Relevant bibliographies by topics / Teacher councils

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

Academic literature on the topic 'Teacher councils'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Teacher councils"

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Winter, Paul A., John L. Keedy, and Rose Mary Newton. "Teachers Serving on School Decision-Making Councils: Predictors of Teacher Attraction to the Job." Journal of School Leadership 10, no. 3 (May 2000): 248–63. http://dx.doi.org/10.1177/105268460001000303.

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School reformers maintain that teacher service on school councils contributes to improved school decision making. There is, however, little empirical evidence that teachers are attracted to serving on school councils. In this study, randomly selected teachers (N = 318) from a reform state rated validated job descriptions for school council vacancies. Teachers with greater numbers of dependent children and prior school council experience rated school council positions more negatively than did teachers with fewer dependent children and no experience on school councils. Regression analysis revealed number of dependent children and school council experience explained 6.8% of the variance in teacher rating of a school council position. Results have implications for teacher attraction to school councils.
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Wall, Russell, and James S. Rinehart. "School-Based Decision Making and the Empowerment of Secondary School Teachers." Journal of School Leadership 8, no. 1 (January 1998): 49–64. http://dx.doi.org/10.1177/105268469800800103.

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The purpose of this study was to investigate teacher empowerment in high schools that had a school council over varying lengths of time (either zero, one, two, or three years). Teachers in this study were in a state that mandated a school governance process to involve teachers in the decision-making process. A School Participant Empowerment Scale (SPES) was used to measure empowerment and it contained the following six subscales: decision making, autonomy, self-efficacy, professional growth, status, and impact. Each teacher received a packet containing a demographic form, the School Participant Empowerment Scale (six scales), and a self-addressed, stamped envelope. The returned data were analyzed by a MANOVA technique resulting in a significant Wilkeslambda. A follow-up procedure (ANOVA) indicated that a significant difference existed on the decision-making scale between schools with no experience with councils and those with three years experience. There were no significant differences for the remaining subscales. These results are interpreted and implications for practitioners and policymakers are suggested.
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Winter, Paul A., Donna H. McCabe, and Rose Mary Newton. "Principal Selection Decisions Made by Teachers: The Influence of Work Values, Principal Job Attributes, and School Level." Journal of School Leadership 8, no. 3 (May 1998): 251–79. http://dx.doi.org/10.1177/105268469800800302.

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The purpose of this study was to investigate principal selection decisions made by teachers ( N = 169) serving on school councils. Analysis involved a between-within split-plot factorial design. The dependent variable was teacher rating of a principal candidate. The between-groups factors were teacher-dominant work value and school level. The within-groups factors were principal-dominant work value and principal job attributes. Teachers preferred candidates with whom they shared a dominant work value. Elementary and middle school teachers preferred candidates oriented toward instructional leadership. High school teachers preferred candidates oriented toward management. Findings suggest teachers participating in principal selection decisions may need training in personnel selection practices.
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Malen, Betty, and Rodney T. Ogawa. "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study." Educational Evaluation and Policy Analysis 10, no. 4 (December 1988): 251–70. http://dx.doi.org/10.3102/01623737010004251.

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Case studies of site-based governance councils in Salt Lake City, Utah, provided the basis for testing whether building-based councils with broad jurisdiction, formal policymaking authority, parity protections, and training provisions actually enable teachers and parents to exert substantial influence on school policy. Despite the existence of these highly favorable arrangements, teachers and parents did not wield significant influence on significant issues in these decision arenas. Other factors, notably the composition of the councils, the relative power and role orientations of principals and professionals, norms of propriety and civility, the nature of district oversight and support, a congenial culture, and stable environment intervened to transform policymaking bodies into auxiliary units, convert teacher-parent parity to principal-professional control, and maintain rather than alter the influence relationships typically and traditionally found in schools. The implications of this research for those who advocate site-based governance as a potent reform strategy are discussed.
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Young, I. Phillip, and Kimberly Miller-Smith. "Effects of a State Mandated Policy (Site-Based Councils) and of Potential Role Incumbents on Teacher Screening Decisions in High and Low Performing Schools." education policy analysis archives 14 (March 2, 2006): 7. http://dx.doi.org/10.14507/epaa.v14n7.2006.

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Some states have viewed teacher selection as a means of improving student performance and have mandated the use of site-based teacher councils. To assess the utility of this legislative action, an experimental study was conducted. This study uses a 2X3X2 factorial design that varies state legislation, role of the decision maker, and academic performance of the school site. Credentials of hypothetical teacher candidates were evaluated as if screening for a vacant position, and evaluations were submitted to a MANOVA. Results indicate that legislated alterations in the teacher-selection process failed to have any substantial effects on outcomes in the screening of teacher candidates for elementary school positions. Although screening decisions were found to be the same for participants affiliated with both low- and high-performing school districts, teachers were more appreciative of candidate’s credentials than either principals or parents.
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AL BUSAIDI, Khamis Abdullah Said, Salim Humaid Rashid AL BADAI, and Rahma Nasir Salim AL SAADI. "DEVELOPING THE ROLES OF PARENTS’ COUNCILS IN SCHOOLS IN THE SULTANATE OF OMAN IN THE LIGHT OF THE FOURTH INDUSTRIAL REVOLUTION." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 294–305. http://dx.doi.org/10.47832/2757-5403.4-3.26.

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This study aim to identify the roles of student’s parents’ councils, and examine the possibility of developing them by reviewing international experiences in this field, and benefiting from the outputs of the fourth industrial revolution in the education sector. The study also focus on the actual role of parents’ councils in schools in the Sultanate, and the efforts made to achieve partnership with society, and developing the regulations governing these councils, to keep pace with global scientific developments which depend on granting broad powers to these councils in order to be able to perform their work more effectively and with broader independence, and one of the most prominent recommendations that came out of this study is the need to carefully select the members of parents councils according to A specific mechanism that ensures the selection of the active members in society, developing the roles of parents’ councils by expanding the powers granted to them, increasing the awareness of school staff, and making the council members aware of the importance of partnership in the areas of joint cooperation between them, which include (vision, goals, planning, managing financial resources, etc.), and the necessity of holding programs And training courses for members of student parents’ councils, and school staff, on the requirements for developing the roles of these councils in the light of the Fourth Industrial Revolution, and developing programs and methods for teacher preparation in higher education institutions, in line with the requirements of the Fourth Industrial Revolution, and the Ministry of Education adopting a national strategy aimed at Designing educational and training programs that are compatible with the nature of the next stage, and the needs of the labor market in light of the Fourth Industrial Revolution.
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Tarhan, Ozge. "The State of In-Service Training of Teachers and Teacher Training in National Education Councils." Procedia - Social and Behavioral Sciences 197 (July 2015): 378–81. http://dx.doi.org/10.1016/j.sbspro.2015.07.152.

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Prasad, Chetlal, and Sanjay Kumar. "DEVELOPMENT OF HIGHER EDUCATION IN INDIA SINCE INDEPENDENCE TO MODERN ERA." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 506–12. http://dx.doi.org/10.21474/ijar01/12033.

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The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2019, India has 993 universities and 39,931 colleges. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Higher Education system in the country is governed by multiple agencies with University Grant Commission (UGC) as the apex body. The rule and regulations by these agencies makes the higher education system more complex. The various stakeholders in the regulatory framework in the country are State Governments, professional councils like University Grant Commission (UGC), All India Council for Technical Education (AICTE), National Council for Teacher Education (NCTE) etc. and five professional councils at the state level like Rehabilitation Council of India (RCI), State Educational and Research Council (SCERT) etc. This regulatory arrangement of higher education in India is very complex and disfunctional. Global Initiative for Academics Network (GIAN): The programme seeks to invite distinguished academicians, entrepreneurs, scientists, experts from premier institutions from across the world, to teach in the higher educational institutions in India.UGCs Learning Outcome-based Curriculum Framework (LOCF) in HEIs.by updating curriculum fromacademic year 2019-20.and adopting learner centric teaching learning processes bysuitable improvement in the pedagogy.
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Namubiru Ssentamu, Proscovia. "Ideological trends in initial teacher education curricula: the case of East African universities." Tuning Journal for Higher Education 2, no. 1 (December 20, 2014): 129. http://dx.doi.org/10.18543/tjhe-2(1)-2014pp129-159.

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This paper reviews the ideological trends in initial teacher education curricula in East African universities during the post-independent and contemporary times. From the mid-1960s and mid-1980s, initial teacher education curricula were integrated and harmonised with support from the East African Community whose efforts were coordinated by the Inter-University Council for East Africa. With the breakup of the Community in 1977, each independent state pursued its own educational strategy. However, underfunding of the public sector by governments, introduction of market-friendly reforms under the World Bank Structural Adjustment Programme in 1987 and the de-regularisation policies led to the liberalisation of public services, including education. Liberalisation affected among others, the quality of the initial teacher education curricula. Consequently, national councils and commissions for higher education were established to control standards in higher education, and the Inter-University Council for East Africa was revived to standardise and harmonise educational standards at regional level. The review shows that over the past five decades, the structure and organisation of initial teacher education curricula has continuously adjusted itself and been adjusted to a hybrid culture blending classical humanism, utilitarianism, social re-constructionism, market and global ideologies. Comparable ideological inclinations at socio-economic and political levels have influenced this trend in the region. The paper highlights the implications of such trends on the future of initial teacher education in the region.
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Sulastri, Sulastri. "Pelatihan Penyusunan Perangkat Perencanaan Pembelajaran Kepada Para Guru." Jurnal Loyalitas Sosial 1, no. 1 (September 3, 2019): 36. http://dx.doi.org/10.32493/jls.v1i1.y2019.p36-46.

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In order to implement the learning process that has been established in the syllabus, the teacher must develop a Learning Implementation Plan (RPP). RPP is a handle for teachers in carrying out learning both in class, laboratory, and / or field to achieve every basic competency. Therefore, what is contained in the RPP contains matters that are directly related to learning activities in an effort to achieve mastery of each of the Basic Competencies. But in reality there are difficulties in arranging learning planning tools namely RPP, Prota, and Prosem. The method of activity used is by survey. After being given training in the preparation of learning device planning, the teacher councils are more understanding and able to develop learning devices well again. Increased teacher understanding in developing learning devices increased from 50% to 91.6%. Therefore, the community service activities provided in the form of training provide a useful learning experience according to the needs of the board of teachers and dedicated lecturers. Dedication activities especially in providing this training must continue to be carried out to help improve the skills of the teachers in developing learning devices.
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Dissertations / Theses on the topic "Teacher councils"

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Hawkley, Melissa Noel. "Roles and Relationships in Learning and Teaching: A Case Study of the Development and Worldwide Implementation of a New Religious Curriculum." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4204.

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This in-depth case study examines perceptions of teacher and learner roles and relationships that were the basis for common understanding in the creation and implementation of the new youth curriculum, Come, Follow Me: Learning Resources for Youth, for The Church of Jesus Christ of Latter-day Saints. The assumptions and beliefs of teachers and learners directly influence each other in their perception of their roles and thus, directly influence the type of teaching and learning they engage in. The curriculum was intentionally designed to help members of the Church teach and learn for conversion. Teachers who understand both their role and that of the learners, can invite this type of learning through their teaching. Reciprocity of roles, living what you teach, and principle-based teaching, all contribute to correct perceptions of roles and relationships. Teacher councils—where participants counsel together, look for the good in each other's teaching, practice, and then reflect— help facilitate a climate where teachers risk and try new things, break out of old paradigms of misperceptions of roles and relationships, and move toward an effective teacher role.
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Zuercher, Friesen Deborah Kae. "Indigenous American Samoan Educators’ Perceptions of their Experiences in a National Council of Accreditation for Teacher Education (NCATE) Accredited Program." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1182301897.

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Yung, Pik-ching. "The establishment of a General Teaching Council in Hong Kong : a policy analysis /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13907049.

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Tkachyk, Leon Michael. "Perceptions of International Teacher Turnover in East Asia Regional Council of Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4568.

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High teacher turnover has become a serious problem globally, in many international schools, and is a growing concern in segments of the East Asia Regional Council of Schools (EARCOS). This persistent problem has a detrimental effect on student learning and upsets the culture of school communities. Herzberg's motivation-hygiene theory served as the framework for this qualitative case study research that examined the perceptions of EARCOS international overseas-hire teachers, to determine their beliefs regarding high teacher turnover in international schools. These questions gave direction to this study: What factors do international teachers in EARCOS member schools believe contribute to high teacher turnover in international schools? What do international teachers in EARCOS member schools believe is the result of high teacher turnover in international schools? What steps do international teachers in EARCOS member schools believe should be taken to reduce high turnover in international schools? Purposeful homogenous sampling was used to identify 8 focus group interview participants from the entire pre-K-12 international overseas-hire teacher population from the 149 EARCOS member schools. Coded data were examined, analyzed, and categorized into themes related to Herzberg's motivation-hygiene theory. Member checking, peer debriefing, and external auditing were used to add validity to the research study. The analysis of the data and findings revealed that lack of effective mentorship, lack of administrative leadership support, and ineffective systems are the major contributors to international teacher turnover in international schools. A white paper was developed and constructed from the themes that emerged from this study and presented to EARCOS member school administrators, to potentially use to address the issue of increasing international overseas-hire teacher turnover rates in international schools. This acquired knowledge could lead to positive social change that can influence the practices, structural procedures, and policies of EARCOS and other international school systems related to teacher turnover.
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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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Robertson, Melavel Odviar. "Distributing leadership to teachers through a District Level Math Council." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3296859.

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Thesis (Ed. D.)--University of California, San Diego, San Diego State University and California State University, San Marcus, 2007.
Title from first page of PDF file (viewed March 27, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 184-190).
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Krickovic, Wendy Clark. "An investigation of the National Staff Development Council's standards of staff development." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618468.

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The major purpose of this study was to examine the relationship between teaching practice, student achievement, and the degree to which professional development in low-achieving elementary schools in one suburban Virginia district met the National Staff Development Council (NSDC) standards. Research methods included a self-assessment survey developed by NSDC, teacher interviews, and analyses of student achievement scores using the Virginia Standards of Learning assessments. According to survey results, participating teachers agreed that the NSDC standards were reflected in professional development activities. The standards of Equity and Quality Teaching were reported to be implemented to the greatest degree in professional development activities, while Resources was the standard implemented the least. On both the self-assessment surveys and the interviews, teachers in 100% of the schools reported changes in their teaching of English as a result of professional development. The percentage agreeing that their teaching of mathematics had changed as a result of professional development was much lower (83% according to survey results and 50% according to teacher interviews).;A significant correlation was not observed between the survey results and teacher interviews. Further, a correlation between the level of implementation of the NSDC standards and student achievement as measured by the Standards of Learning assessments was found to be not significant.
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Yung, Pik-ching, and 翁碧菁. "The establishment of a General Teaching Council in Hong Kong: a policy analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956233.

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Waegerle, Dawn Colleen Johnson. "A national study of professional standards in special education teacher preparation programs using the standards adopted by the National Council for Accreditation of Teacher Education and the Council for Exceptional Children." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618309.

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Teacher preparation programs in special education are responding to demands for quality. Sources inside and outside the field of education have called for change. In 1986, the National Council for Accreditation of Teacher Education (NCATE) accreditation redesign was implemented. The Council For Exceptional Children (CEC) adopted Standards for the Preparation of Special Education Personnel in 1983 and these standards for special education programs have become a part of the NCATE redesign. This study proposes to answer the question of whether these professional standards and the NCATE redesign have had a direct impact on masters level special education teacher preparation program quality and development.;Research was conducted on a national level surveying teacher preparation programs for the mildly and moderately handicapped. The sample of 150 included members of NCATE due for program review in 1987-88 and those in 1990-91, as well as a sample of programs that are non-NCATE members. Analysis viewed differences in NCATE/non-NCATE teacher preparation programs, programs being reviewed for continuing accreditation in 1987-88 and 1990-91, and the extent to which the CEC standards for the Preparation of Personnel and Code of Ethics are addressed when comparing the NCATE and non-NCATE accredited institutions.
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Towey, David Andrew Douglas. "A study of teachers' perceptions of how they teach writing in English language classes at the British council in Hong Kong." Thesis, Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241219.

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Books on the topic "Teacher councils"

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Ontario, Teacher Education Council. Teacher Education Council, Ontario. Toronto: Teacher Education Council, Ontario, 1991.

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Cole, Ardra L. Support for beginning teachers: Ontario perspectives : final report submitted to Teacher Education Council, Ontario. [Toronto, Ont.]: Teacher Education Council, Ontario, 1991.

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Teacher, Education Council Ontario. [Mission statement]. [Toronto]: The Council, 1990.

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Annual report / Teacher Education Council, Ontario. Toronto: The Council., 1990.

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Wells, Ian F. Nursery questions and teachers' answers: A report to the Northern Ireland Primary Teacher's Council. (Belfast?): Research and Consultancy Service, Northern Ireland Council for Educational Research, 1986.

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Baginsky, Mary. School councils: The views of students and teachers. London: National Society for the Prevention of Cruelty to Children, 1999.

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Foden, Frank. Part-time teachers in further education: A study of the origins, background and development of training programmes, withspecial reference to the evolution of the teacher training programmes of the City and Guilds of London Institute, the Royal Society of Arts and the Regional Advisory Councils for Further Education. Leeds: Study of Continuing Education Unit, School of Education, University of Leeds, 1993.

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Clay, Di. Primary school councils toolkit: Teachers and pupils working together. London: Schoos Councils UK, 2000.

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Guerin, Elizabeth, ed. Language Teacher education and Training: Italy and Europe. Florence: Firenze University Press, 2005. http://dx.doi.org/10.36253/88-8453-323-6.

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The CEFTrain Project is a transnational endeavour which promotes the common European principles and standards expressed in the Council of Europe's "Common European Framework of Reference for Languages: Learning, teaching, assessment (CEF)", in teacher education using information and communication technologies. The Project results are being transferred into the Italian educational context.
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Zielske, Pamela L. Effective student councils: A resource book for teachers and administrators. Des Moines: Leadership Publishers, 2002.

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Book chapters on the topic "Teacher councils"

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Wiseman, Alexander W., Petrina M. Davidson, and Joseph P. Brereton. "Teacher Quality in Gulf Cooperation Council (GCC) Countries." In International Handbook of Teacher Quality and Policy, 218–37. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-15.

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Saitis, Christos, and Anna Saiti. "Practical Strategies for the Teachers’ Council Operation." In Initiation of Educators into Educational Management Secrets, 145–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47277-5_7.

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El-Khawas, Elaine. "The Teacher Education Accreditation Council (TEAC) in the USA." In Public Policy for Academic Quality, 37–54. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3754-1_3.

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Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding, 9–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.

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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
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Wiseman, Alexander W., and Emily Anderson. "A Cross-National Comparison of Ict Resources and Science Teachers’ Professional Development in and Use of Ict in the Gulf Cooperation Council Countries." In Science Education in the Arab Gulf States, 137–52. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-049-9_7.

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Olfos, Raimundo, Masami Isoda, and Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile." In Teaching Multiplication with Lesson Study, 25–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.
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McCarthy, Dianne S., and Barbara A. Burns. "Mathematics Teacher Education and edTPA." In K-12 STEM Education, 149–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch008.

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The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.
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Harris, Joy E. "Teaching What We Don’t Know." In Communication Technology for Students in Special Education and Gifted Programs, 320–27. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch025.

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When newly graduated teachers enter the classroom, they are expected to possess the knowledge to adequately teach students with a wide variety of needs including students with special needs, whether these students perform far above the majority of their peers or lag significantly behind. A disconnect exists, however, between the expectation and the reality. The truth is that most teacher education programs do not provide adequate training to teacher candidates in the area of special needs, and in terms of teaching pre-service educators what technological tools are available to enhance the educational opportunities of students with special needs, there is virtually no training whatsoever. The conclusions from this study come from a random sample (n=60) of National Council for Accreditation of Teacher Education accredited schools and colleges of education in the United States and its territories.
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Osler, Audrey, and Hugh Starkey. "The Council of Europe and human rights education." In Teacher Education and Human Rights, 34–47. Routledge, 2017. http://dx.doi.org/10.4324/9781315145860-3.

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Willis, Richard. "The Teachers' Registration Council 1902–7." In The Struggle for the General Teaching Council, 55–74. Routledge, 2020. http://dx.doi.org/10.4324/9781003060437-4.

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Conference papers on the topic "Teacher councils"

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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
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Kuznetsov, E. D., S. V. Salii, and T. S. Polushina. "Polina Evgenievna Zakharova." In Всероссийская с международным участием научная конференция студентов и молодых ученых, посвященная памяти Полины Евгеньевны Захаровой «Астрономия и исследование космического пространства». Ural University Press, 2021. http://dx.doi.org/10.15826/b978-5-7996-3229-8.01.

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The article is dedicated to the memory of Polina Evgenievna Zakharova (12.03.1940—28.09.2020), our Teacher, stellar astronomer, Candidate of Science in Physics and Mathematics, director of the Kourovka Astronomical Observatory of the Ural University (1982—2016), inspirer and organizer All-Russian student scientific conferences ”Physics of Space”, the author of the teaching-visual aid Calendar ”Astronomy”, a member of a number of professional councils and societies, a person selflessly devoted to her work — the development of astronomy in the Middle Urals and in Russia.
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Bennett, Sue. "Teacher design thinking: The design processes of expert school teachers." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820226.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Rina, Lelahester, Wiedy Murtini, and Mintasih Indriayu. "Organization Culture of Student Council to Shape the Studentsr Entrepreneurial Trait." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.53.

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Anisah, Anisah, Tia Ayu Ningrum, and Yulia Ulfa. "Effectiveness of the Student Council Programs in Vocational High School." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.1.

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Verma, Alok K., Ray Ferrari, Manorama Talaiver, Sueanne E. McKinney, Daniel Dickerson, and Deborah Chen. "MarineTech Project - Attracting Students towards Math and Science Careers in Shipbuilding and Repair Industry." In SNAME Maritime Convention. SNAME, 2009. http://dx.doi.org/10.5957/smc-2009-p13.

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Low enrollment and high attrition rates in Science, Technology, Engineering and Math (STEM) based degree programs have created a shortage of workforce in industries like shipbuilding and repair which are important for national security. Part of this problem can be attributed to pedagogical issues like lack of engaging hands-on activities utilized for math and science instruction in middle and high schools. Another reason for this is that the teachers are not trained in taking an integrated approach to teaching math and science. This has led to large scale flight and attrition from STEM based career tracks. Consequently, engineering and engineering technology programs throughout the nation have observed declining graduation rates and quality of incoming students. To engage student’s interest in STEM based careers, it is important that students establish a link between the math and science instruction and its application to solve real life problems early in their learning experience. Project based activities have a proven record as a pedagogical method. Effectiveness of this pedagogy has been supported by research in the acquisition and retention of knowledge. The MarineTech Project funded by the State Council of Higher education of Virginia and supported by the Shipbuilding and Repair industry has attempted to address the quality of STEM education in Virginia by developing project based learning kits and providing professional development training in the use of these kits. The project also provided teacher training in 21st century skills and Integrated Math and Science education while increasing awareness of teachers about shipbuilding and repair industry. The paper presents the motivation behind developing these project based learning (PBL) modules, issues related to implementation and results from student and teacher workshops.
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Ferlino, Lucia, and Giovanni Paolo Caruso. "The proximity of distance education." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8775.

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The Institute for Educational Technologies (ITD) in Genoa, part of Italy’s National Research Council (CNR) has long held high-quality on-site training and refresher courses for teachers that are recognized by Italy’s Ministry of Education and Research (MIUR). In addition to participating in face-to-face initiatives, Italy’s teachers are increasingly exploiting opportunities to participate in certified online training initiatives. These are especially popular as they permit teachers a high degree of autonomy and flexibility in managing their learning. Since September 2014, ITD-CNR has been testing and implementing innovative training methods (mostly on behalf of a large Italian public research organization). These include webinars, which make it possible to reach large numbers of participants. ITD-CNR has also designed and made available a series of open courses designed to help teachers develop the skills needed to enhance classroom integration of students with disabilities, specific learning disabilities, and other special educational needs. These courses also address the use of technologies and strategies for more effective school inclusion. To ensure these training proposals remain usable over time and continue to provide relevant content, in 2016 ITD-CNR created an online platform called Essediquadro Training (https://sd2.itd.cnr.it/corsiformazione). This aggregates and makes available five open courses that are free of charge, totalling 130 hours of high-quality, certified training.In the past two years, the platform has attracted over 9000 registered users (pre- and in-service teachers), and has become a focal point for similar training initiatives launched by schools and universities, who are integrating their own training courses with those on offer from Essediquadro Training. In this contribution, we illustrate the characteristics and contents of the Essediquadro Training platform, examine the use of webinars for teacher training, and offer some considerations based on results of satisfaction questionnaires compiled by platform users.
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Martinez, Juliana Zeggio. "Teacher Education and Miseducation: An experience from a community of English teacher educators in Brazil." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820192.

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Sharma, Rajat, Sourabh Tiwari, Rohit Singla, Saksham Goyal, Vinay Vasanth Patage, and Rashmi T. Shankarappa. "Sound Event Separation and Classification in Domestic Environment using Mean Teacher." In 2020 IEEE 17th India Council International Conference (INDICON). IEEE, 2020. http://dx.doi.org/10.1109/indicon49873.2020.9342199.

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Reports on the topic "Teacher councils"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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