Relevant bibliographies by topics / Permanent teachers

Contents

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

Academic literature on the topic 'Permanent teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Permanent teachers"

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Halim, Lidia, and Mochamad Sheisar Firmana. "ANALISIS TINGKAT KINERJA GURU TETAP YAYASAN DAN GURU TIDAK TETAP DI SMK SWASTA SE-KOTA MALANG." Jurnal Ilmiah Bisnis dan Ekonomi Asia 12, no. 1 (February 1, 2018): 40–48. http://dx.doi.org/10.32812/jibeka.v12i1.13.

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This study is based on the differences in rights received from permanent teacher and non-permanent teacher, such like teaching hours, benefits received, certification rights from government, and other incentives. So based on the background, the purpose of this research to identify and analyze differences in performance level of permanent teachers and non-permanent teachers at The Private Vocational High School in Malang City. The population on this research is all of Private Vocational High School in Malang City which amounted to 40 schools. The sample of this research is 10 schools, which eac
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Bhandari, Laxmi Prasad Bhandari. "Correlates of Job Satisfaction of Community School's Teachers of Phidim Municipality, Nepal." Dristikon: A Multidisciplinary Journal 11, no. 1 (August 17, 2021): 100–114. http://dx.doi.org/10.3126/dristikon.v11i1.39143.

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Teachers' satisfaction is a significant concern of the overall education system of a country. This study examines the factors influencing job satisfaction of community school teachers' of Phidim Municipality. More specifically, this paper aims to investigate whether the sex of the teacher, income, nature of the job, age, birthplace, religion and educational status affect teachers' job satisfaction or not. This study is a cross sectional survey where sample size is determined by using Slovin's formula and the data were drawn from a self-administered questionnaire from randomly selected communit
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Ngabiyanto, Ngabiyanto, Daniel Daud Kameo, Pamerdi Giri Wiloso, and Bambang Ismanto. "The Dynamics of Public Policy for Non-Permanent Teachers in Semarang, Indonesia." Politik Indonesia: Indonesian Political Science Review 4, no. 2 (July 25, 2019): 233–54. http://dx.doi.org/10.15294/ipsr.v4i2.17213.

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This study examines the problems of non-permanent teachers from two sides. First, non-permanent teachers from the perspective of public policy. The focus of this study is on the government's reaction to the demands of non-permanent teachers formulated in legislation. Second, the government's strategy to accommodate the aspirations of non-permanent teachers and efforts to resolve the problems of non-permanent teachers through various public policies that are risen. This study is a follow-up to the implementation of research on non-permanent teachers in Semarang city. The data is taken based on
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Indajang, Kevin, Jufrizen Jufrizen, and Azuar Juliandi. "Pengaruh Budaya Organisasi Dan Kepemimpinan Kepala Sekolah Terhadap Kompetensi Dan Kinerja Guru Pada Yayasan Perguruan Sultan Agung Pematangsiantar." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 12, no. 2 (October 19, 2020): 393. http://dx.doi.org/10.24114/jupiis.v12i2.17881.

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The purpose of this research was to test and analyze the influence organizational culture and principals’s leadership on teacher’s performance which is moderated by teacher’s competence. The sample in this reseacrh was 98 permanent teachers from the Yayasan Perguruan Sultan Agung Pematangsiantar. Data collection was carried out by means of the questionnaire method. Methods used in this research were structural equation model partial least square (SEM-PLS). The results of this study indicate organizational culture does not significantly influence the teacher’s performance, the principal's leade
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Suvera, Dr Pankaj S. "Psychological Adjustment: A Comparative Study of Sahayak and Permanent Teachers." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 397–98. http://dx.doi.org/10.15373/22778179/sep2013/138.

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Kurgat, Joyce J., Kosgei K. Zachariah, and Tirop Anastacia. "Quest for Teacher Effectiveness Parameters." International Journal for Innovation Education and Research 4, no. 12 (December 31, 2016): 197–205. http://dx.doi.org/10.31686/ijier.vol4.iss12.75.

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Teacher effectiveness is the capacity of teachers to perform their duties optimally and achieve desired educational goals and standards. The purpose of this study was to establish the factors influencing teacher effectiveness and quality education in public and private secondary schools in the north rift region. To establish factors that influence the effectiveness of teachers, the study employed descriptive research design, which entailed the collection of data using questionnaires observations and interviews. The target populations for the study were teachers and head teachers in selected pu
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Santos, Vanessa Schweitzer dos, Gabriel Grabowski, and Jairo Lizandro Schmitt. "FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DO COLETIVO EDUCADOR AMBIENTAL DE NOVO HAMBURGO/RS E SUA PERCEPÇÃO SOBRE AS PRÁTICAS EDUCATIVAS AMBIENTAIS REALIZADAS." Revista Conhecimento Online 3 (September 29, 2020): 50. http://dx.doi.org/10.25112/rco.v3i0.1869.

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RESUMOAs práticas de Educação Ambiental (EA) devem ser inseridas permanentemente e de maneira interdisciplinar nos currículos escolares, promovendo boas práticas ambientais aos estudantes. Quando estes educandos vivenciam práticas ambientais adequadas, podem adquirir competências e criticidade para agirem adequadamente, no plano ambiental. Compreende-se que os docentes envolvidos nestes processos são fundamentais para o sucesso das atividades. Torna-se importante verificar a maneira como a EA acontece, fundamentalmente no ensino público. O presente trabalho verificou a formação docente dos pro
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Baldwin, Roger G., and Matthew R. Wawrzynski. "Contingent Faculty as Teachers." American Behavioral Scientist 55, no. 11 (May 26, 2011): 1485–509. http://dx.doi.org/10.1177/0002764211409194.

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Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenur
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Siahaan, Yuni Listya Owada, and Rini Intansari Meilani. "Sistem Kompensasi dan Kepuasan Kerja Guru Tidak Tetap di Sebuah SMK Swasta di Indonesia." Jurnal Pendidikan Manajemen Perkantoran 4, no. 2 (July 1, 2019): 141. http://dx.doi.org/10.17509/jpm.v4i2.18008.

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In Indonesia, the existence of non-permanent teachers has become an inseparable part of achieving national education goals. However, a diverse and non-standard compensation system for non-permanent teachers in this country seems to have an impact on the types and amounts of compensation they receive. This triggers, in general, the high level of dissatisfaction in their work and the lack of optimal quality of their work as teachers. This article discusses the results of research aimed at knowing the effect of compensation systems for non-permanent teachers, of a private vocational high school i
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Wood, Jack M., and Joan A. Cooper. "Sex Differences and Attitudes towards Permanent Part-time Work in Education." Australian Journal of Education 32, no. 1 (April 1988): 58–74. http://dx.doi.org/10.1177/000494418803200104.

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The typical stereotype of the part-time teacher is that they are: married females who are currently employed as casual teachers, without job security; married females employed on a full-time basis wishing to work on a part-time basis; or unemployed married females seeking to enter teaching who are unable to obtain full-time teaching positions. The composition of the part-time workforce is diversifying away from this stereotype in many fields. Many single and married males now express a preference to work on a permanent part-time basis. This study examined the comparative perceptions of a rando
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Dissertations / Theses on the topic "Permanent teachers"

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Griffiths, Joanne. "Permanent exclusion : sharing pupil's narratives with teachers." Thesis, Cardiff University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633048.

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During the 1990s, the numbers of pupils being permanently excluded from school increased dramatically (Hodge, 1998). Despite concern amongst educationalists and the government, changes in the law and approaches aimed at reducing exclusion, the level of permanent exclusion remains high. Studies such as Kinder et al. (1999) and Gilbertson (1998), have demonstrated that exclusion is a significant issue within education, and that the consequences of being permanently excluded are negative for young people. Some groups of pupils are at higher risk of exclusion than others, and some of these groups
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Cleeland, Lara, and laracleeland@bigpond com. "Attitudes, perceptions, and experiences of casual relief teachers and permanent teachers in Victorian schools." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080220.151230.

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Four hundred and eight casual relief teachers (CRTs) and 670 permanent teachers from government, independent, and Catholic primary schools and secondary schools in and around metropolitan Melbourne were surveyed using the researcher-developed Issues in Teaching Questionnaire (ITQ) in order to assess their attitudes, perceptions, and experiences in relation to 10 areas of concern including: job security, provisions and facilities, information and communication, lesson management, status, relationships with the school community, relationships with students, student management, job satisfaction,
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Imbernon, Francesc. "La formació permanent del professorat: la formació dels formadors." Doctoral thesis, Universitat de Barcelona, 1986. http://hdl.handle.net/10803/670472.

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El objetivo fundamental de la tesis es elaborar unas orientaciones para formar psicopedagógicamente a los formadores de seminarios de profesores en formación permanente. Para llegar a este objetivo, en la primera parte de la tesis se realiza un análisis de la formación permanente del profesorado: concepto y terminología, necesidad y obstáculos, tendencias actuales, antecedentes, actualidad en el Estado español, métodos y técnicas en la formación permanente del profesorado. La segunda parte se inicia con un repaso de la formación permanente y la formación de formadores en diversos países
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Souza, Denise Silva de. "Nós na Rede - formação continuada na perspectiva do coletivo de coordenadores pedagógicos de Salvador: tensões, desafios e potenciais." Faculdade de Educação, 2018. http://repositorio.ufba.br/ri/handle/ri/26072.

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Submitted by Denise Souza (dnisysouza@ig.com.br) on 2018-05-26T16:33:53Z No. of bitstreams: 1 Tese de Doutorado - Denise Silva de Souza.pdf: 7073793 bytes, checksum: 0dd205870a0bdc12086331745388ef65 (MD5)<br>Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-05-30T14:25:07Z (GMT) No. of bitstreams: 1 Tese de Doutorado - Denise Silva de Souza.pdf: 7073793 bytes, checksum: 0dd205870a0bdc12086331745388ef65 (MD5)<br>Made available in DSpace on 2018-05-30T14:25:07Z (GMT). No. of bitstreams: 1 Tese de Doutorado - Denise Silva de Souza.pdf: 7073793 byte
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Rodrigues, Kátia Martins. "O potencial de um grupo colaborativo para a constituição do professor coordenador como formador de docentes." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20111.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-19T11:59:38Z No. of bitstreams: 1 Kátia Martins Rodrigues.pdf: 2268463 bytes, checksum: 54e40956dcd512a4db0aebfce0e8bacc (MD5)<br>Made available in DSpace on 2017-05-19T11:59:38Z (GMT). No. of bitstreams: 1 Kátia Martins Rodrigues.pdf: 2268463 bytes, checksum: 54e40956dcd512a4db0aebfce0e8bacc (MD5) Previous issue date: 2017-04-12<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This research investigates the potential of a Collaborative Group to the Teacher Coordinator (TC) constitution as a teacher edu
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Rocha, Tânia de Fátima. "Formação contínua do professor coordenador pedagógico no âmbito regional da rede estadual paulista: entraves e possibilidades." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20226.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-18T12:04:01Z No. of bitstreams: 1 Tânia de Fátima Rocha.pdf: 1333696 bytes, checksum: 9c724bdb713f3a092aff6d0539e8960c (MD5)<br>Made available in DSpace on 2017-07-18T12:04:01Z (GMT). No. of bitstreams: 1 Tânia de Fátima Rocha.pdf: 1333696 bytes, checksum: 9c724bdb713f3a092aff6d0539e8960c (MD5) Previous issue date: 2017-06-27<br>The research entitled: “The Continuous Education of the Pedagogical Coordinator at the Regional level of São Paulo state network: obstacles and possibilities, has as general objective to investigate the
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Soares, Maria Perpétua do Socorro Beserra. "Formação continuada de professores dos anos iniciais: contribuições para a construção de uma escola democrática inspirada em Paulo Freire." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20270.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-10T12:02:22Z No. of bitstreams: 1 Maria Perpétua do Socorro Beserra Soares.pdf: 2013800 bytes, checksum: 0c34da777db69db892b4fb3ed574bc4f (MD5)<br>Made available in DSpace on 2017-08-10T12:02:22Z (GMT). No. of bitstreams: 1 Maria Perpétua do Socorro Beserra Soares.pdf: 2013800 bytes, checksum: 0c34da777db69db892b4fb3ed574bc4f (MD5) Previous issue date: 2017-08-04<br>Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq<br>The aim of this research is to analyze the impact and limits of the continuous te
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Speakes, Neusely Fernandes Silva. "Rebeldes com causa: narrativa construída na formação colaborativa de professores na escola." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20264.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-02T14:32:39Z No. of bitstreams: 1 Neusely Fernandes Silva-Speakes.pdf: 1752798 bytes, checksum: 01b792c3d75bb35519d4dd24d4cdcbdb (MD5)<br>Made available in DSpace on 2017-08-02T14:32:39Z (GMT). No. of bitstreams: 1 Neusely Fernandes Silva-Speakes.pdf: 1752798 bytes, checksum: 01b792c3d75bb35519d4dd24d4cdcbdb (MD5) Previous issue date: 2017-07-31<br>Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq<br>This research visited the collaborative continuing professional education program for in-service te
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Veronesi, Valquiria Bertuzzi. "Saberes e fazeres docentes em arte visual na educação infantil." Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1863.

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Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-07-18T20:24:38Z No. of bitstreams: 1 Valdquíria Bertuzzi.pdf: 2851652 bytes, checksum: 418afeb63b67b7f33b2805da64f78326 (MD5)<br>Made available in DSpace on 2018-07-18T20:24:38Z (GMT). No. of bitstreams: 1 Valdquíria Bertuzzi.pdf: 2851652 bytes, checksum: 418afeb63b67b7f33b2805da64f78326 (MD5) Previous issue date: 2017-12-11<br>A qualitative nature conducted research focused on the knowledge and practices related to Visual Art of a group of Early Childhood Education teachers. As general purpose attempts to identify the knowledge and p
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Ravagnoli, Neiva Cristina da Silva Rego. "A anomia em um curso de formação contínua de professores de inglês da escola pública: um olhar complexo." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20292.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-17T13:38:54Z No. of bitstreams: 1 Neiva Cristina da Silva Rego Ravagnoli.pdf: 1389889 bytes, checksum: 673a8c4f03d31656f4d41cdc7ea1f321 (MD5)<br>Made available in DSpace on 2017-08-17T13:38:54Z (GMT). No. of bitstreams: 1 Neiva Cristina da Silva Rego Ravagnoli.pdf: 1389889 bytes, checksum: 673a8c4f03d31656f4d41cdc7ea1f321 (MD5) Previous issue date: 2017-08-08<br>Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq<br>The aim of this thesis is to describe and interpret the phenomenon anomie that can e
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Books on the topic "Permanent teachers"

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Organisation, Irish National Teachers'. Information booklet for teachers in non-permanent teaching posts. Dublin: INTO, 1992.

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Connecticut. Permanent Commission on the Status of Women. The economic status of workers in caregiving professions: Public hearing report of the CT General Assembly's Permanent Commission on the Status of Women. Hartford, CT: The Commission, 2002.

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País Vasco (Spain). Dpto. de Educación, Universidades e Investigación. Plan de formación permanente del profesorado (P.F.P.P.). Vitoria: Servicio Central de Publicaciones, Gobierno Vasco, 1990.

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Teacher development: Induction, renewal, and redirection. New York: Falmer Press, 1987.

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Finkin, Matthew W. The case for tenure. Ithaca: ILR Press, 1996.

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Salgado, Adelina Castañeda. Trayectorias, experiencias y subjetivaciones en la formación permanente de profesores de educación básic. México, D.F: Universidad Pedagógica Nacional, 2009.

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ERIC Clearinghouse on Higher Education., Association for the Study of Higher Education., and George Washington University, eds. Posttenure faculty development: Building a system for faculty improvement and appreciation. San Fransisco, [Calif.]: Jossey-Bass, 2000.

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M, Diamond Robert, ed. Serving on promotion, tenure, and faculty review committees: A faculty guide. 2nd ed. Bolton, Mass: Anker Pub. Co., 2002.

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Amyot, Michel, and Claude Hamel. La formation continue des personnels de l'éducation: Mali, Tunisie, Haïti, Guyana. Québec: Éditions MultiMondes, 2006.

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Michael, Collins. Adult education as vocation: A critical role for the adult educator. London: Routledge, 1991.

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Book chapters on the topic "Permanent teachers"

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Williams, Todd O. "The Teacher as (Whole, Useful, and Permanent) Object." In A Therapeutic Approach to Teaching Poetry, 37–53. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137102034_3.

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Fan, Wenfang, Ge Wang, and Xin Chen. "Permanent Teacher Qualifications." In Teacher Training and Professional Development of Chinese English Language Teachers, 41–50. Routledge, 2017. http://dx.doi.org/10.4324/9781315648118-4.

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Balconi, Barbara, Elisabetta Nigris, and Luisa Zecca. "Education for Citizenship as a Permanent Laboratory." In Handbook of Research on Education for Participative Citizenship and Global Prosperity, 517–36. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7110-0.ch023.

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In this chapter, the authors discuss the results of three focus group discussions conducted in the context of the teacher professional development project STEP (school territory environment pedagogy) undertaken by researchers and teachers from three EU Countries—France, Spain, Italy—and one non-EU country, Switzerland. Specifically, they present findings regarding changes in how the teachers in the Milano Bicocca case study represented citizenship education practices. The focus group data was subjected to content analysis, using a set of categories drawn from the national reference documents on curriculum design and the transnational curriculum defined in the STEP project. The changes in the teachers' representations concerned three main aspects: dialogue with the local community and territorial context, the gap between teachers declared intentions and actual educational actions, and the adoption of a complex perspective in the choice of knowledge to be mobilized.
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Quintana, María Graciela Badilla, and Matilde Susana Basso Aránguiz. "Use of ICT to Innovate in Teaching and Learning Processes in Higher Education." In Enhancing Knowledge Discovery and Innovation in the Digital Era, 36–55. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4191-2.ch003.

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In this chapter are shared experiences in educative innovation by using Information Communication and Technologies in higher education. The objective of this contribution is to provide a view related to the curricular integration of ICT, highlighting by practical examples of implementation, which include their impact in cognitive processes and in the development of personal and interpersonal abilities in students. In the distribution, it is incorporated a description in planning activities and their application in the classroom, methodological aspects and assessing strategies selected for each experience are detailed. In addition, it is delivered a reflexive view related to the teacher role in the educative act. Finally, it is discussed the relevance of an active role in higher education institutions, referring to improve permanent training programs in educative innovation and to generate communicational spaces between teachers as well as different formation areas in the sense of strengthening the educative process and improve the quality of education.
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Bartkowiak, Grażyna. "Postawy nauczycieli wobec kształcenia dzieci imigrantów w polskich szkołach. Problemy związane z ich edukacją." In Nauczyciel we współczesnej rzeczywistości edukacyjnej, 267–86. Wydawnictwo Uniwersytetu w Białymstoku, 2021. http://dx.doi.org/10.15290/nwwre.2021.17.

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According to data from 2018, Poland is a relatively homogeneous country in the European Union in terms of nationality. Around 345 000 representatives of other nations live in our country, of which about 46% are immigrants from Ukraine. Despite the fact that these people, in comparison with other countries in the European Union, face more difficulties both in terms of formal requirements related to permanent residence, access to medical care, institutions dealing with education, and opportunities to find their place in the labour market, this trend is growing and their children constitute about 0,7% of the Polish children’s population (Portal: prawy.pl). In Poland, the system of free, obligatory education covers children and youth up to 18 years in primary, and since 2010 also secondary, schools. In this situation, one can expect that a significant problem that will appear before the Polish education system in the near future will be the education of refugee children in Polish schools. The subject of the article is the attitudes of teachers towards the education of immigrant children in Poland and problems related to the education of these children. The article aims to answer the following questions: 1. What are the attitudes towards the education of immigrant children presented by Polish teachers? 2. What kind of didactic and educational problems can occur in connection with the appearance of immigrant children in Polish schools? 3. What actions should teachers take to improve the teaching process to integrate the school environment? In order to get an answer to a research problem formulated thusly, surveys using a specially prepared questionnaire were planned and carried out in a group of 42 primary and middle school teachers in two Polish cities (with over 600 000 inhabitants) and subsequently interviews with them were conducted. The data obtained generally showed an understanding of the problems of education of immigrant children and the teachers’ professional approach to their education.
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Skenteridou, Kyriaki, and Theodosios Tsiakis. "Using Infographics for Teaching." In Advances in Early Childhood and K-12 Education, 105–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch006.

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Outstanding advances in educational technology are significantly influencing new learning environments, where it is necessary for teachers to respond and for learners to be able to adapt to the modern age of knowledge and information dissemination. The development of ICT has catalyzed the ability of all types of data to be reproduced visually (visualization). The term visualization refers to the use of various visual aids, which makes a subject more eloquent. This is especially useful for teaching a variety of special courses (environmental education), geography (maps, atlases), history (historical maps, atlases). Geography is a comprehensive and one of the most demanding subjects, as its study deals with a variety of different topics. This course can be made more effective and produce more permanent results through the use of innovative tools. One of these tools is information. In the context of the present study, the use of infographics, a pioneering visual tool transformed into a reliable teaching tool-guide in the classroom, is presented.
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Pereira, João Manuel, Rui Manuel Dias, Luisa Margarida Cagica Carvalho, and Adriana Backx Noronha. "Students' Perceptions About E-Learning Within the Context of the COVID-19 Pandemic." In Handbook of Research on Entrepreneurship, Innovation, Sustainability, and ICTs in the Post-COVID-19 Era, 281–300. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6776-0.ch014.

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The current COVID-19 pandemic has imposed a rapid and abrupt transition from presential to online learning in higher education institutions (HEI) around the world. However, the majority of these HEI are not prepared to handle the challenges of this new disruptive digital environment. Students, teachers, and the entire organizational structure of these institutions must learn how to adapt to these new challenges such as teleworking, the use of technology to access and develop virtual classrooms, personal constraints at home, etc. This chapter aims to study this swift transition process and its impact according to the students´ perspective on this matter. Based on an exploratory study and by drawing on the data collected through a questionnaire applied to 1079 Brazilian and Portuguese students, the chapter provides an interesting view on the student's perceptions, their conditions to study at home, the relation with technology, and their expectations regarding the permanent use of online learning (e-learning or b-learning).
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Grisold, Wolfgang, Walter Struhal, and Thomas Grisold. "Results, outlook, and goals of this book." In Advocacy in Neurology, edited by Wolfgang Grisold and Thomas Grisold, 369–74. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796039.003.0032.

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The main goals of this book are to provide a systematic view on advocacy and provide insight that advocacy is a useful and powerful tool. Advocacy, as used in the context of medicine and in particular neurology, is not new, but has always been practised by physicians and neurologists and can be considered an implicit permanent activity, even duty of the profession. The book defines advocacy and provides, views from different perspectives, tools on how advocacy projects could be practised. The experience from several subspecialties explain their own strategies and ways to advocate for patients and aspects of care in neurology. The book summarizes outlook, and ending, closing, and debriefing, as an important part of projects. Our best teachers are our patients, who either need our interventions and help, or on the other hand increasingly take advocacy issues into their own hands, with or without our guidance and leadership, which is within the changing relations of patients and physicians, as well as the increasing autonomy of patients and shared responsibilities. This chapter is a resume and reflects on overall goals that we hope to achieve.
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"“Why Do Students Call Me ‘The War Teacher’?” Problematizing Militarism in Education as a Freireian Codifi cation." In Educating for Peace in a Time of Permanent War, 95–109. Routledge, 2012. http://dx.doi.org/10.4324/9780203112328-11.

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Skeel, Sharon. "“There is going to be a permanent ballet company in Philadelphia.”." In Catherine Littlefield, 123–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190654542.003.0009.

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Catherine tries to make ballet more appealing to Americans by recruiting and training “manly” men with no prior dance experience. She hires Alexis Dolinoff as her partner, répétiteur, and men’s teacher. The Littlefield Ballet gives its first performance on October 25, 1935. The Littlefield School moves into unassuming quarters at 1815 Ludlow Street. By the end of 1935, Catherine has changed the company’s name to the Philadelphia Ballet and premiered The Snow Queen at the Academy of Music. Karen Conrad and Joan McCracken emerge as leading soloists. Catherine choreographs new ballets of her own in 1936 and presents modernist works by Russian-Jewish choreographer Lasar Galpern. Jimmie Littlefield elopes with a Philadelphia widow and moves with her and her young son to a farm she owns called Zacata on the Potomac River in northern Virginia. Catherine eventually buys a bungalow nearby in Montross and the Littlefields use the area as a family retreat.
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Conference papers on the topic "Permanent teachers"

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Carabet, Natalia. "Teachers' self-efficiency from the perspective of scientific thinking development in students." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p29-35.

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The article addresses the issue of teachers' self-efficiency, their need for permanent care for their both personal and professional efficiency, through the research of theoretical specialists, but also of those who have developed and applied strategies to increase personal efficiency with reflection on career.
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Aravena-Gaete, Margarita, Diana Flores Noya, David Ruete, and Danilo Leal. "Evaluative methodology to develop higher skills." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.03015a.

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The objective of this research is to provide an evaluative methodology to develop higher cognitive skills. From the methodological perspective, a qualitative was required, based on primary and secondary sources of research to increase thinking. The results showed that a series of premises must be implemented for the development of lower and higher thinking, among them, purpose, explicit teaching, intentionality of the evaluation, evaluation criteria, simple and complex strategies, monitoring, formative evaluation, process feedback and homework, metacognition, among others. As part of the discu
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Lopez Mateu, Vicente, and Teresa Pellicer Armiñana. ""Design for All” in Architectural Heritage conservation: the technology challenge." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10565.

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Among the United Nations 2030 objectives for the sustainable development, stand out those who seek social, economic and cultural equality of people, within the framework of different human settlements, their cultural heritage and the natural environment. This idea raises the need to establish effective strategies, resources and tools aimed to balance the current conditions in most disadvantaged groups, such as people with disabilities. The situation is complicated because the barriers to integration and inclusivity are diverse, the initiatives, legislation and ways of acting are also very diff
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Fonseca, Nuno Gil, Luis Macedo, Maria Jose Marcelino, and Antonio Jose Mendes. "Augmenting the teacher’s perspective on programming student's performance via permanent monitoring." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658924.

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Consuegra Solano, Enis, Patricia Martinez Barrios, Shirly Arrieta Rivero, and Estela Díaz Buitrago. "CURRICULAR MANAGEMENT AND PERMANENT TRAINING OF THE TEACHER IN THE UNIVERSITY CONTEXT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2313.

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Sunardi, Salahudin Robo, and Trisno. "MADM Model for Evaluation of Non-permanent Teacher Performance using Fuzzy AHP and TOPSIS Methods." In International Conferences on Information System and Technology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009906300980104.

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Sitanggang, Hendra Dhermawan, and Ummi Kalsum. "The Pattern of Snack And Beverage Concumption for Suku Anak Dalam (Sad) Children in The Trans Social Area of Nyogan Village, Muaro Jambi, Jambi Province." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.21.

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Background: Consumption of street food in school has an impact on children’s health, especially their nutritional status. Children in the Anak Dalam Tribe (SAD) are mostly malnourished and short. The remote indigenous community (Suku Anak Dalam) in Nyogan Village has undergone a social transition for 15 years since being granted permanent settlement by the Government. Many changes have occurred as well as consumption patterns. This study aims to determine the pattern of consumption of street food and beverages in schools for SAD children in Nyogan Village. Subjects and Method: This was a quali
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Marlowe, Joseph, John Smith, Dravin Thomas, and Subha Kumpaty. "A Minimalistic and Historically-Based STEM Learning Approach." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10465.

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Abstract As part of Milwaukee School of Engineering’s (MSOE) 2019 Senior Design program, a design team has worked with Old World Wisconsin (OWW) — a museum in Waukesha County — to incorporate STEM education into their historical platform. This involved introducing methods to teach STEM concepts to visitors, most of which are school children in the K-12 system. Background research on current Science, Technology, Engineering and Mathematics (STEM) methods for K-12 audiences show that there is an overall lack of STEM introduction for students in the United States, and as such, students in the U.S
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Reports on the topic "Permanent teachers"

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA m
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