Relevant bibliographies by topics / Teacher Advisor

Contents

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

Academic literature on the topic 'Teacher Advisor'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Teacher Advisor"

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Refinetti, R. "A prolegomenon to the study of graduate research training." Advances in Physiology Education 260, no. 6 (1991): S29. http://dx.doi.org/10.1152/advances.1991.260.6.s29.

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Academic physiologists are both teachers and researchers. As a teacher the physiologist has two main tasks, to teach courses and to supervise graduate student research. It is argued that these two tasks involve different pedagogic strategies and therefore should not be confounded with one another. The physiologist who acts as a teacher in a situation of research advising will be an inappropriate advisor and will provide the student with inappropriate research training. When performing the task of graduate advisor, the physiologist should maintain a liberal attitude that fosters the graduate student's research education.
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GARCIA, VERONICA, WILHEMINA AGBEMAKPLIDO, HANAN ABDELA, OSCAR LOPEZ JR., and RASHIDA REGISTE. "High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher." Harvard Educational Review 76, no. 4 (2006): 698–724. http://dx.doi.org/10.17763/haer.76.4.nu70771132536q86.

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In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.
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Harding-DeKam, Jenni L., Boni Hamilton, and Stacy Loyd. "The Hidden Curriculum of Doctoral Advising." NACADA Journal 32, no. 2 (2012): 5–16. http://dx.doi.org/10.12930/0271-9517-32.2.5.

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We examined the hidden curriculum of doctoral advising by conceptualizing the advisor as a teacher. Using autoethnographic methods in this case study, we simultaneously explored both sides of the advisor-student relationship. The constructivist paradigm permeated all aspects of the research: data collection, analysis, and interpretation. The significance of this study lies in new understanding of the zone of proximal doctoral development and the exploration of barriers to building positive multiyear advising relationships. Findings and implications resulted in new understandings of how doctoral advisors can minimize obstacles by making expectations explicit, listening by hearing, creating relationships of trust, and judiciously negotiating power. Making the hidden curriculum explicit can be accomplished with purposefully scheduled meetings, supportive caring relationships, and ethical practices.
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Ahsanu, Muhamad, and Dyah Wijayawati. "PERSPECTIVES AND PRACTICES FROM INDONESIAN EFL TEACHERS ON LANGUAGE ADVISORS’ ROLES IN FOSTERING LEARNER AUTONOMY." JURNAL SPHOTA 12, no. 2 (2020): 39–51. http://dx.doi.org/10.36733/sphota.v12i2.948.

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Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.
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Murray, Gerald L. "THE ADVISOR UNDER STRESS—FIRED UP OR BURNED OUT?" NACADA Journal 7, no. 2 (1987): 47–53. http://dx.doi.org/10.12930/0271-9517-7.2.47.

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Do you feel tired and worn out? Has your enthusiasm for your work diminished? Do you feel professionally stuck, unable to fulfill your professional expectations? Have you developed a cynical attitude toward your workplace and profession? Do you feel that you are spending more time thinking about vacations and retirement and less about helping students? If you have experienced (or are currently experiencing) these or similar symptoms, you may be suffering from “advisor burnout.” The literature is replete with accounts of teacher burnout, manager burnout, military wife burnout, preacher burnout, and so on. With excessive caseloads, lack of status, and poor pay, it is likely that more and more advisors will experience burnout, also. This paper examines possible causes and symptoms of advisor burnout and makes suggestions for its prevention.
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Ray, Steven J. "An appreciation of a gifted teacher, advisor, colleague, and mentor." Spectrochimica Acta Part B: Atomic Spectroscopy 76 (October 2012): 14–15. http://dx.doi.org/10.1016/j.sab.2012.07.022.

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Turan Özpolat, Esen, and Gülden Gürsoy. "A longitudinal study on pre and post service views of teacher candidates on teacher candidate training program." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (2019): 605–52. http://dx.doi.org/10.14527/pegegog.2019.020.

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This study aimed to reveal the views of teacher candidates on the teacher candidate training program and to compare the pre-service and post-service views. The study is a qualitative study designed with descriptive method and the data were collected with longitudinal methodology. The study group was selected among the volunteering teacher candidates based on the maximum diversity purposive sampling method. In the first data collection phase of the study (pre-service), the data were collected with the application of interview forms developed by the authors to 14 teacher candidates. The second data collection phase of the study (post service) was conducted one year after the first data collection phase and included 11 teacher candidates accessible from the same sample. According to the data obtained from the interviews made in two different phase, the candidate teachers seemed to benefit the training program related to this process and they wanted the continuation of the process, as well as It has been identified that the completion of the deficiencies stated in the process to benefit the future candidate teachers. Moreover, it has emerged as a result of research that the candidate teachers have gained knowledge and skills related to the profession, in particular from the advisor teachers, but they are not satisfied with filling in the form for administrative and classroom activities in the process and after they became principal teachers, they did not see any related benefit.
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Wise, Phyllis M. "Anita Payne: Scientist, Teacher, Mentor, Advisor, Friend, and So Much More." Biology of Reproduction 83, Suppl_1 (2010): 3. http://dx.doi.org/10.1093/biolreprod/83.s1.3.

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Vargas, Liliana Tarazona, and Antonia Candela. "Contributions of Ethnography for understanding the training process of In-service Physics teachers." Ciência & Educação (Bauru) 24, no. 4 (2018): 927–44. http://dx.doi.org/10.1590/1516-731320180040008.

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Abstract: This paper presents the results of an ethnographic study of two in-service physics teachers' participation in a seminar of the master's degree program on teaching science they are studying at the National Pedagogical University (UPN in Spanish) in Bogotá, Colombia. In it the two teachers work with an advisor to plan, implement and report the results of an educational proposal aimed at secondary school students. The ethnographic analysis yields elements for reflecting on continuing teacher education: the multiple meanings contained in the teachers' practices and shared assumptions; the work undertaken jointly between the teachers to explain, confront and negotiate these meanings; and the teachers' commitment to their students' development.
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Pross, Christian. "Johan Lansen 1933-2019." Torture Journal 30, no. 1 (2020): 81–83. http://dx.doi.org/10.7146/torture.v30i1.119738.

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Dissertations / Theses on the topic "Teacher Advisor"

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Brodie, Beth S. "Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/248.

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Public education is a cornerstone of our democracy and social advancement. However, current Vermont graduation rates would indicate that public education at the high school level does not address the needs of all twenty-first century learners. Research has revealed that personalization and creating a connected environment are promising innovations for improving education for all students. One structure that supports personalization, high school advisory, provides each student with an adult advisor that knows them well through their high school years. This research on high school advisory in Vermont was divided in two phases: 1) an assessment of the current state of advisory in all Vermont public high schools, and 2) a qualitative study that focused on the perceptions of students, advisors and administrators in 4 Vermont high schools with established advisory programs. In the second phase, a phenomenological framework was used to examine the perceptions of how advisory impacted academics, connectedness and the personalization of the high school experience. Document review, focus forum groups and interviews with the sixteen students, eight advisors and four administrators were conducted over a six-month period. Findings demonstrated that 53 out of 62 high schools in Vermont had some form of advisory program. In the study of four schools, over two-thirds of the students perceived that their high school advisory positively impacted their academic achievement. Advisors and administrators were less clear about the impact, however. Furthermore student-to-student connectedness was described positively by three-quarters of the students. The connection between advisory and personalization of education was the least clear both among students and advisors. All administrators and three-quarters of the advisors felt that in the future, personalization would become an integral part of the advisory program with the advent of Vermont Act 77, the 2013 legislation that mandates personalized learning plans and multiple pathways to graduation. Finally, there was considerable agreement in three schools that a significant roadblock to implementing effective advisories was a lack of support for advisory in the following areas: purpose, time, training and materials.
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Smith, Robert James. "EARLY ADOLESCENT SELF IMAGE: AN EXAMINATION OF A TEACHER/ADVISOR PROGRAM (GUIDANCE, HOME BASE, PESONALIZATION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188164.

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The purpose of this study was to investigate the impact of a teacher/advisor program on early adolescents' perception of self image. A review of the literature revealed much which proclaims the virtues of the teacher/advisor program but at the same time demonstrated an absence of any significant research which verifies that such programs, in fact, accomplish what their proponents claim. Because a notable amount of research supports the inclusion of educational experiences which heighten self image, determining specifically what effects a teacher/advisor program has would satisfy the need to validate the credibility of this concept and aid middle level educators in assessing its value. A pretest-posttest control group design with multiple measures of self image was employed. The sample consisted of 145 seventh grade students from two middle level schools. The experimental group came from a 6-7 school with a total of 73 students participating, 37 male and 36 female. The control group came from a 7-8 school with 72 students participating; both males and females numbered 36. Subjects were administered a questionnaire, which was composed of seven self image or transition research, at the beginning of the fall semester and again nine weeks later. Subjects in the experimental group received a thirty minute per day teacher/advisor program during this time interval. The findings of this study revealed significant group effects for the measures of victimization and perceived self image. For the measures of anonymity, self-consciousness, and the three self-esteem measures, however, group effects were not observable. Furthermore, examination of the results using gender as a variable showed no significant difference in any of the seven self image constructs. The data indicate that participation in a teacher/advisor program tended to suppress perceptions of victimization, which can be construed as a positive effect, and to lower perceived self image, which can also be viewed as beneficial if construed as a more realistic occurrence.
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Llewellyn, Joan Maxine. "TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/481063.

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Educational Leadership<br>Ed.D.<br>The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning. The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.<br>Temple University--Theses
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Carrasco, Ligia Bueno Zangali [UNESP]. "Assessorias pedagógicas das universidades estaduais paulistas: concepções dos espaços institucionais de formação do docente universitário." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/139533.

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Submitted by Ligia Bueno Zangali Carrasco null (li_carrasco@yahoo.com.br) on 2016-06-22T01:34:09Z No. of bitstreams: 1 ASSESSORIAS PEDAGÓGICAS DAS UNIVERSIDADES ESTADUAIS PAULISTAS_ CONCEPÇÕES_LIGIA CARRASCO.pdf: 2816873 bytes, checksum: 6ef209da11e9c0a29f9f1e2182e3ec74 (MD5)<br>Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-06-24T16:56:00Z (GMT) No. of bitstreams: 1 carrasco_lbz_me_rcla.pdf: 2816873 bytes, checksum: 6ef209da11e9c0a29f9f1e2182e3ec74 (MD5)<br>Made available in DSpace on 2016-06-24T16:56:00Z (GMT). No. of bitstreams: 1 carrasco_lbz_me_rcla.pdf: 2816873 bytes, checksum: 6ef209da11e9c0a29f9f1e2182e3ec74 (MD5) Previous issue date: 2016-05-31<br>A presente pesquisa pretendeu saber quais as concepções de formação presentes nos espaços institucionais universitários que impactam as práticas formativas dos assessores pedagógicos, corresponsáveis pelos processos de formação pedagógica de professores universitários e como essas concepções contribuem para a qualificação do locus de formação desses docentes. O estudo traz a reflexão sobre o assessoramento pedagógico como um processo de interação entre pares, proporcionando espaços formativos mais significativos no contexto universitário, visto que muitos docentes universitários ainda têm uma visão do ensinar como transmissão de conhecimentos somente. Para compreender melhor a realidade desta formação oferecida pelas iniciativas pesquisadas, escolhemos como participantes do estudo assessores pedagógicos dos espaços de formação existentes nas universidades estaduais paulistas, que foram o Centro de Estudos e Práticas Pedagógicas – CENEPP/UNESP, o Espaço de Apoio de Ensino e Aprendizagem – EA2/UNICAMP e o Grupo de Apoio Pedagógico (Ribeirão Preto) – GAPRP/USP. Estes participantes são docentes das referidas universidades que assumem a responsabilidade por organizarem e oferecerem a formação pedagógica aos demais docentes. A pesquisa enveredou pela abordagem qualitativa, focando seu olhar num estudo de caso múltiplo, porque a partir das similaridades entre os casos escolhidos, buscamos a identificação de suas singularidades. Os dados foram coletados por meio de análise documental, entrevistas semiestruturadas e observação participante de algumas inciativas de formação desses espaços. Os dados obtidos foram organizados em dimensões e analisados por meio da análise de conteúdo. Os resultados nos indicam que há muitos desafios relativos à formação pedagógica do docente universitário e que os espaços existentes ainda lutam para se tornarem lugares e territórios de formação. Há dificuldades institucionais e concepções que limitam o trabalho de formação pedagógica docente efetiva. As necessidades detectadas estão nas questões da institucionalização dos espaços, na formação dos assessores, nos formatos das propostas, na falta de valorização do profissional que assume tais assessorias. No entanto, há o reconhecimento do importante trabalho que já realizam, oferecendo formação àqueles que buscam aprimorar sua profissão docente, compreendendo a necessidade de ir além da transmissão no processo de ensino e aprendizagem.<br>This research intended to find that training concepts are present in university institutional spaces that affect training practices of pedagogical advisors, share responsibility for the pedagogical training process of university teachers and how these concepts contribute to the qualification of the place of formation of these teachers. The study brings a reflection on the pedagogical assistance as a peer interaction process, providing more significant formative spaces in the university context, since it is known that many academics still have a view of teaching as transmission of knowledge only. To better understand the reality of the training offered by the surveyed initiatives, chosen as the study participants pedagogical advisors spaces of formation of São Paulo state universities , which were the Center for Studies and Pedagogical Practices - CENEPP/UNESP, the Education Support Space and learning - EA2/UNICAMP and the Group of Educational Support (Ribeirão Preto) - GAPRP/USP. These participants are teachers of the said universities that take responsibility for organizing and offering teacher training to other teachers. The research was developed by the qualitative approach, focusing his gaze on a multiple case study, because from the similarities between the chosen cases, we seek to identify its singularities. The data were collected through documentary analysis, semi-structured interviews and participant observation of some initiatives of formation of these spaces. The materials were organized in dimensions and analyzed using content analysis. The results indicate that there are many challenges on the pedagogical training of university professors and the spaces are still struggling to become places and training areas. There are institutional difficulties and concepts that limit the effective teaching teacher training work. The identified needs are the issues of institutionalization of spaces, training of advisors in the proposed format, the lack of appreciation of the professional who takes such advisories. However, there is recognition of the important work they have carried out, providing training to those looking to improve their teaching profession, including the need to go beyond the transmission in the process of teaching and learning.
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Foote, Donald Jackson. "Building positive student-teacher relationships through middle school advisory programs." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481676661&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Winslow, Dorothy A. "A case study of middle school teacher advisory discussions /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115600.

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Kirk, Gordon. "The Scottish Tertiary Education Advisory Council : a case study in educational policy-making." Thesis, Open University, 1997. http://oro.open.ac.uk/57698/.

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The study has two central purposes: firstly, to undertake the first comprehensive analysis of a particular policy-making process, the Scottish Tertiary Education Advisory Council's work in the mid '80s on the future strategy of higher education in Scotland; and, secondly, to use the STEAC process as a case study to test the validity of three models of the policy-making process. Using the minutes and papers of the STEAC itself, the Scottish Office file on STEAC, institutional archive materials, contemporary press coverage, and official documents, the study examines the STEAC process from its inception to its culmination in ministerial decisions. It establishes the educational and political matrix from which the STEAC sprang, and it analyses the evidence submitted, the transactions of the Council itself, the public and professional reaction to the Council's recommendations, the government's subsequent legislative action, and its aftennath. Through that analytical sequence, the interplay of forces and the key determinants of policy are identified and an assessment made of the strategic significance of STEAC in the development of higher education in Scotland. The STEAC process, given its transparency and the fullness of its evidential base, is taken to be an appropriate context against which to test the validity of three models of the policy-making process: the policy community, incrementalism, and the Humes "revised model". It is concluded that the established notion of a homogeneous policy community, as an elitist alliance in collusion with government, is suspect; that incrementalism should give way to an alternative model for which the term "prudentialism" is proposed; and that, while the Humes model acknowledges the full complexity of social phenomena, its very diffuseness makes it insufficient by itself as a model for interpreting the policy-making process in education.
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Myers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.

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Lentz, Charles E. "An investigation of the relationship of advisory program implementation to student perceptions of advisory-based guidance practices and school experiences /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9901312.

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Jones, Ralph. "Qualities of faculty members who are successful teachers and advisors of international students /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10798353.

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Books on the topic "Teacher Advisor"

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Plue, Leo. Keys to success: Suggestions for teacher advisor programs. Educational Services Committee, OSSTF, 1997.

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Myrick, Robert D. The teacher advisor program: An innovative approach to school guidance. CAPS Press, 2005.

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Myrick, Robert D. The teacher advisor program: An innovative approach to school guidance. ERIC Counseling and Personnel Services Clearinghouse, 1990.

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James, Michael. Adviser-advisee programs: Why, what and how. National Middle School Association, 1992.

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Inspecting and advising: A handbook for inspectors, advisers, and advisory teachers. Routledge, 1992.

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Vaught, Claire Cole. Nurturing a teacher advisory program. National Middle School Association, 1992.

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Vurnakes, Claudia. 201 strategies for teacher advisors. Frank Schaffer, 1994.

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Corr, Peter F. The advisory teacher: Dimensions and dilemmas. The Author], 1997.

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Powling, Suzy. The advisory teacher's diary. MESU, 1988.

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Matthews, Rosemary. The advisory teacher: A disabled means of support. [University of Surrey], 1990.

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Book chapters on the topic "Teacher Advisor"

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Keeffe, Mary. "Developing Student Agency in a Teacher Advisor Program." In Personalising Learning in Open-Plan Schools. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_11.

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Phillippo, Kate. "Advisor Role Structure: How Schools Support or Undermine Expanded Teacher Roles." In Advisory in Urban High Schools. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137311269_3.

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Phillippo, Kate. "Tying It All Together: Lessons about Formally Expanded Teacher Roles, Teachers Advising Students, and Teachers Providing Social-Emotional Support." In Advisory in Urban High Schools. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137311269_7.

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Phillippo, Kate. "Advisory: A View into Expanded Teacher Roles." In Advisory in Urban High Schools. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137311269_1.

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Phillippo, Kate. "Consistency and Variation in Teachers’ Implementation of the Advisor Role." In Advisory in Urban High Schools. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137311269_4.

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Phillippo, Kate. "Occupational Hazards and Innovation: Teachers’ Responses to the Advisor Role." In Advisory in Urban High Schools. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137311269_6.

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Mills, Martin, and Merrilyn Goos. "The Place of Research in Teacher Education? An Analysis of the Australian Teacher Education Ministerial Advisory Group Report Action Now: Classroom Ready Teachers." In A Companion to Research in Teacher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_43.

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Weber, Wolfgang. "Advisory centre for new technologies - an addition to teacher training." In Information Technology. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_15.

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Phillippo, Kate. "The Toolbox and How Teachers Used It: Individual Characteristics That Explain Differences in Advisor Role Enactment." In Advisory in Urban High Schools. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137311269_5.

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Wright, Beth. "“Very Nice, but Not Very Helpful”: The Education Profession’s Divergent Representations of Teachers’ Social-Emotional Support Responsibilities, 1892–2011." In Advisory in Urban High Schools. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137311269_2.

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Conference papers on the topic "Teacher Advisor"

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Kumpaty, Subha, Asha Foster, Alex Hutson, and Vipin Paliwal. "Vitamin B Complex and Bioheat Transfer Projects: 2008 Summer Research Experiences for Teachers at Milwaukee School of Engineering." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12536.

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This paper describes the summer research experiences of a high-school chemistry and biology teacher and a middle-school science teacher at the Milwaukee School of Engineering (MSOE). The first project involved researching B Complex Vitamins at MSOE’s Center for Biomolecular Modeling, developing molecular models using rapid prototyping technology (Z Corp 3D Printer) and creating curriculum modules for teaching the role of B Complex Vitamins to chemistry students in public high schools. A Javascript/HTML for interactive and dynamic presentation for understanding of thiamine (Vitamin B1) via web was written and implemented with Jmol software. A visual inspection of the family of Vitamin B Complex created and the curriculum modules developed during this project provide exciting and effective learning avenues for students in biology and chemistry classrooms. The second project dealt with the study of bioheat transfer and its simulation using MATLAB, and creation of a curriculum module that illustrates heat transfer principles reinforced by implementing the simulation. The teachers enjoyed the interaction with their advisors and the positive environment for their professional development. Details of their projects and experiences along with the evaluation of the program are presented in this paper. The teachers were pleased to be involved in connecting physics, biology, engineering and math into real projects that will motivate the students in their classes to pursue careers in STEM fields.
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.
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Sazhina, Svetlana D. "Field service of correctional and developmental assistance to children with speech pathology living in rural areas." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-336-340.

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The article presents the rationale and summary results of the project, supported by the Presidential Grants Fund in 2019 and 2020, aimed at providing diagnostic and correctional speech therapy assistance to children of preschool and primary school age, as well as advisory assistance to parents and teachers living in rural areas of the Komi Republic.
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Anderson, Kevin R., Farhang Razzaghi, Joel Conoley, and Jonathan Farris. "Using NREL System Advisor Model to Teach Renewable Sustainable Energy." In American Solar Energy Society National Solar Conference 2017. International Solar Energy Society, 2017. http://dx.doi.org/10.18086/solar.2017.06.01.

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Mo, Fujiang, and Mingli He. "Constructing New Type Teachers Team by Having Undergraduate Advisors System Been Gelivable." In 2011 International Conference on Control, Automation and Systems Engineering (CASE). IEEE, 2011. http://dx.doi.org/10.1109/iccase.2011.5997814.

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Hamdi, Sameer, Alaa Jameel, Aram Massoudi, and Abd Rahman Ahmad. "Leadership Styles and organizational citizenship behaviour in secondary schools." In 3rd International Conference on Administrative & Financial Sciences. Cihan University - Erbil, 2021. http://dx.doi.org/10.24086/afs2020/paper.231.

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Leadership style has not been effectively examined in educational institution in developing countries. The purpose of this study is to examine the impact of Leadership styles on organizational citizenship behaviour (OCBs) among secondary school teachers. Based on the review, the study proposed that leadership styles and its components; transformational leadership (TFL) and transactional leadership (TAL) will affect OCBs. Methodology, The population of this study, is secondary school teachers. A stratified sampling technique was deployed to collect 174 responses from eight schools. The findings showed that TFL and TAL have a significant effect on OCBs and TFL highly predicted OCBs than TAL. Decision-makers are advised to implement the TFL and increase the OCBs among Teachers.
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Mandala, Mahender, Mary Goldberg, Jonathan Pearlman, and Rory Cooper. "Research Experience for Veterans and Teachers: Motivation, Program Description, Outcomes and Expectations for Future." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35313.

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Students, especially from the underrepresented groups, are largely underprepared for and unaware of all the STEM opportunities at the undergraduate level. We have recognized this need with two populations: students that come directly out of K-12 schools and military veterans transitioning into college. We offer two programs to combat lower STEM enrollment and attrition at post-secondary institutions: a Research Experience for Teachers program that instructs teachers on an innovative product realization process to excite their K-12 students about STEM disciplines and an Experiential Learning for Veterans in Assistive Technology and Engineering program as a mechanism to advise and prepare Veterans with disabilities for their transition from the combat field to an academic career. In the following paper we look at a novel attempt to combining the two seemingly diverse populations of Teachers and Veterans in a single training initiative, made possible by their overlapping needs and STEM theme.
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Remígio, José, Franck Aragão, Cleyton Souza, Evandro Costa, and Joseana Fechine. "Question’s Advisor - A Wizard Interface to Teach Novice Programmers How to Post “Better” Questions in Stack Overflow." In 19th International Conference on Enterprise Information Systems. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006389504710478.

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Rursch, Julie A., Bryan Burkhardt, and Doug Jacobson. "Training non-IT teachers to advise and facilitate inquiry-based learning in IT: A pilot study." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350577.

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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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Reports on the topic "Teacher Advisor"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Watkins, Susan, and Adam Ashforth. An Analysis of the Political Economy of Schooling in Rural Malawi: Interactions among Parents, Teachers, Students, Chiefs and Primary Education Advisors. Research on Improving Systems of Education (RISE), 2019. http://dx.doi.org/10.35489/bsg-rise-wp_2019/031.

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