Academic literature on the topic 'Teacher's low morale'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teacher's low morale.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Teacher's low morale"
1
Sunardi, Sunardi, and Abdurrahmansyah Abdurrahmansyah. "Problematika Implementasi Kurikulum 2013 dalam Pembelajaran Akidah Akhlak di Madrasah Tsanawiyah Kota Prabumulih." Muaddib: Islamic Education Journal 2, no. 2 (December 14, 2019): 79–90. http://dx.doi.org/10.19109/muaddib.v2i2.5766.
Full textAbstract:
This study aims to determine the Problems in the Implementation of the 2013 Curriculum, starting from the design, implementation, and evaluation in MTs Prabumuli , then the factors underlying these problems, as well as the efforts made by teachers in overcoming the problems of implementing the 2013 Curriculum. The research approach used is a qualitative approach. While this type of research is field research. Sources of research data are the headmaster of the madrasah, deputy head of curriculum and teachers of the Akidah Akhlak. Data collection method is done by observation, interview and documentation. Data processing methods in this study were obtained through research instruments, through four stages, namely data reduction, data presentation, data verification and triangulation. The results of this study indicate that: First, the problems in implementing the 2013 curriculum in the learning of the Morals in the VII grade of MTs Prabumulih such as, 1) In planning, the making of a learning plan is not in accordance with the provisions, especially in the composition of the RPP and writing material, 2) In the implementation , the implementation of learning does not use the lesson plan as the basis of the learning flow, many learning steps that have not been done, the characteristics of the 2013 curriculum have not been fully implemented, 3) In evaluation, evaluation is still considered difficult and burdensome for teachers so that some aspects of assessment such as attitude and skills assessment are not carried out in accordance with the provisions. Second, from the above problems the factors are: 1) The lack of teacher's understanding of the 2013 curriculum concept from all aspects, 2) The teacher still considers that the 2013 curriculum is very burdensome, 3) The lack of teacher awareness in the implementation of the 2013 curriculum, 4 ) Low morale and work ethic for teachers. Third, some of the efforts made by the Akidah Akhlak teachers in overcoming existing problems such as: 1) Teachers seeking information about the 2013 curriculum concept independently, 2) Teachers play an active role in MGMP activities, 3) Collaboration with more senior teachers in the implementation of 2013 curriculum.
2
Anwar Ul Haq, Sadaf Mahmood, Muhammad Shabbir, and Zahira Batool. "Assessing the Academic integrity among University Students in Pakistan." Journal of Business and Social Review in Emerging Economies 6, no. 3 (September 30, 2020): 1025–32. http://dx.doi.org/10.26710/jbsee.v6i3.1359.
Full textAbstract:
The principal objective of this research was to assess the academic integrity among Pakistani university students. Qualitative data were obtained from 3 Focus Group Discussions (FGDs) with students from different universities. Mixed Methods Research was applied at the individual and group level and data were analyzed with the help of content analysis. The analysis unveiled four key themes including teacher's behavior in the classroom, teacher’s evaluation method in Examinations, the influence of peer pressure, and the popularity of the memorization method among students. Students' level of satisfaction with teachers’ behavior in the classroom and at the time of assessment of examination remained low and they considered it as the main reason behind their low level of academic integrity. Rote learning, inconsistencies in the examination evaluation method, and the effect of peer pressure were also identified as the central reasons behind their academic misconduct behavior. It is concluded that in the coming few years, academic misconduct is going to become a popular culture in Pakistani universities and it is a dire need to stop this behavior. Suggestions to overcome this problem are to trained students as well as teachers. The teacher's professional and moral training can directly effect on the training and moral values of students. This study was conducted in Pakistan, but the findings can be observed and replicated in higher education systems in many developing nations.
3
Yusmiatinengsih, Rakihmawati,. "UPAYA MENINGKATKAN PERKEMBANGAN MORAL ANAK USIA DINI MELALUI MENDONGENG DI TK DHARMAWANITA." JIV-Jurnal Ilmiah Visi 7, no. 1 (July 20, 2017): 18–41. http://dx.doi.org/10.21009/jiv.0701.3.
Full textAbstract:
The moral development of children at Dharmawanita kindergarten in Padang State University is still low, it seems that there are still children with less understanding of good and bad attitude from their behaviors, like disturbing children, less emphaty feeling and unhappy to play with their friends, and also unused to say thank. One of the causes are the teacher’s effort to grow morale and incorrect method in teaching it. The purpose of this research is to fix the teacher’s ways in growing morale lesson through educated and joyful fables. This research is the classroom action research, the research which increases the learning quality. The research data done by observation and interview. The classroom action research done in two cycluses. The result of this research had shown that there is the increase of children morale development, in cyclus 1, the moral development of children was still low, after cyclus II had been done, there was increasement. Based on the classroom action research, there was an increase of children morale development, it seemed before the action in the early percentage of children ability which was very high 13,23 %, in cyclus I it got increased into 36, 76 %, meanwhile in cyclus II, it got great increased into 77.44%. it shows that there is an increasement of children morale development from the early action before cyclus till cyclus II. The conclusion is telling fable can increase the children morale development. The writer suggests to the readers that this thesis can be used as the source to explore the knowledge increasing the children morale development.
4
Soares, Michelle, and Laêda Machado. "VIOLENCE AGAINST TEACHERS: SPEECHES FROM BRAZILIAN’S DIGITAL MEDIA." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 144–51. http://dx.doi.org/10.33225/pec/14.58.144.
Full textAbstract:
This research aimed to understand the treatment given by digital media for violence against teachers. It was observed how violence manifests itself, where it comes from, how it happens and the reasons for its occurrence, from news that addressed the violence suffered by teachers. The theoretical referential that guided the work was the Social Representation Theory proposed by Moscovici (1978). This research examined 96 articles, published in mainstream news sites in Brazil, whose main content were cases of violence against teachers. For these analyses, the content analysis from Bardin (2009) was used. The results showed that the discourse that circulates in digital media on violence against teachers refers to any form of physical or moral violence performed by students or their parents in the school environment, causing physical and moral damages to teacher’s integrity. The violent acts are triggered by situations that alter the dynamics of the classroom, such as assigning low marks or making complaints. It’s emphasized that this characterization is important to the development of possible actions for combating violence against teachers, which proved as an element that is part of the pedagogical dynamic of teachers. Key words: education, digital media, social representation, students, teachers, violence.
5
Paigunova, Yu V., N. Z. Appakova-Shogina, and A. V. Gut. "Moral normativity as a factor motivating the success of a modern teacher." SHS Web of Conferences 113 (2021): 00071. http://dx.doi.org/10.1051/shsconf/202111300071.
Full textAbstract:
The article is devoted to the theoretical and empirical study of the relationship between the moral normativity of a professional teacher and the motivation for success. The article analyzes the concept of moral normativity (from the point of view of the proposed conventional approaches) as a predictor of the teacher's professional activity. In the context of the study of the influence of moral normativity on the success of professional activity, the authors turn to the phenomenon of "macchiavelism", which reflects the existence of a high correlation of the need to achieve goals with a low moral normativity of the individual.The empirical part of the study presents the results of the correlation analysis of the indicator of moral normativity with various indicators that determine the motivation for success, on a sample of 150 future teachers of physical culture and sports profile (graduates of the Volga State University of Physical Culture, Sports and Tourism, Kazan). The results obtained indicate the ambiguity of the relationship between moral normativity and motivation for success in the context of professional pedagogical activity.
6
ÖNDER, Emine, and Ekber TOMUL. "The Effect of Pressure Groups and the Moral Intensity on School Administrators’ Unethical Behavior: An Evaluation According to Teachers' Opinions." European Educational Researcher 3, no. 3 (October 15, 2020): 173–91. http://dx.doi.org/10.31757/euer.335.
Full textAbstract:
In this study, it was aimed to determine the effect of pressure groups and moral intensity on school administrators' unethical behaviors according to teachers' opinions. The study group of the research, which is causal comparative research, consists of 313 teachers. The research data have been collected by adapting the Openness to Violation of Ethical Decision (OVED) scale. In the research, descriptive statistics, one-way ANOVA with repeated measures and two-way ANOVA for factorial design have been applied. In the research, it has been found out that the school administrators’ possibility of behaving unethically varies according to the moral intensity and pressure groups. As the moral intensity decreases, it can be stated that the school administrators’ possibility of behaving unethically increases when the demand comes from bureaucratic and political pressure groups. The school administrators’ possibility of performing an unethical act with both low and high moral intensity shows a meaningful difference according to the pressure group and the level of relationship between the teacher and the administrator. School administrators’ possibility of performing an unethical act with high moral intensity shows a meaningful difference according to teacher’s gender. At the end of the study, some suggestions have been made by considering the limitations and results of the research.
7
Brion, Corinne, and Paula A. Cordeiro. "Voices of Ghanaian Head-Teachers Working in Low-Fee Private Schools." International Journal of Educational Reform 29, no. 2 (March 6, 2020): 170–90. http://dx.doi.org/10.1177/1056787919885367.
Full textAbstract:
Head-teachers play a crucial role in school improvement, teacher morale and retention, as well as student learning. In this study, the authors examine the perspectives and the roles of eight head-teachers in Low-Fee Private Schools (LFPSs) in Ghana, within the context of Goal number 4, target 4c of the Sustainable Development Goals (SDGs). This qualitative study uses a longitudinal case study approach. Findings reveal that head-teachers were either the proprietors of the schools or family members and faced three fundamental challenges in the areas of finance, human resources, and parent engagement. Lastly, principals tended to exercise leadership authoritatively
8
Akip, Muhamad. "Akhlak Guru Terhadap Murid Dalam Proses Pendidikan di Era Milenial Perspektif Imam Ghazali." EL-Ghiroh 18, no. 2 (October 2, 2020): 169–78. http://dx.doi.org/10.37092/el-ghiroh.v18i2.242.
Full textAbstract:
This study aims to describe and analyze the morals of teachers towards students in the educational process in the millennial era, the perspective of the ghazali imam in the book Ihya 'Ulumuddin, teachers are a noble profession so that people who become teachers are emulated by each student and teachers must have ethics towards their students (1) Shows the nature of affection for students. and treat him like his own son. (2) The teacher must carry out what has been conveyed to the student. (3) Teachers are not allowed to ask for favors or compensation from students (4) Giving knowledge systematically (5) Teachers are not allowed to rebuke their students (6) A teacher is responsible for one of the subjects. (7) The teacher must explain the lesson according to the understanding of the student. (8) Students who are slow in understanding lessons, should be given clear lessons or (remedial) so that patiently they will receive blessings and ta'zim their teachers. The concept of education put forward by Imam Ghozali is still very relevant to the laws that apply in this millennial era and serves as a bridge between the concept of Imam Ghozali and the Law which in the application process is not in accordance with the concept or law because of the moral position above science and knowledge. the average knowledgeable person can be seen from the morals of both fellow humans and other God's creations.
9
Finnigan, Kara S., and Betheny Gross. "Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools." American Educational Research Journal 44, no. 3 (September 2007): 594–630. http://dx.doi.org/10.3102/0002831207306767.
Full textAbstract:
The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teacher motivation. Through a combination of qualitative and quantitative data, the authors found that the value teachers placed on their professional status and their goals for students focused and increased their effort, but low morale had the potential to undercut the sustainability of teachers’ responses.
10
Mahrita, Mahrita, M. Yuliansyah, and Nurul Auliah. "LAYANAN BIMBINGAN DAN KONSELING DALAM PEMBENTUKAN KEPRIBADIAN YANG BERAKHLAKUL KARIMAH UNTUK MENANGANI PERILAKU AGRESIF PADA SISWA KELAS VIII SMP NEGERI 32 BANJARMASIN." JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA 4, no. 3 (December 22, 2018): 15. http://dx.doi.org/10.31602/jmbkan.v4i3.1639.
Full textAbstract:
The background of this study is that there are still problems with the aggressive behavior of students, especially class VIII students of SMP Negeri 32 Banjarmasin. For this reason, BK needs to be handled by competent teachers according to Law No. 111 of 2014 to be able to form students into the generation of hope of the nation according to Law No. 20 of 2003. The purpose of this study is to find out the services that are carried out and find out the obstacles experienced when running a program of guidance and counseling services in the formation of a personality that has a moral character to handle students' aggressive behavior. In this study, researchers used qualitative research methods. The research subject was the teacher of BK 32 SMP Negeri Banjarmasin. Data is collected through observation, interviews, and documentation. The results of this study indicate that the guidance and counseling service program at Banjarmasin State Middle School 32 has had an impact on the formation of the personality of students who have moral character. So that individual counseling services provided by counseling teachers to students who have aggressive behavioral problems are able to make better changes in these students. Suggestions from this study are as BK teachers need to understand the root causes of each student's problem, then need to understand correctly the meaning of personality (in Islam). And the school must pay attention to the guidance and counseling program in it so that it is implemented properly. Keywords: Guidance and Counseling Services, Personality, Morals, and Aggressive Behavior
Dissertations / Theses on the topic "Teacher's low morale"
1
Wiley, Kim L. "No Child Left Behind and teacher morale among African-American teachers in low-performing middle schools." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-07152008-115710.
Full text
2
DeBruyne, John W. "A study to identify the factors responsible for job dissatisfaction and low teacher morale." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001debruynej.pdf.
Full text
3
Mills, Sandra Hartington. "Causal factors in teacher stress and morale : causes of absenteeism, low morale, illness and loss of efficiency among secondary school teachers with recommendations for the improvement of working conditions, effectiveness and the self-concept of teachers." Thesis, University of Bradford, 1985. http://hdl.handle.net/10454/3843.
Full textAbstract:
Problems that face teachers, especially those in secondary schools, are discussed. How they have developed over the years to what is now considered to be a crisis level, the increase in absenteeism and illness of the teaching force are also reviewed. A review of existing material explains the nature of stress. The psychobiological aspects are reviewed paying particular attention to the many coping mechanisms that the person will employ and explains how perceptions of situations can play a vital role. Factors that create stress for the teacher are discussed and categorised into familiar sections including pupils, working conditions, working in an organisation, the effects of management, the self concept and role conflict. Selection, training, assessment, pay and promotion are dealt with together in an additional category. Results from a Questionnaire completed by teachers from four local education authorities provides additional material to be considered and reinforces many of the previous claims and observations. After the findings are discussed, conclusions and recommendations are made for the improvement of morale and the reduction of stress in the teaching profession. Many of the conclusions made are linked closely to the self concept of the teacher. This self concept appears to be the focal point at which the problems besetting the teacher meet and are dealt with in either a positive or negative manner. Many of the recommendations made have the effect on the self concept of the teacher as a prominent feature. The stress provoking situations experienced by teachers seem to be reaching unacceptable levels. The physical and mental welfare of teachers is called upon to be monitored in order to reduce the harmful effects that poorly motivated teachers may have on pupils and in order to reduce the physical and mental difficulties apparently being suffered by the teaching profession.
4
Littleford, Anne Runyan. "Principal Leadership and Its Perceived Influence on Teacher Morale in Elementary Schools." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2138.
Full textAbstract:
The purpose of this qualitative study was to construct a theoretical framework explaining the connection between principal leadership practices and the phenomenon of teacher morale. The study also focused on principal leadership practices and the perceived effects that style has on how teachers feel about themselves and their jobs. First, a review of extant literature defined what constitutes effective leadership in school related environments. Second, the researcher defined teacher morale, both high and low, and how it relates to work performance. Third, the researcher attempted to explore how teacher morale and the leadership style of their principals relate.
This qualitative study was conducted using interviews of teachers from 7 public elementary schools. Post interview journaling was also conducted by the researcher to capture immediate author perspective. The teachers were interviewed to gain their perceptions of leadership practices that motivate them to enjoy their jobs and work beyond status quo. With information gleaned from teachers, the desired outcome of this research was for principals to self-evaluate their leadership strategies and style and to find importance in building high teacher morale for the betterment of everyone.
The researcher coded transcripts into themes, patterns, and the following theoretical constructs: (a) change, (b) leadership practices, (c) mandated testing, (d) stress, (e) communication, (f) acknowledgment, (g) professionalism (h) identifying with teachers, and (i) building community.
5
Greene, Carie Cseak. "Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.
Full text
6
Machaba, Joel Maphefa Thaloki. "The Teacher protest movement in Lebowa : 1989-1992." Diss., 1995. http://hdl.handle.net/2263/33169.
Full textAbstract:
This study was carried out in Lebow a Bantustan, situated in the Northern Transvaal Region of the Republic of South Africa. This study covered the period 1989 to 1992. This period
was marked by considerable unrest and upheaval in Black education. The Black education
crisis was compounded by a political climate created by the unbanning of political parties,
release of political prisoners and the return of exiles in 1990, whereby several petitions for
demands were handed over to the LED's Head Office and Circuit Offices, among others, by
teachers (LED Annual Report, 1990: 20). The following factors were, inter alia, identified
as having contributed to the educational crisis in Lebowa bantustan (LED Annual Report,
1990: 22): -
*
*
*
*
*
*
*
general campaign waged by some teachers for lawlessness, defiance and intimidation
of authority;
the influence of external organisations on the schools;
backlogs in the provisioning of basic educational facilities;
irrelevant school curriculum;
teacher's low morale;
lack of meaningful parental involvement in education; and
limited participative decision-making and management in the schools. The mentioned factors aroused dissatisfaction and discontent among teachers. Furthermore,
teachers considered education provided by the LED as perpetuating apartheid, characterised
by vast disparities and uneven distribution of resources. The protesting teachers started to
share this discontent. In the words of Jenkins and Perrow (1977: 250) when widespread and
shared discontent increases, collective efforts to alleviate this state of affairs occur. In the
case of protesting teachers the South African Democratic Teachers' Union was founded.
The focus of this study, therefore, will be to describe and analyze the occurrences and effects
of teacher protest activities in Lebowa for the period between 1989 and 1992. The more
specific research questions will concern: * Socio-political, administrative, demographic, physical, financial and
educational conditions existed, in which a teacher protest movement could take
root. These factors aroused discontent and a resultant general belief among
some teachers that the education received by blacks was inferior;
* Transformation of collective beliefs into collective actions and mobilisation.
*
Teachers became convinced that movement participation was an effective way
of redressing grievances. As such SADTU attempted to mobilise consensus
among the protesting teachers. Consensus mobilisation was done through the
aid of frame alignment processes (e.g. bridging, amplification and
transformation) and four group processes (e.g. consciousness-raising,
collective empowerment, polarisation and collective decision-making). The
latter created a willingness to sacrifice personal welfare for a collective cause;
and
the impact of teacher protest activities on the Lebowa government, the LED's
official duties, pupil/student performances and the parents. Not only did the
disruptions and protests retard the learning process in schools, but also
contributed towards the poor std 10 examination results. The LED officials
were adversely affected by these actions. Some teachers and principals were
intimidated and threatened (Case Register no's: 123/11/91 at Police stations
and 48/10/92 at Gompies Police Station). Protesting teachers advocated for
defiance campaigns against LED's authorities, inspectors and principals
(TUATA, 1990: 26). Parents and community at large lost trust and confidence
in the teachers for the education of their children.Dissertation (MA)--University of Pretoria, 1995.
gm2014
Humanities Education
unrestricted
7
鄧敏君. "A Discussion of the Connection between the Perception of Low Fertility Rate and Teacher Morale in Teachers of Miaoli County Elementary Schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/16306029880369595444.
Full textAbstract:
碩士國立新竹教育大學
人資處社會學習領域碩士班
100
The study aims to discuss the relationship between the perception of declining birth rate and teacher morale in teachers of Miaoli County elementary schools, in attempt to understand the perception of low fertility rate and teacher morale in elementary school teachers under the different background variables. The study also analyzes the difference between the perception of declining birth rate and teacher morale in elementary school teachers under the different background variables via questionnaire survey, with further analysis on the relevance between perception of declining birth rate and teacher morale. The study intends to propose the research result as reference for relevant educational units. The study employs research methods including “questionnaire survey” and “interview.” The “Survey on the perception of declining birth rate and teacher morale in teachers of Miaoli County elementary schools” comprises of three aspects in “teachers’ perception on low fertility rate,” “teacher morale” and “basic information,” respectively. A total of 345 questionnaires were issued and 332 valid questionnaires were recovered. The recovered questionnaires underwent statistical analysis using SPSS for Windows 12.0. A purposive sampling was conducted on teachers of Miaoli County elementary schools during the interview. The interview outline was based on a semi-structured interview where respondents adopted open answers. The study objects comprised of seven teachers. The study concluded in the follows: 1. Elementary school teachers tend to hold high level of perception on low fertility rate, with “student dimension” being the most significant aspect. 2. Elementary school teachers maintain positive degree for teacher morale, with “team spirit” receiving the highest score. 3. Teachers from schools of different size will show difference in the perception of declining birth rate, with school size of “25 classes or more” being the most significant. 4. Elementary school teachers of different background variables show difference in work morale. 5. A higher perception of low fertility rate in teachers of Miaoli County elementary schools indicates a higher level of teacher morale.
8
Rapeta, Seshoka Joseph. "Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policy." Thesis, 2019. http://hdl.handle.net/10500/26238.
Full textAbstract:
Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment.
A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis.
The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale.Educational Management and Leadership
Ph. D. (Education Leadership and Management)
Books on the topic "Teacher's low morale"
1
Garófoli, Delia Cantalejos de. Educar para los valores: En el marco de La ley federal de educación. Buenos Aires: Marymar Ediciones, 1995.
Find full text
2
Bernet, Jaume Trilla i. El profesor y los valores controvertidos: Neutralidad y beligerancia en la educación. Barcelona: Paidós, 1992.
Find full text
3
Shaveko, Nikolay. Truth. The socio-legal and religious-moral ideal of Ancient Russia (XI-XVII centuries). Historical and philosophical research. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1210062.
Full textAbstract:
The monograph is devoted to the ideas of the ancient Russian man about the religious, moral and socio-legal values associated with the word "truth". The author analyzes the context of the use of the word "truth" in a variety of historical sources before the XVII century, and on this basis, a conclusion is made not just about the meanings of this word, but about the most significant values and ideals that the Old Russian man expressed through the corresponding term.
It is addressed to a wide range of readers interested in the history of religious, moral and socio-legal ideas. It can be useful for students, postgraduates and teachers of historical, political, philosophical and law faculties of universities.
4
Baglay, Marat. Constitutional law of foreign countries. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1569641.
Full textAbstract:
The fifth, significantly revised edition of the textbook highlights the basic concepts and institutions of foreign constitutional law, reveals its subject, system, sources. The issues of the legal status of the individual, forms of the state, local self-government, etc. are comprehensively analyzed.
In the interests of a more in-depth and integral, comprehensive understanding of the state system of the leading countries, the textbook includes chapters on the USA, Great Britain, France, Germany, Italy, Spain, the Nordic countries, Japan, China, India, the Arab states, the EAEU countries, Uzbekistan. Special chapters contain regional reviews of the main constitutional and legal institutions.
For students, postgraduates and teachers of law schools and faculties.
5
Zakomoldin, Aleksey, and Dmitry Kudzilov. Ethical basis of the preliminary investigation. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02049-4.
Full textAbstract:
The monograph deals with the current problems of the ethical element of procedural activity at the stage of preliminary investigation in the modern criminal procedure of Russia. It approaches to the classification of norms governing moral content of pre-trial proceedings in criminal cases, analyses the ethical basis of application of measures of criminal procedural enforcement and production of investigative actions during the preliminary investigation.
The publication is intended for students, postgraduates, scientists and teachers of law high schools, judges, prosecutors, investigators, inquirers and other law enforcement and judicial officials, as well as all people interested in the problems of modern criminal procedural law.
6
Lemeshko, Boris, and Pavel Blinov. Criteria for checking deviations from the exponential law. Application manual. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1097477.
Full textAbstract:
The monograph is intended for specialists who are more or less faced with the issues of statistical data analysis, processing of experimental results, and using statistical methods to analyze various aspects and trends of the surrounding reality. The guide discusses the application of statistical criteria aimed at testing the hypothesis that the analyzed sample belongs to the exponential (exponential) distribution law. The disadvantages and advantages of various criteria are indicated. Estimates of the power of the criteria and results of comparative analysis of the criteria are given, as well as tables containing percentage points and statistical distribution models necessary for applying the criteria. Following the recommendations will ensure the correctness and validity of statistical conclusions when analyzing data. It will be useful for engineers, researchers, specialists in various fields (doctors, biologists, sociologists, economists, etc.) who are faced with the need for statistical analysis of experimental results, as well as University teachers, graduate students and students.
7
Kriven'kiy, Aleksandr. The origin and development of private international law (XII-XX centuries). ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1484524.
Full textAbstract:
The monograph examines the issues of the origin, formation and development of private international law (MCHP) as a science and an independent branch of law. The development of conflict (conflict of laws) law is shown starting from the XII century and ending with the beginning of the XX century, more precisely, 1917. In particular, the main historical stages of the development of the science of private international law in Europe by lawyers from Italy, France, Holland, Germany, England and Russia up to the beginning of the XX century are highlighted. The main ideas and doctrines in the science of MCHP are outlined, a number of author's provisions and conclusions regarding the covered topic are expressed, as well as proposals for the further development of the science of MCHP.
It is recommended to students, masters, postgraduates and teachers of this discipline in educational organizations of professional education, to anyone who is interested in private international law.
8
Akmalova, Al'fiya, and Vladimir Kapicyn. Conceptual foundations of the modern social state and social law. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/949358.
Full textAbstract:
The textbook considers the main approaches to the formation of the conceptual foundations of the social state, which in modern conditions ensure the consolidation of the model of the modern state, focused on the consistent development and implementation of social projects, and effective social policy. Special attention is paid to the consideration of socio-anthropological and value-normative approaches that provide a more complete study of the features of the formation of the social character of the state, along with formal and legal ones. Special attention is paid to the formation of competencies necessary for the activities of employees of social institutions, state and municipal employees, volunteers and other participants of public associations.
Meets the requirements of the Federal state educational standards of higher education of the latest generation.
It is intended for undergraduates studying in the field of training 39.04.02 Social work". It can be used for training in such areas of training as "State and municipal administration", "Management", "Law", "Sociology", "Political science", etc. It will also be useful for graduate students, teachers and practitioners, as well as anyone interested in the problems of the social state and social legislation.
9
Vlasyenko, Nikolay, Artem Tsirin, YEkatyerina Spyektor, Natalya Povetkina, Zarina Bedoeva, Yuliya Belyaeva, Maksim Zaloilo, Elena Rafalyuk, and E. Sidorova. Dictionary on the Subject of Anti-Corruption. ru: INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/18663.
Full textAbstract:
Currently, the problem of combating corruption is in the center of attention of Russian society and the state. The legal and organizational framework for combating corruption has been formed. Anti-corruption legislation is constantly being improved, becoming more holistic and systematic, so further classification of its concepts is required.
The Glossary contains more than 500 terms of Russian and foreign language origin, which are basic in the practice of combating corruption and are used in criminal, administrative and financial law of Russia; it guides the reader in a complex system of modern legal categories related to anti-corruption topics; uses the tools of international agreements ratified by the Russian Federation; it will help clarify the conceptual apparatus of normative legal acts and eliminate contradictions in existing documents.
The publication is intended to be used in the educational process in the framework of scientific and educational support for combating corruption.
For employees of scientific institutions and government agencies, teachers, students, postgraduates of higher educational institutions and practicing lawyers.
10
Tyernovaya, Lyudmila. Gastronomic geopolitics. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/999872.
Full textAbstract:
The more diverse and rich a person's life is, the more areas of activity, different sides of reality he comes into contact with. People get a lot of resources from them, but at the same time each such sphere has its own vulnerability and is able to create threats to the security of people, societies and States. Most dangerous of all are the threats that affect the vital basis of human existence. These include threats to food security. They have long gone beyond biological or medical limits and received a truly geopolitical scope.
The monograph shows how these threats were born and grew, as well as what can be done not only by States or international organizations, but also by individuals to minimize such threats and risks, to return to food the original meanings of the unifying principle.
It is intended for specialists in the field of international relations, teachers and students of humanitarian and social disciplines, and will be of interest to a wide range of readers.
Book chapters on the topic "Teacher's low morale"
1
Amirnuddin, Puteri Sofia, and Jason J. Turner. "Learning Law Using Augmented Reality and Neuro-Linguistic Programming." In Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies, 259–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1435-1.ch015.
Full textAbstract:
In the era of the Fourth Industrial Revolution (4 IR), there are various legal tasks that are becoming increasingly automated, and hence, it is no longer sufficient for law students to only know the law. Today's law graduates have to be equipped with skills that can future-proof their careers from automation; hence, the onus is on education providers to embed those skills in the curriculum. In an attempt to address the identified skills gap and better enable graduate work readiness, augmented reality (AR) and neuro-linguistic programming (NLP) have been introduced into a law module at Taylor's University to encourage first-year law students to learn law using AR and utilise NLP techniques to deliver a human element through digital learning. Through the interpretation of students' feedback from a module survey, this chapter aims to understand student learning experience on the role of AR and NLP in facilitating and enhancing their legal studies and preparing the graduate more effectively for the workplace.
2
Letsas, George. "How to Argue for Law’s Full-Blooded Normativity." In Dimensions of Normativity, 165–86. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190640408.003.0008.
Full textAbstract:
This chapter aims to make space for the view that law possesses full-blooded normativity in a top-down way. Here is the dialectic of the inquiry: What would have to be true of morality for the claim that some specific practice is full-bloodedly normative to be plausible? The chapter assumes that the practice of morality as a whole has full-blooded normativity in the sense that its requirements give one genuine reasons to act, irrespective of one’s subjective wants, desires, and beliefs. The focus is on what it means to say of a specific practice that it partakes of morality’s normativity. The reason is simple: it should be an open question whether this or that practice has full-blooded normativity. For if it is not possible for any particular practice to have full-blooded normativity, then the question of whether law has full-blooded normativity would make no sense from the get-go. The account put forward builds on the idea of obligations of role. A practice, has full-blooded normativity when it instantiates a distinct set of obligations, one that pertains to people in a particular capacity, such as friends, parents, doctors, or teachers. The proposition that there are distinct moral practices, which are not reducible to a single moral concern, is of course disputed territory in moral philosophy. But if this proposition is accepted, one can ask, by analogy, whether legal practice instantiates an obligation of role and, as a result, bears the attributes of full-blooded normativity. This way of proceeding perceives the relationship between law and metaethics differently: it shows that law’s claim to full-blooded normativity ultimately depends on contestable assumptions about the nature of morality as a whole.
3
Fish, Stanley. "Don’t Try to Do Someone Else’s Job." In Save the World on Your Own Time. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195369021.003.0008.
Full textAbstract:
Some of the hits taken by administrators will be delivered by those faculty members who have forgotten (or never knew) what their job is and spend time trying to form their students’ character or turn them into exemplary citizens. I can’t speak for every academic, but I am not trained to do these things, although I am aware of people who are: preachers, therapists, social workers, political activists, professional gurus, inspirational speakers. Teachers, as I have said repeatedly, teach materials and confer skills, and therefore don’t or shouldn’t do a lot of other things—like produce active citizens, inculcate the virtue of tolerance, redress injustices, and bring about political change. Of course a teacher might produce some of these effects—or their opposites—along the way, but they will be, or should be, contingent and not what is aimed at. The question that administrators often ask, “What practices provide students with the knowledge and commitments to be socially responsible citizens?” is not a bad question, but the answers to it should not be the content of a college or university course. No doubt, the practices of responsible citizenship and moral behavior should be encouraged in our young adults, but it’s not the business of the university to do so, except when the morality in question is the morality that penalizes cheating, plagiarizing, and shoddy teaching. Once we cross the line that separates academic work from these other kinds, we are guilty both of practicing without a license and of defaulting on our professional responsibilities. But isn’t it our responsibility both as teachers and as citizens to instill democratic values in our students? Derek Bok thinks so and invokes studies that claim to demonstrate a cause and effect relationship between a college education and an active participation in the country’s political life: “researchers have shown that college graduates are much more active civically and politically than those who have not attended college” (Our Underachieving Colleges). But this statistic proves nothing except what everyone knows: college graduates have more access to influential circles than do those without a college education.
Conference papers on the topic "Teacher's low morale"
1
DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
Full textAbstract:
The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
2
Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.
Full textAbstract:
The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment
3
Kelonye, Festus B., Isaac Ipara Odeo, Ooko Selline, Nashon Samson, and Godfrey S. Juma. "Contextual Enablers and Hindrances of Girl Child Participation in STEM Education in a Kenyan County: A Case Study." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3101.
Full textAbstract:
In Kenya, student performance in sciences and Mathematics is still low compared to artoriented disciplines. The poor performance has affected not only the Girl child’s interest in these disciplines but also the number of girls that take STEM-oriented programs at tertiary levels. Several mitigating measures have been enacted although the situation has not changed much. This paper reports a study that explored contextual enablers and hindrances of Girl Child participation in STEM education in a Western Kenyan county. The study employed a case study approach by administering structured questionnaires, interview schedule and focused group discussion guide for data collection. The data were analyzed using both quantitative and qualitative methods and revealed that: 1) lesson development that connected science concepts to activities in the local context motivated and improved girl child’s participation and performance in contextualized learning activities and 2), familiarity with the materials and tools used in planning and implementing contextualized learning activities evoked the girl child’s enthusiasm and courage to exchange knowledge and ask more curiosity focused questions. Also revealed were hindrances including: 1) teachers’ initial training that did not prepare them for this way of teaching and it was not and has not been modeled for them during their preservice education or the ongoing professional development workshops; and 2) the exam driven nature of the curriculum serving as a hindrance to teacher innovation and creativity in instructional techniques. The study recommends a more creative and innovative teacher training system and focused research to monitor girl child participation and performance in STEM education. Keywords: Contextualized learning; Girl Child, STEM education; performance
4
Daga, Clarice C., Hetty N. C. C. Lobo, José A. P. C. Lobo, and Carlos E. L. Melo. "Acoustical Comfort in Classrooms: Case Study at the University of Brasília." In ASME 2018 Noise Control and Acoustics Division Session presented at INTERNOISE 2018. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ncad2018-6119.
Full textAbstract:
The acoustic conditions in school spaces are fundamental for the success of the learning process. This article aims to present the results of acoustic comfort by the analytical method of 9 classrooms with different geometric characteristics of the University of Brasília. In classrooms the background noise limits are 40 to 50dBA and considering that the teacher’s voice reaches a certain 65 decibels we can highlight that it can be heard clearly by the students. However in an environment with a lot of reverberation of sounds the teacher will have to exert more effort to be understood. The sound perception in a room depends on the intensity and temporal relationship between the direct sound and the indirect sound reflected by the walls of the room, therefore, in the present study were verified two parameters namely the reverberation time and speech intelligibility. The results obtained were compared with the normative parameters of ANSI S12.60: 2010 and it was verified that all rooms are not suitable for teaching-learning activity. To guarantee an environment with better conditions of concentration and learning for the students, acoustic coverings were suggested in order to fit the normative limits.
5
Wirth, Alex, and Boris Aberšek. "DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.138.
Full textAbstract:
Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.
6
von Hellens, Liisa, Kaylene Clayton, Jenine Beekhuyzen, and Sue Nielsen. "Perceptions of ICT Careers in German Schools: An Exploratory Study." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3348.
Full textAbstract:
This paper reports on an exploratory investigation of the perceptions of information and communication technology (ICT) as a field of study and work in German secondary schools. A total of 160 students from five secondary schools in Lower Saxony participated in the study in February 2007, and four teachers of the students were interviewed. The investigation is part of the research carried out by the authors within the Griffith University Women in Information Technology (WinIT) project, which has been studying the problem of low female participation since 1995. In this paper we discuss German school students’ (male and female) and their teachers’ views of ICT, its use at school and home, their influences in using technology, and their ideas about working with technology in the future. We drew on the challenges faced and opportunities available to teachers in the study to put this in context. We found that many senior secondary students have not decided what they want to do when they finish school, suggesting that the environment is ripe for them to receive relevant and useful information that may help them to choose to study tertiary ICT courses. By dispelling negative ICT perceptions and allowing students to make an informed choice as to whether to take up a career in ICT, we can hopefully encourage more students into this ever-growing and exciting industry.
7
Estéfany Freitas Barbosa, Glória, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira, and Ana Raquel de Souza Pourbaix Diniz. "The impacts of the Digital Age on the formation of readers in the early years of Elementary School." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212441.
Full textAbstract:
The theme aboutreader formation in Brazil is recurrent in different debates throughout history, considering its importance for the construction of a literate society.This study aimed to draw the reader's profileaged 6 to 10 yearsof the literary text, making an interface with the influence of the Digital Age in the choice of textual genres (fairy tales, legends, fables, among others) and in the formats of reading adhered to by students.Therefore, we aimed to identify the different styles of reading, as well as the ideological aspects inherent to this phenomenon, based on the frequency and formats of reading, namely: on screen and on paper.As a methodology, we carried out a bibliographic survey and applied exploratory research to private school teachers, in a city in the interior of the State of Rio de Janeiro.The survey data point to the great challenge of waking up children's appetite for the universe of reading in the Digital Age. Of the interviewed teachers,most defend the importance of literary reading, however most prefer videos and movies to reading.According to the teachers' testimony, children who like to read develop more creativity and criticality. The research revealed that the option for the act ofreading in detriment to other possibilities of access to culture receives a lot of influence from the encouragement of the school and the family.The sampling highlighted the importance of the literary ambience. We hope that the studywill contribute to the thought of new strategies to encourage reading, by portraying the students' inclination towards audiovisual language
8
Rathod, Mulchand S. "Improving Learning Outcomes of a Course in Instrumentation." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13589.
Full textAbstract:
Many engineering educators have become sensitive to the improved outcome of student learning in their classes. This has been true for our colleagues in the colleges of education where teachers are prepared for the teaching pedagogy. In many cultures as well as ours, the teaching profession is upheld as a noble profession. At the same time, the university faculty are held with high esteem by the general population. Faculty teaching in undergraduate programs have begun to address the pedagogy of learning in recent years. There is a national trend towards helping in this phenomenon. Besides funding initiatives by organizations such as the National, Science Foundation, engineering professional societies continue to organize forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper would address an experiment in improved learning by students of a subject matter that is laboratory based. The instrumentation course is a required course for engineering technology (ET) students pursuing mechanical, manufacturing/industrial, product design, and electromechanical majors at Wayne State University (WSU). Most engineering technology students are more comfortable with experimental techniques than with derivation of equations and formulas. Setting for this course was a multi-media distance learning classroom and a set of lab experiments. The teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching materials were prepared for presentation in power point, after discussion with the class it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each session. Each team met on a regular basis going over its assignment and breaking up the tasks for each team member to lead presentation and discussion for the whole class. Learning objectives addressed in the course included team work, effective communication, system design and testing, continued student participation, effective learning for long term retention besides the contents of the subject matter. Overall, student really felt they were learning a lot and new things. This paper summarizes a very positive experience of students and faculty dealing with learning pedagogy.
9
Cardoso, Janaina. "MASSIVE OPEN ONLINE COURSES CAMPS: BEFORE AND DURING THE PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end072.
Full textAbstract:
MOOC Camps have been used as a successful blended alternative to more traditional MOOCs (totally online). A “camp” here means “an informal gathering of learners working together to discuss new ideas and concepts” (Sowell, 2019). MOOC Camps combine the positive aspects of MOOCs, such as high-quality of professional development and low cost for participants with the advantages of using the “camps”, such as adaptation to the local context and a simpler way of promoting interaction among participants, who consequently feel highly motivated to complete the online course (Cardoso, 2020). The aim of this presentation is to consider the effects of the physical distance imposed by the COVID-19 pandemic in the MOOC Camps been offered by an extension and research project developed at a public university in Rio de Janeiro, Brazil (CEALD/UERJ) in partnership with the American Government (RELO-Brazil) since 2019. The main objectives of these MOOC camps are: (a) to promote language and methodology development; and (b) to build stronger communities of teachers and teachers-to-be, by giving them the opportunity of sharing their experiences. However, in 2020, due to the pandemic, the camp had to be adapted to a remote mode, using a web-conference platform. Therefore, this action-research study compares and contrasts the MOOC Camp participants’ feedback given before the pandemic with their responses to the activities developed during the pandemic. In this way, the idea is to understand how the adaptations we were forced to make have influenced the development of the camps and possibly affected participants’ interest. The discussion considers some of the advantages and drawbacks of adopting the remote mode for the camps, and a better understanding of some theoretical concepts, such as: blended learning (Gruba et al., 2016); blended MOOCs (Albó et al., 2015; Orsini-Jones, 2018, 2019), online interaction (Silva, 2014), and education in the pandemic context (Liberali, 2020).
10
Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.
Full textAbstract:
As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.
Reports on the topic "Teacher's low morale"
1
DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Full textAbstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
2
Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.
Full textAbstract:
This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
3
Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.
Full textAbstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
4
Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.
Full textAbstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
5
Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
Full textAbstract:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
6
Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.
Full textAbstract:
Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
7
Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Full textAbstract:
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
8
Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.
Full textAbstract:
How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.