2018-0004.
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AbstractThe aim of this study was to describe and analyse the second year pre-service visual arts teachers’ perceptions of their experiences of school practice. School practice is a fundamental facet of all teacher preparation that strengthens one’s teaching competencies. Pre-service visual arts teachers in National Teacher Colleges (NTCs) in Uganda are trained as generalist on a two-year diploma program, leading to an award of a diploma in secondary education (DSE). During the entire training pre-service visual arts teachers are exposed to twelve weeks of school practice of which six weeks are done in year one and the remaining six weeks of school practice are done in their final second year. The study followed a quantitative research design where a self constructed questionnaire was administered to fifty pre-service visual arts teachers in one of the NTCs. Descriptive statistics were used to analyse the data collected through the questionnaires. Although the research revealed that pre-service visual arts teachers were satisfied with the general prior preparations for the actual teaching, they needed urgent support in using of a number of assessment strategies; accessing and using tools; selecting and using the most appropriate teaching methods and creating an effective learning environment. It was recommended that NTCs expose pre-service visual arts teachers to the ideal school environment that equips them with the necessary knowledge and skills needed for effective teaching and adaptive skills for any teaching context while still at teacher colleges.
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Hahn, Francis. "Backtalk." Phi Delta Kappan 96, no. 3 (2014): 80. http://dx.doi.org/10.1177/0031721714557463.
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English teacher Francis Hahn was tempted to accept the $5,000 stipend from the New Mexico Public Education Department. The state offered him a bonus because the percentage of of AP Lit students who passed the national AP exam increased in 2012. Hahn said he couldn’t accept the award because many people had contributed to his students’ success. He calls merit pay inequitable and divisive, and says it encourages teachers to emphasize tested material over other content, often comes in lieu of real wage increases, and encourages teachers to place their own interests ahead of their students’ interests.
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Lazaros, Anastasiadis, Anastasiadou Sofia, and Iakovidis George. "Malcolm Baldrige National Quality Award (MBNQA) dimensions in Greek Tertiary Education System." KnE Social Sciences 1, no. 2 (2017): 436. http://dx.doi.org/10.18502/kss.v1i2.912.
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<p>The European Foundation for Quality Management Excellence Model (EFQM Model) and Malcolm Baldrige National Quality Award Model (MBNQA model) are widely known models and are used as channels of Total Quality Management. MBNQA model can be applied by an organization or institution in order to implement the principles of Total Quality Management and to achieve excellence. In the present research the criteria of MBNQA model, such as Leadership, Strategic Planning, Customer Focus, Measurement, analysis, and knowledge management, Workforce focus, Process management. Results are recorded and the views of Pre-service teachers from ASPETE <strong>(<strong>School of Pedagogical &amp; Technological Education),</strong> </strong>Thessaloniki, Greece, are analyzed in light of these criteria, highlighting thus the Quality Assurance dimensions of the Greek Tertiary education system. 123 Pre-service teachers from ASPETE Thessaloniki participated in the survey. The strong as well as the problematic situations of the criteria of the MBNQA model were registered and analyzed. Furthermore, the reasons of the low performance and obstacles of the learning process were discussed and ways contributing to Continuous Improvement, that requires constant awareness and focus, were proposed. These points support the MBNQA model as an operational framework for Total Quality Management and also strengthen the results obtained in previous studies for the EFQM Model suggesting that quality award models actually provide a suitable framework for quality management.</p>
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Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.
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The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets the standards of professional, considering teacher professionals is a prerequisite for creating quality education. The purpose of this study is shortly analysis implementation of teacher certification through Professional Teacher Education In Position (PPGJ). The research method was done by qualitative descriptive, where researcher as a key instrument, which begins from preliminary studies, followed by collecting the data by using a technique sheets observation, interviews and documentation, then triangulation, and the reduction of the data. This research was conducted at PT Muhammadiyah, which held PPG Daljab in 2018 for two periods, and in 2019 for three periods. Results from this study that professional teachers can be evidenced by the Certified Master (Gr) can be obtained one through I Professional Teacher Education in the office, with the provision begins academic selection and administration, and only after the deepening of the material model of hybrid learning on Spada and ID REN the amount of 10 credits, diving three months. Workshops and Pearteaching execution of this study in Unmuh Gresik as LPTK amount of load are 8 credits for five weeks, continue VING PPL in school partners LPTK number 6 credits for three weeks, to end activities do SMEs of PPG consisting is test-related the implementation of learning carried out in partner schools and UP is a centralized online knowledge test, a maximum graduation grace period of 2 years with six times the UP retest.
 Furthermore, for teachers who have passed the PPG Daljab can meng ask Teacher Certification (sergur) to receive allowances, and got the facilities that support achievement for teachers, including structural positions provided by the school. The d nature of learning and mastery learning do teachers better, so Influence of Community belief against schools with teachers who already have a teacher's certificate (Gr) is large enough, can make one-factor improvement of the accreditation status of the school. Thus, schools should be able to provide support to teachers to have the opportunity to take part in the PPG in Position Program
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Messersmith, Calvin G. "“Our” Weed Science Society of America: In Transition." Weed Technology 12, no. 4 (1998): 764–69. http://dx.doi.org/10.1017/s0890037x00044687.
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Dr. Calvin G. Messersmith is Professor of Plant Sciences at North Dakota State University (NDSU), where he has been involved in teaching and research since 1966. He developed the undergraduate weed science option, the introductory weed science course, and the internship program for crop and weed science majors at NDSU. Dr. Messersmith introduced many teaching innovations into his undergraduate courses, including development of autotutorial laboratories, lecture and laboratory manuals, permanent plant mounts embedded in plastic resin, and educational films. Dr. Messersmith serves as coordinator of the departmental undergraduate teaching program, advisor for about 20 undergraduate students annually and assists in career placement. Dr. Messersmith has served as major professor for seven Ph.D. and eight M.S. graduates.Dr. Messersmith has specialized in perennial weed control, especially leafy spurge. He is coordinator of a multidisciplinary leafy spurge control project at NDSU that includes biological, chemical, cultural, and physical control. The project includes cooperating scientists from the Departments of Agricultural Economics, Animal and Range Sciences, Botany, Plant Sciences, Entomology, and Plant Pathology.Dr. Messersmith served the North Central Weed Science Society (NCWSS) as Editor of the Research Reports for 8 yr and was on the board of directors for about 16 yr, including 1 yr as President in 1985. Prior to becoming the WSSA Vice President in 1995, he served on the WSSA board of directors for 3 yr and was the first Editor who designed and launched Weed Technology from 1985 to 1990. Dr. Messersmith has been honored as an NCWSS Honorary Member and WSSA Fellow.Dr. Messersmith received his B.S. and M.S. degrees from the University of Nebraska and his Ph.D. degree from NDSU. He has received several awards for contributions to education, including the American Society of Agronomy CIBA-Geigy Award, the first NDSU-wide Odney Award for Excellence in Teaching, the FarmHouse Fraternity Master Builder of Men Award, the WSSA Outstanding Teacher Award, the Burlington Northern Foundation Faculty Achievement Award at NDSU, and the NACTA (National Association of Colleges and Teachers of Agriculture) Teaching Award of Merit.
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Crandall, Bryan Ripley. "“Taking Risks” with Literacy Acoustics." Study and Scrutiny: Research on Young Adult Literature 1, no. 2 (2016): 100. http://dx.doi.org/10.15763/issn.2376-5275.2015.1.2.100-125.
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<p>This article is a May 28, 2015, National Writing Project (NWP) interview with Newbery Award-winning author Kwame Alexander about contributions he made to yearlong professional development collaboration between K-8 teachers at Hill Central in New Haven, Connecticut, and Connecticut Writing Project at Fairfield University. The interview, <em>A Talk With Kwame Alexander</em>, is available in its entirety via BlogTalkRadio. <em></em></p>
Dissertations / Theses on the topic "National Teachers Award"
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Hsiao, Shu-yi, and 蕭書儀. "Thinking and Practice of the Choral Teaching in the Music Class of the Teachers Who Won the Elementary School Group Award in the Southern Region of the National Choral Competition." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/78229538977270888502.
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碩士<br>國立臺南大學<br>音樂學系碩士班<br>101<br>The main purpose of this study is to explore the choral teachers’ thinking and practice of the choral teaching in the music classes, in regard to not only the cognition of children’s basic music competence, curriculum planning, teaching strategies, implication of teaching materials, and assessment, but also what really happened in the authentic teaching context and how the teachers dealt with it.
The researcher highly scripted the interview guides after examining the relevant literature, and referring to the results of a series of pre-interviews. The content of the interview guides is divided into two dimensions, the teachers’ thinking of the choral teaching and their teaching practice, including the children’s singing ability, the choral curriculum planning, choral teaching strategies, the overall performance of choir, and the choral performance assessment.
The interviews were conducted with 16 teachers. “The verbatim interview transcription sheet”, “the interview reexamining sheet”, “the interview analysis sheet”, and “the content analysis and inductive sheet in relation to interview questions” were systematically designed to serve as the research instruments to measure the information gathered in the interviews in relation to the purpose of the study. In accordance with the interview analysis form, data obtained were subsequently studied by means of Excel to generalize different interviewees’ thinking of the same concept.
Judging from the results of the interviews conducted and relevant literature, the conclusions in this study were put forward as follows:
1) Southern elementary school choral teachers are in agreement that the three basic abilities, “hamony”, “pitch accuracy”, and “vocal sound production”, are the unanimous teaching focus either in the music classes or choral teaching to elementary school students. However, in practice, there is a significant difference with respect to the effictiveness of choral teaching due to diverse teaching limitations, parent-techer-student interaction, teaching goals and teaching contents, resulted from different teaching contexts.
2) There is no difficulty for the elementary school choral teachers of the southern region to plan the teaching goals and procedures of the choral teaching in their music classes. Nevertheless, it’s better that the curriculum planning should be mainly based on students’ basic learning abilities. Besides, teaching materials should be provided appropriately in order to compensate for the deficiency of the textbooks.
3) To the choral teachers taught in the southern elementary schools, their thinking of the content of the choral teaching is accurate and well-developed. However, their teaching strategies have inclined to be professional oriented, and the activities they have designed tend to fall into playing games only. Students’ learning is therefore not as much as what has expected in the first place.
4) Accoring to the thinking of the choral teachers interviewed, they concur on the positive function of choral perforamcne assessment. However, due to the limitations of time and students’ level, the teachers still use the singing performance assessment rather than choral one.
5) In the authentic teaching contexts, the choral teaching is often affteced by the physical and psychological factors of teachers, the learning willingness of students, the teaching content, and the school’s activities, as well as which grade and how many classes the teachers teach, how many materials are supposed to be taught and how hard the teaching materials are, and wether the teachers plan their own teaching procedures by themselves.
6) The teachers agree on students’ positive learning attitude towards choral teaching. However, instructional approaches and tedious repetitions of choral teaching often bore students, which futher weakens students’ learning outcomes. Teachers can make good use of proper and appealing teaching activities to promote students’ learning interest.
7) The teachers positively consent the implication of choral teaching in music classes. However, with respect to the choral teaching materials, the teachers are in hopes that they can be more life-related and be in combination with pop music, so as to increase students’ interest in learning; in relation to the aspect of teacher professional development, teachers need to cultivate six abilities, such as listening, in order to carry on the passion of choral teaching.
Finally, according to the results of this study, some suggestions are put forward for education authorities, music teachers as well as follow-up researchers for further reference.
Books on the topic "National Teachers Award"
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Inc, ebrary, ed. Transforming the role of the SENCo: Achieving the national award for SEN Coordination. McGraw-Hill, 2010.
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United, States Congress Senate Committee on Banking Housing and Urban Affairs. Little Rock Nine Congressional Medal Act: Report (to accompany S. 1283). U.S. G.P.O., 1998.
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United States. Congress. Senate. Committee on Banking, Housing, and Urban Affairs. Little Rock Nine Congressional Medal Act: Report (to accompany S. 1283). U.S. G.P.O., 1998.
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United States. Congress. Senate. Committee on Banking, Housing, and Urban Affairs. Little Rock Nine Congressional Medal Act: Report (to accompany S. 1283). U.S. G.P.O., 1998.
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Gaddis, William. A frolic of his own: A novel. Simon & Schuster / Pocket Books, 1995.
Find full textBook chapters on the topic "National Teachers Award"
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Falco, James, Meredith Riddle, Gregory Duffy, Tracy Mulvaney, and Lauren Niecz. "Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers." In Strategic Leadership in PK-12 Settings. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9242-6.ch011.
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The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.
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Engerman, Jason Alphonso, Richard F. Otto, and Mark VanAuken. "ESportsU Digital Warrior Camp." In Advances in E-Business Research. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7300-6.ch012.
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The authors share two case studies that provide preliminary data for a National Science Foundation Innovative Technology Experiences for Students and Teachers award at the intersection of interactive media for STEM career development. The chapter explores the potential of culturally relevant Esports gaming activities to enhance students' motivation, attitudes, and awareness towards careers in the digital media aspects of traditional video gaming and Esports. Towards designing authentic learning environments, the findings from the two case studies revealed that play ecosystems help identify social, cultural, and historical attributes of gaming communities; students need opportunities to take on leadership roles in the design and development of the environment by trusting that they are capable of technological innovations; and that social and cultural nuance of tools, rules, and language define gaming communities.
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Allchin, Douglas. "Marxism and Cell Biology." In Sacred Bovines. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490362.003.0007.
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Few biologists today have likely heard of cell biologist Alex Novikoff (1913–1987) (Figure 3.1). But the fruits of his science are well known. He helped discover the cell organelle called the lysosome. In 1955 he visualized what Christian de Duve had characterized only by chemical means. He documented the first known enzyme of the Golgi body, another cell organelle. He developed ways to stain lysosomes and peroxisomes (also cell organelles) that were critical to identifying them and studying them with the electron microscope. Novikoff also was targeted by the anti-Communist movement in the mid-twentieth century. In 1953 he was dismissed from the University of Vermont for declining to answer questions before a congressional committee. In 1974 he was elected to the National Academy of Sciences. His FBI file then contained 822 pages. Novikoff ’s fascinating case raises important issues about how science and political ideology relate. In 1982 the American Society for Cell Biology honored Novikoff with its prestigious E. B. Wilson Award for his foundational contributions to the emerging field. Yet much earlier, in the late 1930s, he was indeed a member of the Communist Party. For him, it expressed a quest for social justice and an appreciation of Karl Marx’s scientific posture toward society. While he researched experimental embryology as a PhD student at Columbia University, he also helped write and distribute the Communist newsletter at Brooklyn College, where he taught. When the college tried to disrupt the teachers’ union, Novikoff was secretly listed as a suspected Communist. When World War II began, Novikoff wanted to serve the nation. He applied for a medical commission in the military. He was twice denied, however, owing to doubts about his loyalty. He later consulted for the army on two biological films—until it found his vague Communist record. (One wonders: Did someone imagine that he could link enzymes and carbohydrate metabolism to the violent overthrow of the US government?) Later, Novikoff lost his faculty position—not for any political activity but for invoking the Fifth Amendment in anti-Communist hearings, and despite recommendations from fellow faculty describing his “tireless” research efforts.
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Rudnytska-Yuriichuk, Iryna. "Peculiarities of Pedagogical Staff Professional Training for Work at Ukrainian Pre-School Educational Institutions in US and Canadian Diaspora (2nd Half of the XX Century)." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch016.
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The article discusses the peculiarities of organization and work of Ukrainian preschools in the Ukrainian diaspora in Canada and U.S., which aim to develop children’s national identity. Realization of the fact that in countries of settlement, namely in the USA and Canada, a considerable number of the new generation are losing their identity and getting disattached from the Ukrainian community has encouraged progressive community to create grounds for common solving of the problems of pre-school education both on the first and the main stages of external assistance provided to families in bringing up the nationally conscious new generation of the Ukrainians living overseas. We believe it is necessary to point out that organizers of Ukrainian pre-school education in Canada and the USA, as well as in other countries of Ukrainian settlement, were well aware of the fact that in addition to study and material base and methodological provision, it is also necessary to have professionally trained kindergarten teachers for starting a children’s nursery school or a kindergarten. There were not enough of them, though. That was why a need for a pre-school education teacher arose.
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Nordgren, R. D., and Hans-Erik Persson. "An Examination of Growth of Publicly-Funded Private Schools in the U.S. and Sweden." In Overcoming Current Challenges in the P-12 Teaching Profession. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1177-0.ch011.
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This chapter examines the implementation of publicly funded private schools (charters or friskolar) in both Sweden and the U.S. Educators in both nations are currently challenged by the introduction of school choice where they must compete for a limited number of students within their geographic enrollment region. It is important for all educators be aware of the origins and current status of publicly funded private schools (PFPS) as teachers and school leaders can rarely escape their impact due to competition they spur among schools. The two nations were selected based on the fact the U.S. has the most students in PFPSs worldwide, and Sweden has the highest percentage of their students in these schools. The chapter compares and contrasts the history of this model's implementation in the two nations as well as its impact in both student achievement and societal indicators. Despite a majority of the American and Swedish public lining up against the model, it will continue to increase based on the dominant political and economic narratives found in both nations.
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Sevastiuk, Mariana, Inna Perepeliuk, and Daria Hubarieva. "Theoretical and Practical Principles of Primary Education in Vasyl Sukhomlynsky’s Legacy." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch032.
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The article attempts to analyze the main ideas of Vasyl Sukhomlynsky’s educational work concerning the purpose, content and specific features of the organization of primary education in the Pavlysh School. Being aware of the significant role of primary education in the overall development of a child and the great experience of Sukhomlynsky in improving the quality of primary education, it is thus necessary to rethink his ideas in accordance with the new requirements of modern education. First of all, the purpose and tasks of primary education have been analyzed in accordance with Sukhomlynsky’s requirements. The views of the prominent educator on the importance of developing universal values, general learning skills and assimilation of basic knowledge which is necessary for successful further learning by younger schoolchildren have been outlined. The influence of the leading ideas of Sukhomlynsky – humane pedagogy, child-centrism and human studies – on the development of basic organizational principles of teaching in primary school has been determined. Sukhomlynsky’s ideas regarding the introduction of a diagnostic approach to conducting classes, confident achievement of positive learning results in the «school of joy», which was created by the educator, can significantly improve the quality of primary education. The influence of Sukhomlynsky’s ideas concerning the creation of learning environment of the educational institution, integration of school subjects through the introduction of outdoors lessons of thinking, and new approaches to the evaluation of educational achievements of younger students, on the quality of modern primary education have been characterized. The innovative teaching methods and techniques that were used by the teacher in the educational process of the Pavlysh School have been considered and can be effectively applied by primary school teachers. The article also proves that Sukhomlynsky’s ideas were way ahead of their time, and that the Ukrainian school reforming process is based on the best traditions of national pedagogy and education.
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Bose, Mohua, and Sal DeAngelo. "Infrastructure For Videoconferncing." In Videoconferencing Technology in K-12 Instruction. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-331-9.ch011.
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Due to the increases in connectivity capacities prevalent in our nation’s schools, educational administrators are utilizing a variety of resources in their classrooms including the interactive videoconferencing. For videoconferencing to be successful, however, planning for technological infrastructure must occur prior to program implementation. It is important for both schools and providers to be aware of the infrastructure requirements needed in order to provide students with knowledge and learning via videoconference experiences. The purpose of this chapter is to identify the key components of the technological infrastructure needed to support videoconferencing within K-12 the schools such as connectivity needs and essential hardware requirements including computers, cameras, audio essentials, and operating controls, in addition, the chapter provides in easy to read language, an overview of many of the key technical terms used in the videoconferencing literature and provides teachers with a graphical display of use.
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Lykknes, Annette. "Ignored, Disregarded, Discarded? On the Introduction of the Periodic System in Norwegian Periodicals and Textbooks, c. 1870–1930s." In Early Responses to the Periodic System. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780190200077.003.0019.
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The above quote from P. K. Hustad (1878–?), a textbook author and teacher at an agricultural school in mid-Norway, might at first glance be taken as an argument for the use of the periodic system in the teaching of chemistry, as opposed to introducing element by element as was the tradition before the periodic system was presented and used in textbooks. Hustad, however, did not mention the periodic system at all in his text. As I will demonstrate in this chapter, Hustad’s book was not exceptional in this respect: Even though university professor Thorstein Hallager Hiortdahl (1839–1925) introduced the periodic system in his textbook in 1888 and some textbook authors continued this tradition into the 1890s, others ignored the periodic system completely as late as the 1920s and ‘30s. This contrasts sharply with Stephen Brush’s conclusion that by the late 1880s the periodic system was “widely accepted” in America and Central Europe, and that most textbooks in America and Britain after this time discussed the periodic system. In fact, the periodic system received little attention in Norway, not only compared to the United States and Central Europe, but compared to the rest of Scandinavia as well. The aim of the present volume is to compare how the periodic system was received in different countries. Answering such a comprehensive question, is, of course, challenging given the limited selection of printed sources. Quite often the sources that could shed light on the kinds of discussions that took place between relevant actors are either lost or inaccessible. As a consequence, I have chosen to look at how the periodic system was presented in Norwegian periodicals and to what degree—if any—it was introduced and/or used in Norwegian chemistry textbooks during the years between 1870 and the 1930s. I have based my investigation on textbooks available in the Norwegian national library database4 and other texts of which I was aware, as well as on the most common Norwegian chemistry and science periodicals.
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "What Do We Know About Student Transition?" In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0006.
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Understanding how changing schools affects children can help educators in their efforts to create welcoming and supportive school environments. It is also important to be aware of the different types of transitions a student may experience between prekindergarten and high school. While the purpose of this book is to highlight the different ways educators can support children and families changing schools, it’s still important to look at the many reasons why they are changing. School moves are commonly classified as one of two types: structural or nonstructural. Structural changes occur when students are required to switch schools because of the distinct features of or changes within the education system. The most common example of a structural change is promotional, such as when a child finishes 5th grade and goes to a new school for 6th grade. These promotional moves are typically viewed as transitions rather than school moves. The development of new schools to address overcrowding, the rezoning of school boundaries, or the closing of low- performing schools are other examples of structural changes. While students and parents might not always feel positive about a structural move, a student tends to move with peers when these changes happen and thus is not considered a “new student.” Nonstructural mobility, on the other hand, is any school change that is not created by the features of the school system and can be the result of a multitude of life circumstances. These can include a parent’s new job, a divorce, a change in custody or foster family for a child, the result of a disciplinary action at a school, or a conflict with a teacher or another student. Students may also switch schools because they— or their parents— are seeking a specific type of academic program, such as a magnet program or a charter school. According to Dr. Russell Rumberger at the University of California Santa Barbara, 60% of students nationally make unscheduled school changes at some point between kindergarten and 12th grade. A smaller proportion of students experience many more of these changes. The scientific literature shows that both promotional and nonpromotional changes may create challenges.
Conference papers on the topic "National Teachers Award"
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Rathod, Mulchand S. "Improving Learning Outcomes of a Course in Instrumentation." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13589.
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Many engineering educators have become sensitive to the improved outcome of student learning in their classes. This has been true for our colleagues in the colleges of education where teachers are prepared for the teaching pedagogy. In many cultures as well as ours, the teaching profession is upheld as a noble profession. At the same time, the university faculty are held with high esteem by the general population. Faculty teaching in undergraduate programs have begun to address the pedagogy of learning in recent years. There is a national trend towards helping in this phenomenon. Besides funding initiatives by organizations such as the National, Science Foundation, engineering professional societies continue to organize forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper would address an experiment in improved learning by students of a subject matter that is laboratory based. The instrumentation course is a required course for engineering technology (ET) students pursuing mechanical, manufacturing/industrial, product design, and electromechanical majors at Wayne State University (WSU). Most engineering technology students are more comfortable with experimental techniques than with derivation of equations and formulas. Setting for this course was a multi-media distance learning classroom and a set of lab experiments. The teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching materials were prepared for presentation in power point, after discussion with the class it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each session. Each team met on a regular basis going over its assignment and breaking up the tasks for each team member to lead presentation and discussion for the whole class. Learning objectives addressed in the course included team work, effective communication, system design and testing, continued student participation, effective learning for long term retention besides the contents of the subject matter. Overall, student really felt they were learning a lot and new things. This paper summarizes a very positive experience of students and faculty dealing with learning pedagogy.
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Kostyk, Liubov, and Vasyl Kostyk. "Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.
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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.
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Rathod, Mulchand S. "Ergonomics of Learning in a Very Descriptive Applied Human Factors Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79719.
Full textAbstract:
Teaching profession continues to hold its status as a noble profession and university faculty are held with high esteem by the general population. Some faculty teaching in engineering and technical programs have begun to address the pedagogy of learning in recent years. This is supported by a number of initiatives at the national level. Besides funding of such activities by organizations such as the National Science Foundation, engineering professional societies have created forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper addresses an experiment in improved learning by students of a subject matter that is very descriptive and non-traditional as compared to most engineering subjects. The applied human factors course is an elective course for engineering technology (ET) students and a required course for the (non-technical) industrial design students from the College of Fine, Performing, and Communication Arts (CFPCA) at Wayne State University (WSU). Technical students are more comfortable with equations and formulas where as the non-technical students have practically no exposure to such things. Setting for this course was a multi-media distance learning laboratory and the teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching material for the course was prepared for presentation in power point, after a discussion with the class, it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each class session. Each group met on a regular basis going over its assignment and breaking up the task for each team member to lead presentation and discussion for the next class. Learning objectives addressed in the course included team work, effective communication, system design and implementation, continued student participation, and effective learning for long term retention besides the contents of the subject matter. Overall, students really felt they were learning a lot and achieving unexpected new presentation skills. This paper would summarize a very positive experience of all dealing with learning pedagogy.
Reports on the topic "National Teachers Award"
1
Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.
Full textAbstract:
Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.