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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>
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Berg, Margaret Haefner. "Reflections on Research: Past, Present, and Future." String Research Journal 8, no. 1 (2018): 5–13. http://dx.doi.org/10.1177/1948499218769595.
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This paper was presented upon receiving the Outstanding String Researcher Award at the 2017 National American String Teachers Association (ASTA) Conference in Pittsburgh. The author traces significant experiences and people who shaped her interest in conducting research, followed by a confessional tale of the affective experience of engaging in, and teaching others how to initially engage in, the research process. The author then invites readers to consider various questions we might explore in our collective future research, pointing to the connections between and vital roles of making music and doing research.
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Roberts, Simon. "What Can Coach Education Programmes Learn from the Teachers? Model-Based Instruction in a UK National Governing Body Award Course." International Journal of Sports Science & Coaching 5, no. 1 (2010): 109–16. http://dx.doi.org/10.1260/1747-9541.5.1.109.
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Board, Editorial. "Dr. O. P. Sharma Honoured with the Prestigious National Award “Atmaram Puraskar” by the Hon’ble President of India." Global Journal of Enterprise Information System 8, no. 2 (2017): 58. http://dx.doi.org/10.18311/gjeis/2016/7519.
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While working at IGNOU, Dr. O. P. Sharma has developed a number of innovative &amp; technology enabled learning and support solutions using the newer technologies which includes On-Demand Examination, e-Test, Science @Mobile, e-Resource of Experts, Digital Question Bank, Automated Assignment Generation System, etc. At the same time he has a passion for science popularization in the society. He has contributed more than hundred popular science articles and papers for various magazines, newspapers, web sites, conferences, seminars and books. Since 2001 as Chief Editor he is bringing out a popular science magazine ‘Vigyan Apke Liye’ in Hindi. He has also authored several popular science books. He is very actively working towards promoting physics education both at school and college level as the President of Indian Association of Physics Teachers (IAPT), RC-1. For popularization of science and Technology through ICT, he has also developed a web portal ‘World of Science’ www. worldofscience.in.
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Fuadi, Akhsanul. "Implementasi Total Quality Managemen di SMPIT Abu Bakar Yogyakarta dan Implikasinya Terhadap Prestasi Sekolah." LITERASI (Jurnal Ilmu Pendidikan) 11, no. 1 (2020): 1. http://dx.doi.org/10.21927/literasi.2020.11(1).1-10.
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<p class="yiv6690140979msonormal">Implementation of Total Quality Management is absolutely necessary to be implemented in school to increase schools achievement . Total Quality Management is implemented by SMPIT Abu Bakar Yogyakarta as a strategy to increase a progressive achievements at the SMPIT Abu Bakar Yogyakarta. This management is implemented to every aspects to realize the progressive achievements and never stop.</p>The results of the implementation of the "Total Quality Management" strategy at SMPIT Abu Bakar Yogyakarta proved to be able to improve the achievements and quality of education at SMPIT Abu Bakar Yogyakarta. Based on the data starting from the 2010/2011 school year, Abu Bakar SMPIT won more than 200 championships by the students from the regency level to the national level. There was even one international event (ASEAN). There were 10 championships won by teachers from the regency level to the National level. For institutions, the school received an award as a school with national level integrity, a national family education model school, a superior quality model school at the provincial level, a champion of an environmentally friendly school for boarding program
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Bestwick, Margaret Angel. "Mountain Chef: How One Man Lost His Groceries, Changed His Plans…" Social Studies Research and Practice 13, no. 1 (2018): 84–95. http://dx.doi.org/10.1108/ssrp-12-2017-0070.
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Purpose The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service. Design/methodology/approach This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher. Findings During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media. Practical implications Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion. Originality/value Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.
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Carvalho, Maria Lucia Mendes. "Milk – A National Problem: scientific research instruments in professional education in São Paulo (1940 - 1955)." Circumscribere: International Journal for the History of Science 20 (December 14, 2017): 18. http://dx.doi.org/10.23925/1980-7651.2017v20;p18-42.
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The focus of the present paper is on work MILK – A National Problem, written by the doctor, journalist and professor Francisco Pompêo do Amaral, which earned the National Academy of Medicine 1955 award, and was then published by José Olympio Editora in 1957. The reason of our interest is the presence of memory hints relevant for the history of chemistry and dietetics, such as scientific instruments and iconographic and bibliographic documents deposited at Memory Center, Carlos de Campos State Technical School, São Paulo, Brazil. To elucidate the process of management of this work, we describe the studies conducted from the 1940s onward at Superintendency of Professional Education of the State of São Paulo, involving the dietitian staff, namely teachers at course for “Food Assistants or Dietitians”, which was the be first devoted to diet and nutrition in Brazil, established by Pompêo do Amaral in 1936. The aforementioned studies mention dietary surveys conducted with students at the female and male professional institutes of São Paulo, as well as teaching practices recorded in books and scientific journals from 1940 to 1955, which provide information on the use of scientific instruments in chemical laboratories via the iconographic records of the Institutes and exhibited at Diet and Nutrition Visiting Technical Reserve.
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Accornero, Veronica H., James C. Anthony, Connie E. Morrow, Lihua Xue, and Emmalee S. Bandstra. "Prenatal cocaine exposure: An examination of childhood externalizing and internalizing behavior problems at age 7 years." Epidemiologia e Psichiatria Sociale 15, no. 1 (2006): 20–29. http://dx.doi.org/10.1017/s1121189x00002001.
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SUMMARYAim – This study examines the relationship between prenatal cocaine exposure and parent-reported child behavior problems at age 7 years. Methods – Data are from 407 African-American children (210 cocaine-exposed, 197 non-cocaine-exposed) enrolled prospectively at birth in a longitudinal study on the neurodevelopmental consequences of in utero exposure to cocaine. Prenatal cocaine exposure was assessed at delivery through maternal self-report and bioassays (maternal and infant urine and infant meconium). The Achenbach Child Behavior Checklist (CBCL), a measure of childhood externalizing and internalizing behavior problems, was completed by the child's current primary caregiver during an assessment visit scheduled when the child was seven years old. Results – Structural equation and GLM/GEE models disclosed no association linking prenatal cocaine exposure status or level of cocaine exposure to child behavior (CBCL Externalizing and Internalizing scores or the eight CBCL sub-scale scores). Conclusions – This evidence, based on standardized ratings by the current primary caregiver, fails to support hypothesized cocaine-associated behavioral problems in school-aged children with in utero cocaine exposure. A next step in this line of research is to secure standardized ratings from other informants (e.g., teachers, youth self-report).Declaration of Interest: This research was conducted in the context of an ongoing longitudinal study funded by the National Institutes of Health National Institute on Drug Abuse (R01 DA 06556). Support was also provided by a NIDA career development award (K01 DA 16720), a NIDA research training award (T32 DA 07292), the General Clinical Research Center (MOI RR 16587), and the Health Foundation of South Florida.
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Zhong, C., M. Franklin, J. Wiemels, et al. "0383 Outdoor Artificial Light at Night, Sleep Duration, and Sleep Quality in the California Teachers Study Cohort." Sleep 43, Supplement_1 (2020): A147. http://dx.doi.org/10.1093/sleep/zsaa056.380.
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Abstract Introduction Artificial light at night (ALAN) is believed to disrupt sleep by suppressing melatonin and altering normal circadian patterns. We assessed the association between self-reported sleep measures and outdoor ALAN in a large cohort of women. Methods The California Teachers Study (CTS) is a prospective cohort of 133,479 current and former Californian female public school professionals recruited and given a baseline questionnaire in 1995-1996. A follow-up questionnaire in 2012-2014 assessed self-reported measures of sleep habits, quality, and chronotype. Using geocoded residential addresses, participants were assigned exposures to outdoor ALAN based on the New World Atlas of Artificial Night Sky Brightness to assess the association between ALAN and self-reported sleep initiation, duration, and quality. Results Of the 42,706 women who completed the follow-up questionnaire and reported the same sleep patterns over the previous year, 5,968 reported poor sleep quality. The median outdoor ALAN was 2.16 (IQR: 1.04-3.61) millicandela per meter squared (mcd/m2). After adjusting for self-reported chronotype, use of sleep medication, age, race, and socioeconomic status, residing in the highest ALAN quintile was associated with poor sleep (OR 1.16, 95% CI 1.07-1.26). There did not appear to be an association between outdoor ALAN and time taken to fall asleep (OR 1.02, 95% CI 0.96-1.08), but it was associated with sleeping less than 8 hours (OR 1.41, 95% CI 1.33-1.50). Conclusion CTS participants who self-reported shorter sleep and poorer sleep quality were more likely to reside in areas with greater levels of outdoor ALAN. We did not see an association with ALAN and time to fall asleep, suggesting ALAN may be contributing to later sleep time or earlier waking. As we continue to follow this cohort, the data collected over the past 20 years provide a rich resource for studying both factors related to sleep and its effect on health. Support The California Teachers Study and the research reported in this publication were supported by the National Cancer Institute of the National Institutes of Health under award number U01-CA199277; P30-CA033572; P30-CA023100; UM1-CA164917; R01-CA077398; and R01-CA207020.
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Karo Karo, Desire, Urbanus Sukri, Simeon Sulistyo, Indro Puspito, and Theresia Christina. "Teacher of Christian Religion Education, Quality of Education and The Future of The Morality of The Nation of The First." Journal Didaskalia 1, no. 1 (2018): 33–38. http://dx.doi.org/10.33856/didaskalia.v1i1.62.
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This paper aims to provide an understanding that Christian Education teachers have a significant role in improving the quality of education and the future of national morality. The development of globalization and modernization makes teachers must be ready and contribute in preparing the nation's young generation in entering the era of globalization and modernization. At least there are two roles that must be possessed by the Christian Religious Education teacher, namely participating in realizing quality education and maintaining the nation's morality. With this writing, it is expected that every Christian Education teacher will become more aware and more enthusiastic in carrying out his duties and vocation as a teacher of Christian Religious Education.
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Siahaan, Amiruddin. "Teachers’ Reading Culture in Madrasah Tsanawiyah Environment of the Target Grant Program of School and Quality Component Assistance." Jurnal Ilmiah Peuradeun 5, no. 3 (2017): 415. http://dx.doi.org/10.26811/peuradeun.v5i3.169.
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The low reading culture in teachers has an impact on the low ability and interest in writing scientific papers, of course; also have an impact on the stagnant level of education and teacher’s rank. Nationally, most of the teacher's rank stops at group IV A. Because starting group IVA and above class increased, it requires the component of writing scientific papers, besides teaching component. The results showed that reading culture among Madrasah teachers who became the object of this research increased after the Grant Program of School Quality Component Assistance 3 Madrasah accreditation phase 2 of Indonesia Education Partnership to Australia. They are increasingly aware of the importance of improving the quality of self and improving the quality of Madrasah. Efforts are made to improve the culture of reading teachers, including 1) adding facilities for reading places, such as libraries and reading parks; 2) increasing the number of books collected in Madrasah, related to subjects and textbooks supporting subjects; 3) involving teachers in scientific forums, such as scientific paper competition, short stories, and seminars; 4). The principal as a leading coach for teachers provides motivation to teachers through teacher board meetings as well as directly, in order to increase interest in reading their teachers.
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De Jonge, L. "Ana-Vation #FutureInTheirHands: The Power of Innovation, Robotics, and STEAM Education to Raise Awareness of Childhood Cancer in The Emirates." Journal of Global Oncology 4, Supplement 2 (2018): 187s. http://dx.doi.org/10.1200/jgo.18.16100.
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Amount raised: $50,000 (180,000 AED). Background and context: Ana, an Arabic word which means 'I' in English, is a childhood cancer initiative under Friends of Cancer Patients. Ana seeks to raise awareness about the 7 common warning signs of childhood cancer and highlight the importance of early detection, in the United Arab Emirates. In 2018, the Ana initiative launched a 3-year undertaking aimed at using S.T.E.A.M. education to roll out an annual school championship titled “Ana-vation”, a play on words between “Ana” and “innovation”. Ana-vation strategically launched in February during national innovation month, at the Sharjah Center for Astronomy and Space Sciences Planetarium. During the launch, media was invited to observe and 15 participating schools from around the country were briefed on the 4-month championship, electronic components, timeline and expected deliverables. The Ana initiative partnered with a start-up of young engineers to form the Ana-vation team. Students were preselected by their science teachers, to represent their school. Aim: Ana-vation aims to inspire young students to become future researchers, doctors, scientist and engineers, through using innovation and S.T.E.A.M education. The program also offers a bridge to aware parents and teachers, by sending home pamphlets. Strategy/Tactics: Ana-vation is a 4-month campaign (February to May) that rolls out with 15 schools across the Emirates. The program involves the science teacher at each school, who selects 10 students to participate in teams of two (5 teams per school, totaling 75 teams). They have to use the electronic components in the Ana-vation robotic kits and recyclable materials found around their homes, to create a robot to answer in the challenge: “Create an innovative solution to raise awareness about childhood cancer signs and symptoms”. Throughout the 4 months, Ana-vation will conduct workshops at each of the 15 schools to mentor and engage with the students and teach them to code, using basic programing language. Program process: Championship launch - February Training and evaluation roadshows - March Debugging workshops - April Championship and awarding ceremony - May Costs and returns: To cover the cost of the kits + launch event + 15 road show school visits + workshop + award ceremony = $50,000 (180,000 AED) total or $3300 (12,000 AED) per school. FOCP approached corporates to adopt and sponsor a school at $3300. What was learned: Ana-vation was well received by participating schools and sponsoring corporates. It received high media coverage on TV interviews and print media. Offered corporates CSR opportunities, publically associate with a good cause and offered employees volunteer opportunities, plus chance to mentor and engage with young students. FOCP partnered with Manipal University film students and faculty to produce a short documentary on Ana-vation, to be submitted to the Sharjah Children Film Festival in September, to further highlight awareness.
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Miller, KayLaura, and Janie Hubbard. "Martin’s Big Words: The Life of Dr Martin Luther King, Jr Lesson." Social Studies Research and Practice 13, no. 3 (2018): 383–401. http://dx.doi.org/10.1108/ssrp-07-2018-0026.
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Purpose Martin’s Big Words: The Life of Dr Martin Luther King, Jr is a timeless book well-known among K-6 teachers, students, librarians and book-lovers throughout the USA. This multi-award winning picture book provides readers with insight into Dr Martin Luther King Jr’s life and the oppression and progress of African Americans before and during an era known as the modern US Civil Rights Movement (CRM). The biography outlines the period’s equity issues, and serves as a springboard for this upper elementary lesson. While Dr King played an iconic role, there were many other individuals involved in the CRM, most of whom students do not know. The purpose of this paper is to offer varying perspectives related to lesser known CRM leaders, protesters, advocates, perpetrators and bystanders. Design/methodology/approach Technology is incorporated through online research, videos and productions; thus, students actively engage in making connections to various individuals’ points of view, those both supportive and oppositional. Students conduct research while responding to higher-order, critical-thinking questions regarding groups and forces of the CRM. Then, they expand knowledge through jigsaw research activities by collecting information, responding to inquiry questions and presenting relevant evidence-based information about CRM contributors, perpetrators and bystanders. Findings This is a National Council for the Social Studies (NCSS) Notable Tradebook Lesson Plan. Originality/value This is a NCSS Notable Tradebook Lesson Plan.
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Hite, Rebecca, and Jeff Milbourne. "A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development." Education Sciences 8, no. 4 (2018): 218. http://dx.doi.org/10.3390/educsci8040218.
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Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K–12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K–12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K–12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K–12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system.
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Blouin, Danielle, and Everett V. Smith. "Measuring the continuous quality improvement orientation of medical education programs." International Journal of Health Care Quality Assurance 33, no. 2 (2020): 158–71. http://dx.doi.org/10.1108/ijhcqa-06-2019-0102.
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PurposeThere is a growing interest in applying continuous quality improvement (CQI) methodologies and tools to medical education contexts. One such tool, the “Are We Making Progress” questionnaire from the Malcolm Baldrige National Quality Award framework, adequately captures the dimensions critical for performance excellence and allows organizations to assess their performance and identify areas for improvement. Its results have been widely validated in business, education, and health care and might be applicable in medical education contexts. The measurement properties of the questionnaire data were analyzed using Rasch modeling to determine if validity evidence, based on Messick's framework, supports the interpretation of results in medical education contexts. Rasch modeling was performed since the questionnaire uses Likert-type scales whose estimates might not be amenable to parametric statistical analyses.Design/methodology/approachLeaders and teachers at 16 of the 17 Canadian medical schools were invited in 2015–2016 to complete the 40-item questionnaire. Data were analyzed using the ConQuest Rasch calibration program, rating scale model.Findings491 faculty members from 11 (69 percent) schools participated. A seven-dimensional, four-point response scale model better fit the data. Overall data fit to model requirements supported the use of person measures with parametric statistics. The structural, content, generalizability, and substantive validity evidence supported the interpretation of results in medical education contexts.Originality/valueFor the first time, the Baldrige questionnaire results were validated in medical education contexts. Medical education leaders are encouraged to serially use this questionnaire to measure progress on their school's CQI focus.
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Juve, Amy Miller, Jeffrey R. Kirsch, and Christopher Swide. "Training Intensivists and Clinician-Scientists for the 21st Century: The Oregon Scholars Program." Journal of Graduate Medical Education 2, no. 4 (2010): 585–88. http://dx.doi.org/10.4300/jgme-d-10-00087.1.
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Abstract Background Innovation is important for the development and advancement of any medical specialty. Leaders in anesthesiology have emphasized the need for more training in critical care and additional research to advance our specialty. Intervention To help address this need, Oregon Health & Science University (OHSU) developed an innovative training program that combines a critical care medicine (CCM) or research fellowship with traditional clinical anesthesia training. This article outlines the program structure, challenges, and successes of this innovative approach to training anesthesiology clinicians and scientists. Findings Since the program began in 2006, we have filled all available positions and currently have 9 scholars in the anesthesiology/CCM track and 3 in the anesthesiology/research track at the postgraduate year-2 to postgraduate year-5 levels. Our first class of scholars graduated in the summer of 2010. The Oregon Scholars Program (OSP) scholars and faculty have confronted challenges, including the transition from resident in the operating rooms to fellow in the critical care units. In 2007, our residents acknowledged the OSP/CCM scholars' expertise in CCM and have looked to them as teachers and advocates for their education during their CCM rotations. In July 2007, OHSU received a National Institutes of Health T32 training grant to support the research component of the OSP. OSP scholars' research productivity has resulted in 11 publications, 3 abstracts, 3 presentations, 3 research grants, and 1 resident research award. Several other anesthesiology programs have recently instituted similar programs to address the need for anesthesiologists trained as intensivists and clinician-scientists.
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Čiužas, Renaldas. "The Importance of Teacher Competencies to the Formation of Students National Identity." Pedagogika 109, no. 1 (2013): 27–32. http://dx.doi.org/10.15823/p.2013.1830.
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Over the past few years the education community in Lithuania often discusses the issues concerning the education and formation of national identity of younger generation. Interest in this topic is based on facts that emigration of younger generation in Lithuania is not decreasing, that school-age children and youth feel lack of ethnic self-consciousness and national identity. Assumption that teachers play the important role in the formation of national identity for children and young people isn’t excluded.
 Personal identity as self sensation begins to form in early childhood. In this process the important role performs first of all parents, then other family members and later the school.
 National identity are formed continuously. The societies openness to other cultures, increase of individuals and nations international relations, lifestyle influenced by globalization, wish to learn about other cultures raise new requirements for education process in schools where national identity has important role in the teaching paradigm [2]. It is expected that schools provide not only knowledge and skills necessary for life in knowledge society, but also develop students‘ tolerance for other cultures and help them become aware of the meaning of his national cultural.
 As observed by L. Duoblienė (2009), educational theorists during discussions how to change the educational process under the new circumstances proposes first of all to strengthen students media literacy as well as intercultural education that teach younger generation to resist the influence of ideologies and unconscious misrepresentations, change youth provisions. The teacher’s role in this process becomes significant.
 The purpose of this article is to reveal the importance of teacher competence to the formation of students national identity.
 The object of this article – teacher competence.
 The scientific literature analysis was used in this article.
 The article consists of two parts: the first part analyses the complexity of the concept of teacher competence, and the second part analyses the teacher competence Framework and it’s importance to the formation of students national identity. After reviewing of scientific literature the following conclusions are formulated:
 The teacher in modern school play in their daily activities not only the role of traditional teacher by giving new knowledge for students. Today teacher is a consultant, an advisor, elder friend, a researcher and so on. It is difficult to list all roles of today teacher. But teachers‘ knowledge, skills, personal qualities and values affects not only students learning motivation and achievement, but also formation of their national identity.
 Teacher competencies can be categorized into the three groups: general competencies, professional competencies and special competencies. The competency framework allow for teacher to become professional in particular teaching subject or sphere, enables him to organize the educational process and feel comfortable in a professional environment.
 To help the teacher to know and be able to help students to form their national identity is very important teachers‘ common-cultural competence. The teacher need to be characterized by ethnic, racial and religious tolerance, to have knowledge about civil liberties, human rights and obligations, and be able to ensure it within its capabilities.
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Vardell, Sylvia. "From Snowflakesto Avalanche: Meet Laura Purdie Salas, the Puzzle Poet." Children and Libraries 17, no. 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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Altaf, Fasiha, and Muhammad Saeed. "Teachers and Education Managers Perceptions and Practices Regarding National Professional Standards for Teachers: A Multiple Case Study." Global Regional Review IV, no. I (2019): 326–34. http://dx.doi.org/10.31703/grr.2019(iv-i).35.
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Quality education is the birthright of every individual and this can only be possible when our teachers are adequately aware of and equipped with the National Professional Standards for Teachers. The current qualitative multiple case study explores this phenomenon by using purposive sampling technique with four cases (from rural and urban districts) alongwith eight teachers from each compulsory subject i.e. (English, Urdu, Islamiat and Pakistan Studies) as well as the EDOs and CEOs of both districts. All research requisites were duly fulfilled such as improvement and validation of instrument; triangulation of data etc. The results revealed that some teachers practiced those standards unknowingly while others knew a little but were curious to get themselves professionally improved. This study recommends that there is a dire need for raising awareness among teachers and education managers. The government should enhance the quality of education through teacher appraisal and evaluation.
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Board, Editorial. "Best Professor of HRM National Award by Times Ascent." Global Journal of Enterprise Information System 9, no. 1 (2017): 140. http://dx.doi.org/10.18311/gjeis/2017/15888.
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Dr. Lokinder Kumar Tyagi, Professor &amp; Deputy Director, Amity University, NOIDA has been conferred with the National Level Award of Best Professor in Human Resource Management. This award has been given by the Times Ascent and World HRD Congress, governed by Global Advisory Council which guides the strategic intent of the congress to its logical success. Dr. Lokinder Kumar Tyagi (PhD, M.Phil, MBA, PGDPM) currently working for Amity University, Noida as Professor and Dy. Director. Worked as Dean Student Welfare &amp; Associate Professor, BVIMR, New Delhi has 27+ Years of Industry &amp; Academic experience with Reputed Educational Institutions/Universities like, Bharati Vidyapeeth Univesity, Delhi University, AIMA, IP University etc. He has been conferred with “International VIFA-2016 as Distinguished Faculty Award-2016” by Hon’ble Mr Justice T.N. Vallinayagam of Tamilnadu &amp; Prof. Matthew Hibberd of University of Stirling, on 9th September, 2016 in Chennai, (2) “Teacher Excellence Award-2014” by Prof. Yeshpal, Padam Vibushan in Sept.2014 and (3) “Efficient Teacher Award-2014” by Mrs. Meenakshi, Mayor East Delhi in BVIMR on 24th December, 2014 .
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Bartocci, Ezio, Rupinder Singh, Frederick B. von Stein, et al. "Teaching cardiac electrophysiology modeling to undergraduate students: laboratory exercises and GPU programming for the study of arrhythmias and spiral wave dynamics." Advances in Physiology Education 35, no. 4 (2011): 427–37. http://dx.doi.org/10.1152/advan.00034.2011.
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As part of a 3-wk intersession workshop funded by a National Science Foundation Expeditions in Computing award, 15 undergraduate students from the City University of New York 1 collaborated on a study aimed at characterizing the voltage dynamics and arrhythmogenic behavior of cardiac cells for a broad range of physiologically relevant conditions using an in silico model. The primary goal of the workshop was to cultivate student interest in computational modeling and analysis of complex systems by introducing them through lectures and laboratory activities to current research in cardiac modeling and by engaging them in a hands-on research experience. The success of the workshop lay in the exposure of the students to active researchers and experts in their fields, the use of hands-on activities to communicate important concepts, active engagement of the students in research, and explanations of the significance of results as the students generated them. The workshop content addressed how spiral waves of electrical activity are initiated in the heart and how different parameter values affect the dynamics of these reentrant waves. Spiral waves are clinically associated with tachycardia, when the waves remain stable, and with fibrillation, when the waves exhibit breakup. All in silico experiments were conducted by simulating a mathematical model of cardiac cells on graphics processing units instead of the standard central processing units of desktop computers. This approach decreased the run time for each simulation to almost real time, thereby allowing the students to quickly analyze and characterize the simulated arrhythmias. Results from these simulations, as well as some of the background and methodology taught during the workshop, is presented in this article along with the programming code and the explanations of simulation results in an effort to allow other teachers and students to perform their own demonstrations, simulations, and studies.
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Dabach, Dafney Blanca. "“My Student Was Apprehended by Immigration”: A Civics Teacher's Breach of Silence in a Mixed-Citizenship Classroom." Harvard Educational Review 85, no. 3 (2015): 383–412. http://dx.doi.org/10.17763/0017-8055.85.3.383.
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In this article, Dafney Blanca Dabach investigates how teachers and their students of different citizenship statuses navigate tensions in formal state-sponsored citizenship education. In traditional US high school civics courses, undocumented immigrant youths' liminal status is often invisible and overlooked as undocumented youth are educated alongside their peers who have full citizenship rights. Disjunctures between idealized rights and structural exclusions become barriers to meaningful civic education. Through this qualitative case study, Dabach examines the possibilities of a teacher's brokering role across different forms of knowledge and experience in a classroom that included undocumented immigrants, naturalized immigrants, and US-born students whose parental origins spanned twelve countries across five continents. She asks: How do civics teachers who are aware of their students' varied citizenship statuses discuss political participation in mixed-status classrooms during nationally focused events, such as elections? And, how do students of differing citizenship statuses respond during such times? Dabach demonstrates how the teacher apprenticed youth into practices of political participation while recounting narratives about the impact of immigration deportation policies at the local school site. In doing so, the teacher breached norms of silence, interrupting norms that contribute to maintaining status quo exclusions. This case study documents how the teacher simultaneously socialized youth of different citizenship statuses in ways that they found meaningful—across citizenship types. This work contributes to conceptualizing how civic education may be more inclusive in the face of systematic exclusions.
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Marjuni, Andi. "PENGHARGAAN PROFESI GURU SEBAGAI AGEN PERUBAHAN." Inspiratif Pendidikan 9, no. 2 (2020): 208. http://dx.doi.org/10.24252/ip.v9i2.18341.
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Appreciation for the success of teachers as agents of change is an extraordinary form of motivation for teachers. The competitive climate in the environment for teachers will be even more motivated. All teachers have expectations and compete for awards as outstanding and quality teachers in order to improve the professionalism of their duties. Apart from appreciation in a profession, it is no less important, namely protection in carrying out obligations both legally and in other ways. Protection greatly affects the productive performance of a teacher. Efforts to educate the nation's life are the responsibility of education, especially in preparing students to become subjects who fear God Almighty, have a noble character, are tough, creative, independent, democratic, and professional in their respective fields.
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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 (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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Mirzakhmedov, Abdirashid M., and Khurshid A. Mirzakhmedov. "The Role Of The Teacher In The Education Of Young People." American Journal of Social Science and Education Innovations 03, no. 01 (2021): 385–95. http://dx.doi.org/10.37547/tajssei/volume03issue01-72.
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The article analyzes new approaches to the phenomenon of the teacher of the New Century as a professional of spiritual enlightenment of society. The personality of the teacher in the context of the globalization of information technologies becomes incomparably important, training and education determines the fate of peoples, which is crucial for the future of world civilization. The formation and development of the professionalism of teachers are interrelated with the socio-cultural traditions and national characteristics of the people, which ultimately contributes to improving the quality and efficiency of the education system. To be a teacher in our time is to engage in creative intellectual work on the introduction of the most advanced teaching methods, skills and skills of educational work among students, innovative approaches in regulating the moods and educational guidelines of students/students. The Government of Uzbekistan has taken a course of reforms aimed at radically improving and improving the quality of education with the creation of decent conditions for teachers. The government will also continue to work to ensure decent pay for teachers-teachers that the teaching profession should become the most authoritative and respected in society. In the context of globalization, teachers are faced with grandiose tasks, the solution of which is impossible without pedagogical initiative and full dedication to the cause with great love of the younger generation, to be aware of all the events of information technology. Islam prefers secular education to religious education, that teachers are the heirs of the prophets, and that respect for teachers is the path to self - purification and salvation of the soul. The authors in their pedagogical analyses of the teacher status in the context of the entire educational policy of the government emphasize the need to improve the personnel policy in the higher education system.
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Novak, Abigail, Daniel Poling, Rebecca Muller, and David Peyton. "Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2." Behavioral Disorders 46, no. 1 (2019): 29–41. http://dx.doi.org/10.1177/0198742919894288.
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Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher grades. We also discovered discrepancies between teacher reports and female students’ self-reports of academic, social, and behavioral competencies, suggesting females with EBD underestimate their own skills or that teachers are not fully aware of these students’ areas of difficulty. We discuss implications of these results related to existing prevention and intervention strategies for females with EBD.
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Kovac, Boris, and Maja Knific. "The perception of low-salt bread among preschool children and the role of educational personnel in creating a positive attitude towards reformulated food." Slovenian Journal of Public Health 56, no. 1 (2017): 39–46. http://dx.doi.org/10.1515/sjph-2017-0006.
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Abstract Introduction The purpose of this study was to identify the possibility of unnoticed reduction in salt content of bread as a basic food in the diet of preschool children. The response of children to less salty bread and the role of teachers and teacher assistants in the introduction of novelties into children’s nutrition ware studied. Methods Using hedonic sensory evaluation in the case of bread, the perception of salty taste and responses of preschool children to salt reduction were observed. The combination of quantitative and qualitative data analysis obtained from the case study group, composed of 22 preschool children and 66 teachers and teacher assistants, was studied. Results The results show that a 30% salt reduction was not registered by the children, while a 50% reduction of the salt content, compared to the original recipe, though noted, was not disruptive. The perception of taste and development of good eating habits at an early age could be influenced by teachers and teacher assistants’ verbal and non-verbal communication. Conclusion Salt reduction does not significantly affect the rating of satisfaction with the tested product. Educational personnel must be aware of their decisive influence on children’s perception of new and less salty products. Such an approach could represent a basis for creating children’s eating habits, which will be of particular importance later in their lives. The findings may possibly result in an update of the national nutrition policy.
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Fresch, Mary Jo. "A National Survey of Spelling Instruction: Investigating Teachers' Beliefs and Practice." Journal of Literacy Research 35, no. 3 (2003): 819–48. http://dx.doi.org/10.1207/s15548430jlr3503_2.
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Information about current spelling instructional practices across the United States was sought in this national survey with a random sample of teachers of grades 1 through 5. Respondents reported current practices and noted their level of agreement or disagreement to theoretical statements about spelling. Teachers responded to open-ended statements regarding concerns and problems they encounter in teaching spelling. The results suggest teachers rely on a traditional model for instruction. They are aware of more recent research on developmentally appropriate practice but do not necessarily implement those ideas. Implications from this study include provision for professional development, examination of purchased materials in relation to theories of appropriate individual instruction, and support for teachers who want to change instruction to match their beliefs.
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Mlinarević, Vesnica, Antonija Huljev, and Ružica Tokić Zec. "Bioethical Themes in University Teaching of Future Educators and Teachers Original scientific article." Pannoniana 3, no. 1-2 (2019): 70–83. http://dx.doi.org/10.2478/pannonia-2019-0005.
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Abstract Bioethics, as a newer scientific discipline answers questions about the life of the contemporary man in an interdisciplinary way, and we use education to express what kind of a society and what kind of a man we want. Values on which the educational system in the Republic of Croatia is based are viewed as a new possibility to develop the Croatian national, cultural, and spiritual identity within complex globalization processes. In the era of globalization, informational and technological improvement, one of the hardest efforts of the modern age is the upbringing of children in the changed circumstances, which consequently reflects on the style of education and the conditions in which education is conducted. The aims of the upbringing focus the educational practice and the pedagogical action, while the responsibility and the complex task is bestowed upon educators/teachers. The importance of initial education of educators/teachers is irrefutable today. To be an educator is a vocation/profession with specific professional standards and ethical rules of the teaching profession, inspired by the values of social inclusion and the needs of the child/pupil. This paper deals with a comparative analysis of study programmes and learning outcomes in the Integrated Undergraduate and Graduate University Teacher Study, as well as University Study of Early and Preschool Education at the Faculty of Education in Osijek, focused on the (bio)ethics, education and ethics of the teacher’s calling. Students, future preschool/primary school teachers during the study need to be made aware of the sensitivity in ethical decision-making in the future profession, as well as solving the problems which influence on building the character, because ethics and bioethics need to fulfil important social and individual aspects of education.
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Jurs, Pāvels, and Inta Kulberga. "MULTIDIMENSIONAL CHARACTERISTICS OF TEACHER’S PROFESSIONAL COMPETENCE- CHALLENGE AND PERSPECTIVES DURING EDUCATION TRANSFORMATION PROCESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 244–52. http://dx.doi.org/10.17770/sie2021vol2.6234.
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The issue of teacher’s professional competence is multidimensional and multifaceted, it depends on several aspects, including educational policy, system implemented in every country and the particular educational establishment, which the educator works for. Being aware of the current pedagogical reality, challenges of the education system, pupils’ needs and manifold learning and teaching strategies, educators need knowledge, skills and experience of different levels formed for each particular individual in combination of education and experience with their physical, psychological and mental abilities. The goal of the article is to identify the structure of teacher’s professional competence being conscious of the theoretical and normative framework on the international and national level. In the article the theoretical research methods (method of comparison and critical thinking) and empirical research methods (data collection and document analysis) have been applied. In the society, educational institutions, also being aware of the transformation process in the education content and branch, there is a demand for teachers with a high level of professional competence. Education policy makers have set a very broad and extensive professional competence standard, which includes in itself both aspects related to the professional activity and individual characteristics, features and values. At the same time, there are various theoretical approaches which describe the framework of teacher’s professional competence and its multidimensional characteristic. The authors of the article have identified general knowledge, skills and attitude, as well as pedagogical knowledge, skills and attitude in the framework of the teacher’s professional competence structure.
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Тетяна Григоренко. "ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF FUTURE PHILOLOGY TEACHERS’ TRAINING IN THE EDUCATIONAL AND COMMUNICATIVE ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 120–27. http://dx.doi.org/10.31499/2307-4906.4.2020.224177.
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The article defines that in modern Ukrainian realities the teacher of Ukrainian language and literature of the new generation appears as a person who is aware of national, cultural and linguistic values, preserves and continues Ukrainian cultural and historical traditions, has creative personality, is a true patriot, professional teacher (active citizen of Ukraine), spiritual mentor. Accordingly, there is the demand to improve philology teachers’ professional training, taking into account different concepts, approaches and principles; ensuring a harmonious combination of purpose, content, structure, stages, forms, and methods of organization the educational and communicative environment of higher education institutions. Any system can function and develop successfully only under certain conditions, as well as the result of future philology teachers’ professional training in an educational and communicative environment.The optimal pedagogical conditions for future philology teachers’ training in the educational and communicative environment of higher education institutions have been identified: 1) increasing motivation and pedagogical reflection on the professional and communicative activities of future teachers of philology by means of interactive technologies; 2) the use of communicative learning strategies during the training of future teachers of philology; 3) improving the content and forms of practical training to gain experience in future professional and communicative activities; 4) creation of educational-methodical and educational-informational support of educational-communicative environment for training of teachers of philology. It was found that such pedagogical conditions would improve the educational and communicative environment, create a mechanism of mental activity of students, which will contribute to the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity. It has been confirmed that pedagogical conditions optimize the improvement of the educational process, the creation of such a mechanism of students' thought process, which will promote the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity.
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Hladyshev, Volodymyr, and Nataliia Daskal. "Dmytro Kremin`s Poetical Admonition." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 66–70. http://dx.doi.org/10.33310/2518-7813-2019-66-3-66-70.
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The creativity of the award winner of the Taras Shevchenko National Prize in the domain of literature Dmytro Kremin (1953-2019) is a vivid phenomenon of modern Ukrainian literature and culture. His poetic heritage has a special meaning after the poet passed away in May of this year. Now it is worth to be considered and conceived as a kind of his testament left to descendants by the outstanding master of the imaginative word. Dmytro Kremin`s legacy has always been in the centre of attention of critical literary practice, his poems evoked a contradictory attitude towards himself, thanks to it the critics` reviewers were so brilliant and emotional. But after the poet`s death, there is a need for a literary study of his heritage and a conclusion to the study of the work of an outstanding poet on a qualitatively new level. Among the poet’s many works, the poem holds a special place. It was created before long after Ukraine gained independence. Appeal to the people and the country`s history, Dmytro Kremin comprehends the origins of their heavy fate. The philosophical approach to understanding concrete historical phenomena allows the poet to look profoundly into the past, to define the influence on the present, and the origins of our young state`s problems. A wide range of historical figures, to which the author refers, characterizes the history of Ukraine in its most noticeable facts. The analysis of the poem is philological. The figurative system of the work is perceived in the unity of form and content. Thus it is possible to identify the aesthetic singularity of the work and its patriotic directivity. The study proves that the appeal of the patriotic poet to history should be received as a kind of poetic admonition, an attempt to draw attention to the tragic mistakes for the people`s fate to avoid them in the contemporary history of Ukraine. The poet’s call to live for the sake of the Motherland, to conscientious service to the country and people reflects his moral and aesthetic position and becomes his contribution to the development of the country. We consider that the article can be useful for researchers, lecturers, school teachers, students, and everyone interested in the creativity of the outstanding Ukrainian poet.
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Hakimi, Muhammad Wadata, and Rabi Muhammad. "LEVEL OF AWARENESS , EXTENT OF INVOLVEMENT AND OBSTACLES TO EFFECTIVE IMPLEMENTATION OF NATIONAL GENDER POLICY ON BASIC EDUCATION IN SOKOTO STATE." Sokoto Educational Review 13, no. 2 (2017): 219–27. http://dx.doi.org/10.35386/ser.v13i2.201.
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The paper examined the level of awareness, the extent of involvement and probable obstacles to the effective implementation of the national gender policy on basic education in Sokoto State. A sample of 180 teachers was drawn from the population of teachers at the Junior Secondary School level in Sokoto Slate through a stratified random sampling technique. A questionnaire tagged Teachers Awareness and Involvement Questionnaire (TAIO) was used to obtain information from the teachers. Results of the study show that teachers in the state are not aware of the existence of the National Gender Policy in basic education, they are also not involved in the implementation of the policy. The most important obstacle to the successful implementation of the policy being teachers' insufficient knowledge of the various aspects of the policy. It was recommended among others that teachers should be given adequate training and orientation for the implementation of the policy considering the fa c t that teachers are the cornerstone of the implementation of any education policy.
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Krapivnyk, Ganna, Natalia Tuchyna, Olha Bashkir, Volodymyr Borysov, Olena Gonchar, and Viktoriya Plakhtyeyeva. "Modelling the Process of Reflection with Pre-Service Student Teachers." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (2021): 116–33. http://dx.doi.org/10.18662/rrem/13.3/443.
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The article traces the role of reflection in teacher education and explores the issue of the necessity of creating a system of developing student teachers reflective skills in the process of their university studies. The importance of reflection in linking theoretical knowledge with teaching and learning practices is emphasized. The model of guided reflection employed at the Department of Foreign Philology at H.S. Skovoroda Kharkiv National Pedagogical University is described in detail and examined through different research methods, including qualitative and quantitative analysis of various documents (questionnaires, observation charts, reflective essays etc.) and interviews with participant focus groups. The article presents samples of activities used in pedagogy and methodology classes, and observations of student teachers’ behaviours while performing them. Some information about students’ perception of the model steps is also provided. The collected data prove that student teachers manage to get accustomed to continuous reflection and, thanks to gradual transition from communal reflective activities to pair work and individual assignments as well as constant and sufficient scaffolding, interaction with the ‘knowledgeable other’ feel more confident, are getting aware of the benefits of reflection, and are developing skills of reflective practitioners, which are crucial for their further professional and personal growth.
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Murray, Denise E. "The world of English language teaching: Creating equity or inequity?" Language Teaching Research 24, no. 1 (2018): 60–70. http://dx.doi.org/10.1177/1362168818777529.
Full textAbstract:
English language teaching takes place in a variety of different contexts around the globe, contexts that are affected by the megatrends of global competition, population mobility, and technological interconnectedness. These trends have resulted in increased demand for English as a tool for advancement individually and nationally. However, because language is a social practice, the introduction of English within existing linguistic, sociocultural, and political values and practices can create tensions. Learners investment in learning English depends on the extent to which they and their communities envisage any benefits from English or are positioned by societal forces. Additionally, local educational practices or quality may militate against the learning of English. English may therefore be rejected by communities or may maintain current societal inequities. Teachers, teacher educators, and teacher education programs need to be aware therefore that English teaching is not neutral, but a complex educational change.
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Karakaş, Aytaç, and Hasan Genç. "An Examination of Teachers’ Attitudes Towards the National Park in Their Environment: The Isparta, Denizli Example." Journal of Educational Issues 6, no. 2 (2020): 398. http://dx.doi.org/10.5296/jei.v6i2.17894.
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Environmental education in national parks is equivalent to an open and permanent education process in which individuals and communities become aware of their natural environment and gain a critical and sensitive attitude towards it and the use of its resources. The aim of this study was to examine the attitudes of teachers towards national parks who work in schools near different national parks in terms of different variables. As a work of descriptive research, it was conducted with a total of 167 teachers who worked in schools around Kovada Lake National Park, Kızıldağ National Park, and Honaz Mountain National Park. In the study, an attitude scale with a Cronbach’s Alpha coefficient of 0.83 and consisting of 32 items was used for the national parks. The SPSS (Statistical Package for Social Sciences Program) was used to evaluate the data obtained. A T-test and a one-way ANOVA test were used to analyze the data. According to the results obtained, teachers’ attitudes towards the national park did not show a significant difference in terms of their gender, their tenure, the branches they serve, their purpose of visiting the national park, their opinions on the importance attached to the national park, the different schools near the national park, the national park near the schools they worked in, their purpose in visiting the national park previously while they differed significantly according to whether the teachers had visited the national park before.
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Peretyaha, Liudmyla, Valentyna Grineva, Iryna Shulga, Valentina Kuzmichyova, Maryna Shlenova, and Maryna Tkachenko. "Integrated Research of Professional Voice Disorders of Humanitarian Departments’ Teachers." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (2019): 151. http://dx.doi.org/10.18662/rrem/102.
Full textAbstract:
Purpose: To determine the main voice disorders of humanitarian departments’ teachers, their reasons and effective methods to keep the voice in a health condition. Material: In the research participated 142 teachers of H. S. Skovoroda Kharkiv National Pedagogical University and National Aerospace University – "Kharkiv Aviation Institute" (n=106 women, n=36 men). The study involved auditory assessment of teachers' voice and questionnaire in order to determine teachers’ professional voice problems and factors influenced on the status and quality of the voice. Results: It was determine the maximum phonation time for participants of genders, the voice disorders frequency, typical problems with teachers' voice, the positive and negative factors affecting the voice system condition. Also participants answered the questionnaire’s questions about voice using. Conclusions: the study showed that teachers take their voice for granted and do not always care about it; use their voice in an unhealthy condition and they are not always aware of the negative consequences for their health.
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Ratnasari, Weni. "Students’ Perspective toward National Examination in Indonesia." AL-MUQAYYAD: Jurnal Ekonomi Syariah 1, no. 2 (2018): 112–24. http://dx.doi.org/10.46963/jam.v1i2.9.
Full textAbstract:
National exam is one of big issues in Indonesian Educational system. Major controversies occur in implementing the national examination. As a state mandatory exam that every student has to participate, it determines whether a student deserves to graduate or must stay. The policy makers believe if such condition is applied, teachers will be pushed to teach better and students will be motivated to learn more. However, some research revealed negative impacts along the release of such policy. It sparks negative impacts that policy makers should be aware. This article discusses students’ perspective regarding the benefits and drawbacks of National exam, and solution for better implementation of National Examination in Indonesia.
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Martin, Elissa, Susan Butts, Leanne Elder, et al. "Cretaceous World TCN: Digitizing the Western Interior Seaway at the Yale Peabody Museum." Biodiversity Information Science and Standards 2 (June 15, 2018): e26115. http://dx.doi.org/10.3897/biss.2.26115.
Full textAbstract:
Yale Peabody Museum (YPM) is a partner in the Western Interior Seaway Thematic Collections Network (TCN), along with the University of Kansas (lead) and seven other institutions (National Science Foundation Award # DBI-1601884). This project seeks to digitize the fossil organisms of the Western Interior Seaway, a shallow sea that covered inland North America from 100 to 65 million years ago. The resultant data will be a resource for K-16 education and will enable scientists to answer fundamental questions about the changing environment of a marine ecosystem during a key time in the history of life. The data generated will be ideal for use with an assortment of modern quantitative tools like paleoecological niche modeling (PaleoENM) and will help improve paleoclimate and paleoceanographic models. Less than two years into this three-year project, the YPM has digitized nearly 70,000 Cretaceous fossils from the seaway. Specimens are georeferenced and most have multiple images. To achieve project goals, we have overcome obstacles of digitizing multi-specimen concretions and foraminifera microslides by developing high-throughput digitization workflows that incorporate the open-source Inselect program and scripts to streamline image naming, image formatting, and uploading to our Axiell EMu collection management system. To facilitate use of the data in K-16 environments, an easy to use collections interface has been built using the iDigPaleo platform (idigpaleo.org). Cretaceous World (cretaceousworld.org) pulls data from iDigBio for all Cretaceous World TCN providers. Students can browse specimens using filters, rather than entering specific search terms. Navigation is simplified using common names harvested from the Encyclopedia of Life. Specimens are displayed as images accompanied by collection and locality data and plotted on a map. Registration provides access to tools supporting annotation, measurement, specimen record commenting, and social media sharing. Images can be curated as galleries and used for education. This includes sharing of galleries between students and teachers and PDF or PowerPoint exports. Fifty-eight 3D models of vertebrates and invertebrates have been placed on morphosource.org and will be made available via a 3D embedded viewer on cretaceousworld.org for use in K-16 education. Undergraduate students from Dartmouth, Oberlin, Southern Connecticut State University, and Yale, have participated in the project and served as mentors for high school interns. These interns, recruited from the Peabody EVOLUTIONS afterschool program, gained first-hand experience in collections-based research, digitization, and imaging techniques, while learning about the science of paleontology and the process of curating museum collections, and researching and reconstructing food webs in this fascinating ancient ecosystem.
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.
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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Guerrero-Nieto, Carmen Helena, and Alvaro Quintero. "Elementary School Teachers in Neoliberal Times: The Silent Voices That Make Educational Policies Work." Profile: Issues in Teachers' Professional Development 23, no. 1 (2021): 27–40. http://dx.doi.org/10.15446/profile.v23n1.83052.
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This paper aims at showing how a bottom-up approach of the study of educational policies can shed some light on how elementary school teachers deal with educational policies to make them work. This is a partial report on a larger focus group study conducted in Bogotá, Colombia, where a group of elementary school teachers shared their opinions about educational policies. The data collected allowed us to see that teachers take actions, have their own perspectives about policies, and feel negatively treated by the national government, which give way to three categories: Teachers’ Micro-Practices, Clashing Visions About Education, and Mistreatment. We conclude that despite the pervasiveness of neoliberalism in education, which teachers are very aware of, they find ways to make policies work while being critical of the way these are designed and implemented.