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Journal articles on the topic 'Teacher councils'
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1
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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Sulastri, Sulastri. "Pelatihan Penyusunan Perangkat Perencanaan Pembelajaran Kepada Para Guru." Jurnal Loyalitas Sosial: Journal of Community Service in Humanities and Social Sciences 1, no. 1 (September 3, 2019): 36. http://dx.doi.org/10.32493/jls.v1i1.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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Romaniuk, S. "CURRENT TRENDS OF TEACHER TRAINING IN UKRAINIAN ABROAD." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 195–210. http://dx.doi.org/10.33989/2226-4051.2021.23.238280.
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The article analyzes the modernization processes in the modern education system of Ukraine, primarily in the formation of its pedagogical potential. The expediency of using in this sphere the achievements of foreign states in which Ukrainians live is substantiated. It has been proved that the most significant experience in training pedagogical staff for the Ukrainian schooling system in the diaspora has been developed in Canada. It is carried out by universities and university colleges. It is established that their educational and professional programs include academic courses, professional courses, and practical activities at school (educational practice). The task of these courses is to provide future teachers with knowledge of the subjects they will teach at school. The curricula include mandatory fundamental disciplines (development of children/adolescents, education of children with special needs, methods of teaching different subjects, theory of learning, etc.) and optional courses of professional direction offered by universities. The peculiarities of training teachers of Ukrainian disciplines in Alberta, Saskatchewan, and Toronto universities and the organization of their further professional growth by public institutions of Canadian Ukrainians are analyzed. It was established that Ukrainian studies in Canadian universities have a degree structure of training specialists and cover three levels: Bachelor, Master, and Ph.D. However, different universities have different Ukrainian language training programs and, accordingly, their graduates have various opportunities for further employment. It was found that postgraduate education and professional growth of Ukrainian school teachers are provided by public organizations of foreign Ukrainians (World Coordinating Educational Council, Congress of Ukrainians of Canada, School Councils, etc.). They organize summer teacher training courses, seminars, webinars, online training, etc. The ideas of foreign experience, which it is advisable to creatively implement in the activities of institutions of higher pedagogical education in Ukraine, are distinguished.
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Gürtekin, Pembe, and Gülsün Atanur Baskan. "The History of Turkish and Cyprus Turkish Education Teacher Training Policies Teacher Training in National Education Councils and Development Plans." Procedia - Social and Behavioral Sciences 89 (October 2013): 835–40. http://dx.doi.org/10.1016/j.sbspro.2013.08.941.
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Keedy, John L., Steven P. Gordon, Rose Mary Newton, and Paul A. Winter. "An assessment of school councils, collegial groups, and professional Development as Teacher Empowerment Strategies." Journal of In-Service Education 27, no. 1 (March 2001): 29–50. http://dx.doi.org/10.1080/13674580100200141.
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Struthers, Alison E. C. "Breaking Down Boundaries: Voice and Participation in English Primary Education." International Journal of Children’s Rights 24, no. 2 (July 23, 2016): 434–68. http://dx.doi.org/10.1163/15718182-02402011.
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Pupil voice and active participation form two central elements of international Human Rights Education (hre) provisions. This article draws upon empirical research conducted in primary schools across England to gauge the nature and extent of these processes at classroom and school level and to understand better the reasons for apparent deficiencies in their practice. It argues that whilst there is good practice regarding both concepts, they are nevertheless constrained within tightly controlled boundaries. The underlying reasons for these constraints – including concerns about loss of control and reservations about the value and efficacy of school councils – are explored by drawing upon data from qualitative interviews with teachers. Suggestion is made that in order to break down the boundaries that currently restrict voice and participation, teachers need to become comfortable with the idea of rights respecting learning environments and this will only happen through the provision of hre in their own teacher training.
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Fedyaeva, Valentina, and Natalia Butenko. "The work with young teachers of V. Sukhomlynskyi's pedagogical heritage in today's perspective." Social work and social education, no. 1(6) (April 15, 2021): 251–59. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234218.
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The article reveals the current and pending issue of a young teacher professional formation. The thorough analysis of scientific literature source enabled the possibility to specify the term «young teacher» as there is no single and unified approach among the researchers towards its definition. Having summarized different scientific viewpoints it has been suggested to distinguish such fundamental criteria for the term defined as professional training and professional activity.
The very first steps of the young teacher who only starts his/her professional activity will provide for
his/her professional skills formation and development in future.
It has been proved that the scientific results achieved and formulated by the prominent pedagogue V. Sukhomlynskyi have a lot of things in common with the pedagogical experience of today and have not lost their importance and significance for modern teaching/learning process. The experience of teachers’ professional skills and mastery formation and development generated in Pavlyska secondary school is widely implemented into practice of methodological activity in many secondary educational establishments nowadays. Except the traditional and efficient methodological activities and types of events used in Pavlyska secondary school, there were teachers’ councils, methodological unions, psychological and pedagogical seminars, young teachers schools, lesson and pedagogical events attendance and analysis.
It has been stated in the article that according to the results of the written and oral opinion polls we had conducted the conclusion may be made that the great part of young teachers does not feel confident as for their mastery of modern educational and innovative didactic techniques and methods. Though, on the other hand, they showed the quite advanced level of technical means mastery and skills that are applied in the system of blended learning. The research revealed that the more active is the support of school management and more experienced teachers more successful is the way of young teachers’ professional development. The following conditions have also been defined as quite useful: young specialists-friendly atmosphere, appropriate methodological work organization. Such conditions are believed to be helpful for teachers who only start their professional career and motivate them to improve their skills and abilities, to promote their creative potential.
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Huda, Zainol. "SINERGI ANTARA TRIPUSAT PENDIDIKAN ISLAM DI KECAMATAN NONGGUNONG KABUPATEN SUMENEP." Edupedia 4, no. 1 (July 10, 2019): 1–11. http://dx.doi.org/10.35316/edupedia.v4i1.520.
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The responsibility of Islamic education cannot be carried out unilaterally. Ki Hajar Dewantara stated that it requires the cooperation of three components which called as tripusat pendidikan education (center of three in education), they are families, educational institutions, and society. Those three components are one unit and complement each other. This is what happened at MTs Zainur Ridla (Islamic Junior High School Zainur Ridla) and MTs. Bustanul Ulum (Islamic Junior High School Bustanul Ulum), both of them are in Nonggunong District, Sumenep Regency. The findings in this research indicate that student’s guardians in MTs Zainur Ridla and MTs Bustanul Ulum Nonggunong have awareness about the responsibility of Islamic education. Second, all teacher councils in those two Islamic Junior High School stated that educating responsibility was on their control with habituation for their students in the form of reciting Shalawat Nariyah, reciting short surahs before the lesson began, praying before and after the lesson, shaking hands with teacher councils when coming and going home. Third, the participation of the society in realizing the responsibility of Islamic education through the media and the tradition of Kompolan. Fourth, the pattern of cooperation between madrasah (school) and student’s guardians in the form of: Home visits, inviting student’s guardians, forming madrasah supporting body, and report cards. While the pattern of cooperation between madrasah and society is their involvement in PHBI (Commemoration Islamic Feast Day) activities, their involvement in camp activities, their involvement in accepting new students, and their involvement in enforcing the discipline and regulations at madrasah.
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Mashaal, Rashad, Moustafa Awad, Susan Mohamed, and Hussam Kamal. "THE ROLE OF PARENT AND TEACHER COUNCILS IN THE DEVELOPMENT OF ENVIRONMENTAL RESPONSIBILITY AND PARTICIPATION AMONG HIGH SCHOOL STUDENTS." Journal of Environmental Science 45, no. 3 (March 1, 2019): 105–38. http://dx.doi.org/10.21608/jes.2019.54291.
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Ershova, I. V. "Head of Department as a Capacity Triad: Manager, Teacher, Researcher." Actual Problems of Russian Law 15, no. 9 (September 29, 2020): 174–87. http://dx.doi.org/10.17803/1994-1471.2020.118.9.174-187.
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The paper attempts to comprehend the legal status of the head of a department with the identification of the most significant areas of his activities. The author considers the basics of the labor law status of the head of the department of a Russian university, and studies their correlation with the legal norms of France and Germany using a comparative approach. A review of strategic approaches to filling the position of the head of the department has been carried out. The models of organizational behavior of the head of a department, his leadership styles, methods of department management are analyzed. A model of the qualities of the head of a department of the university has been built, attention is given to professional competence, as well as the system of its constituent competencies. The characteristic of the pedagogical function of the head of a department is given, a reasoned opinion is expressed about the growth of its role in the conditions of digitalization of education. The scientific component of the manager’s functional is considered through the prism of criteria for an academic degree, academic title, membership in dissertation councils, scientific management of graduate students, undergraduates, etc. The role of the head of the department as the leader of the scientific school is shown. The author expresses an opinion about the need to increase the importance of departments in Russian universities, reduce the teaching load of heads of departments, legitimize the positions of their deputies, etc. It is concluded that the head of a department is a "universal soldier" who performs almost all functions in an educational organization, he is called upon to become an effective manager, while remaining a successful teacher and famous scientist.
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Ibrahim, Tatang, and Siti Robiah. "Hubungan Supervisi Akademik Kepala Madrasah dengan Peningkatan Mutu Pembelajaran di Madrasah Tsanawiyah Jamiatul Huda Kabupaten Bekasi." Bestari | Jurnal Studi Pendidikan Islam 17, no. 2 (February 4, 2021): 227. http://dx.doi.org/10.36667/bestari.v17i2.519.
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The essence of education is a learning process. There is no quality education without quality learning. Changes in the system of management, both from the point of view of educators and educational personnel, must have clear supervision. Therefore, in order to improve the quality of education in madrasah, the government, in this case the Ministry of National Education, is developing various programs which are expected to improve the quality of learning, especially through supervision activities. This study aims to determine whether there is a positive and significant relationship between the academic supervision of the head of madrasah and the improvement of the quality of learning at Madrasah Tsanawiyah Jamiatul Huda Bekasi district. This research is based on the idea that one of the ways to improve the quality of education is by increasing the quality of learning. In this case the learning process is an important component in determining the quality of education. besides teachers and students who are in the implementation of the learning process. The activities of the principal of madrasah in supervising, guiding, fostering teachers in the learning process use academic supervision. For this reason, the research was conducted to determine whether there was a relationship between the academic supervision of the head of the madrasah and the improvement of the quality of learning at Madrasah Tsanawiyah Jamiatul Huda, Bekasi district. The approach used in this study is a quantitative approach, correlational type and uses a simple linear regression method. The population is all teacher councils at Madrasah Tsanawiyah Jamiatul Huda Bekasi Regency and as many as 28 people. Research data using the SPSS 26 for windows program. The results of this study indicate that the academic supervision of the head of madrasah has a positive and significant relationship with the improvement of the quality of learning at Madrasah Tsanawiyah Jamiatul Huda Bekasi district. Based on the results of the research, the following suggestions can be made: (1) Madrasah supervisors and madrasah principals are expected to supervise not only matters of an administrative nature, but prioritizes supervision in the academic field, so as to improve the innovative performance of teachers who In the end, improve the quality of education, (2) maximize classroom observations or class assessments, so that the head of madrasah is aware of teacher teaching developments and teacher constraints and is able to provide solutions in improving the learning process.
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SERNIAK, OKSANA, and GIANNIS GRIGORIOU. "EVALUATION OF TEACHERS’ PROFESSIONAL COMPETENCE IN GREECE AND UKRAINE: PROBLEMS AND SOLUTIONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 69–76. http://dx.doi.org/10.25128/2415-3605.20.2.10.
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Professionalism of the teacher in educating modern generations of the society is considered as a number of the teacher’s competences providing the efficiency of his professional performance. Being an integrated phenomenon consisting of a numerous aspects to be taken into consideration, the teacher’s readiness to the professional activity must be objectively evaluated by school authorities, education executives, local councils, and finally the government. The article focuses on the peculiarities of evaluation of teachers’ professional performance in Greece and Ukraine. A key condition for the successful implementation of an evaluation system is the establishment of a relationship of trust between the state and teachers because without it any attempt is doomed to inactivity and in the end to be rejected. The evaluation system must clarify and prove that the purpose of the evaluation will be to improve the education provided to Greek citizens and will suggest the proposals for the successful implementation of the educational policy. It has been proved that the purpose of the evaluation is to improve the education provided to citizens and suggests the proposals for the successful implementation of the educational policy in both countries under consideration. There have been analyzed the teacher’s professional portfolio as one of the effective ways of confirming the pedagogical professional qualification in Ukraine. It has been grounded that a key condition for the successful implementation of an evaluation system is the establishment of a relationship of trust between the state and teachers.
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Hafeez, Abdul, Malik Amer Atta, and Muhammad Ayaz. "Participation of Community through Parents Teacher Councils regarding Curricular and Co-curricular Activities in Public Sector Schools of Khyber Pakhtunkhwa." Global Social Sciences Review III, no. IV (December 30, 2018): 515–33. http://dx.doi.org/10.31703/gssr.2018(iii-iv).35.
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The study focuses on the participation of community through PTC in the arrangement of different curricular and co-curricular activities in schools for betterment of students and enhancement of their qualities. A valid and reliable questionnaire was served to the two categories of stakeholders i.e. PTC members (Chairman and secretary) and Non-PTC members (Parents and Teachers). A sample of one hundred schools randomly selected from two districts of Khyber Pakhtunkhwa. Mean, Standard Deviation, Coefficient of variation, t-distribution and p-value were applied as statistical tools. Responses of both groups show moderate response and show that participation of community is found for the first variable i.e. arranging curricular activities but there is opposite opinion found in the point of view of both group regarding the arrangement of co-curricular activities in schools; response of PTC members group is positive but non PTC members group did not support it.
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Syafa'ah, Laily, and Taufiqur Rohman. "IMPLEMENTASI LESSON STUDY PADA INTEGRASI KURIKULUM 2013 SEBAGAI DAYA DUKUNG KOMPETENSI PEDAGOGIK GURU MI MA’ARIF KUMPULREJO 02 KOTA SALATIGA." MUBTADI: Jurnal Pendidikan Ibtidaiyah 2, no. 2 (February 10, 2021): 158–82. http://dx.doi.org/10.19105/mubtadi.v2i2.3690.
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Abstrak Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan Lesson Study sebagai daya dukung kompetensi pedagogik guru MI Ma’arif Kumpulrejo 02 Salatiga, serta kemampuan mengintegrasikan Kurikulum 2013 dalam pelatihan program Lesson Study. Penelitian ini merupakan penelitian tindakan dengan pendekatan deskriptif kualitatif dengan subjek penelitian yaitu kepala sekolah dan dewan guru serta pengawas MI Kota Salatiga dengan jumlah 1 kepala sekolah ,3 dewan guru dan 2 peserta didik serta pengawas MI Kota Salatiga. Pelaksanaan Lesson Study ditekankan pada 3 tahap yaitu plan (merencanakan atau merancang), Do (melaksanakan), dan See (mengamati, dan sesudah itu merefleksikan hasil pengamatan). Pelaksanaan Lesson Study di MI Ma’arif Kumpulrejo 02 masih perlu pendampingan lebih lanjut dalam pembuatan RPP sesuai kurikulum 2013 dengan mengingat urgensi pendidikan karakter yang terintegrasi dalam mata pelajaran. Lesson Study harus dikembangkan dengan melibatkan guru-guru, serta pakar dan praktisi pendidikan dari instansi lain untuk menambah khazanah wawasan metode dan strategi pembelajaran yang lebih kompleks.Lesson Study juga membantu guru menerima tunjangan kesejahteraan, karena program Lesson Study mampu membentuk kompetensi guru yang unggul. Program Lesson Study salah satu wadah bagi guru dalam menjawab perkembangan zaman yang semakin kompleks, Lesson study mampu menjadi daya dukung bagi guru dalam memperjuangkan kesehteraannya serta membantu guru dalam menjawab tantangan zaman dan sebagai daya dukung terhadap kompetensi lulusan serta kualitas lembaga pendidikan. Kendala yang terjadi dalam proses Lesson Study di MI Ma’arif Kumpulrejo 02 Salatiga adalah sebagai berikut: Kurangnya motivasi guru dalam mengembangkan program Lesson Study, Kurangnya Pendanaan program Lesson Study di MI Ma’arif Kumpulrejo 02, Sarana dan Prasarana di MI Ma’arif Kumpulrejo 02 Kurang lengkap, Sulitnya Penyusunan jadwal pelaksanaan program Lesson Study di MI Ma’arif Kumpulrejo 02, Pendokumentasian kegiatan Lesson Study di MI Ma’arif Kumpulrejo 02 Kurang lengkap, serta Kurangnya daya dukung Yayasan dan Kementerian Agama Kata Kunci: Lesson study, Integrasi kurikulum 2013, Peningkatan kompetensi pedagogik guru. Abstract This study aims to describe the implementation of Lesson Study as the supporting capacity of the pedagogical competence of MI Ma'arif Kumpulrejo 02 Salatiga teachers, as well as the ability to integrate the 2013 Curriculum into the Lesson Study program training.This research is an action research with a qualitative descriptive approach with the research subjects, namely the principal and the board of teachers as well as the supervisor of MI Salatiga City with the total of 1 school principal, 3 teacher councils and 2 students and supervisors of MI City of Salatiga. The implementation of Lesson Study is emphasized on 3 stages, namely plan (plan or design), Do (implement), and See (observe, and after that reflect on the results of the observations). The implementation of Lesson Study at MI Ma'arif Kumpulrejo 02 still needs further assistance in making RPP according to the 2013 curriculum keeping in mind the urgency of integrated character education in the subject. Lesson Study should be developed by involving teachers, as well as education experts and practitioners from other agencies to add to their knowledge of more complex learning methods and strategies.Lesson Study also helps teachers receive welfare allowances, because the Lesson Study program is able to form superior teacher competencies. The Lesson Study Program is a forum for teachers to respond to increasingly complex developments in the era, Lesson study is able to be a supporting capacity for teachers in fighting for their health and helping teachers in responding to the challenges of the times and as a support capacity for graduate competencies and the quality of educational institutions. The obstacles that occurred in the Lesson Study process at MI Ma'arif Kumpulrejo 02 Salatiga were as follows: Lack of teacher motivation in developing the Lesson Study program, Lack of funding for the Lesson Study program at MI Ma'arif Kumpulrejo 02, Facilities and Infrastructure at MI Ma'arif Kumpulrejo 02 Incomplete, Difficulty in compiling a schedule for the implementation of the Lesson Study program at MI Ma'arif Kumpulrejo 02, Documenting Lesson Study activities at MI Ma'arif Kumpulrejo 02 Incomplete, and Lack of support capacity of the Foundation and the Ministry of Religion Keywords:Lesson study, 2013 curriculum integration, Improvement of teacher pedagogical competence.
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Moradi, Saeid, Aliakbar Amin Beidokhti, and Kourosh Fathi. "Comparative Comparison of Implementing School-Based Management in Developed Countries in the Historical Context: From Theory to Practice." International Education Studies 9, no. 9 (August 29, 2016): 191. http://dx.doi.org/10.5539/ies.v9n9p191.
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<p class="apa">This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school. Emphasizing the empowerment and the promotion of the skill levels and the abilities concerned with the member's active in the school specially the managers, the teachers, and the student’s parents along with the boards motivate their endeavor toward cooperative issues.</p><p class="apa">The findings show the developed countries such as England, Mexico, Australia, The U.S. etc. Making their school management decentralized and autonomous along with submitting full authority to their local councils and their parent -teacher associations have improved their school management qualities and have been able to bring all main agents in the schools into participant in decision making affairs. Of the other strategies concerning the increase in cooperative decision making and turning schools more autonomous, used by leading countries, is to self-centralize (school-based management) and also manage schools in the form as board of trustees in such countries for the managers, the board and the others involved have greater authority to manage school affairs among which countries such as England, Canada, Spain, Iran, etc. can be noted.</p>
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Hart, Lynn C. "Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses." Teaching Children Mathematics 13, no. 4 (November 2006): 211–15. http://dx.doi.org/10.5951/tcm.13.4.0211.
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Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.
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Magnata, Rubia Cavalcante Vicente, and Ana de Fátima Pereira de Sousa Abranches. "Conselho de classe com participação estudantil: compreensões sobre avaliação da aprendizagem." Estudos em Avaliação Educacional 29, no. 72 (December 20, 2018): 738. http://dx.doi.org/10.18222/eae.v29i72.4907.
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<p>Este artigo tem como objetivo analisar a participação de estudantes em conselho de classe e os possíveis significados dessa para a avaliação da aprendizagem. Partiu-se da compreensão de que tal participação e a interação com os docentes nesse espaço podem se constituir como elemento de fundamental importância para favorecer a autonomia e o desenvolvimento dos estudantes e, ainda, outras práticas de aprendizagens e avaliação. Apoiado na pesquisa de natureza qualitativa, foi realizado um estudo de caso em uma escola que possui conselho de classe com participação dos estudantes. As compreensões dos sujeitos que integram o conselho de classe revelam que a participação estudantil consegue proporcionar uma relação mais horizontal, de diálogo e negociação entre docentes e estudantes, o que favorece algumas reflexões e mudanças nos sujeitos que compõem o processo de ensino e aprendizagens.</p><p>Conselho de Classe, Participação do Aluno, Avaliação da Aprendizagem, Relação Professor-Aluno.</p><p> </p><p>Consejo de clase con participación estudiantil: comprensiones sobre la evaluación del aprendizaje</p><p>Este artículo tiene el objetivo de analizar la participación de estudiantes en el consejo de clase y sus posibles significados para evaluar el aprendizaje. Se partió de la comprensión de que tal participación y la interacción con los docentes en dicho espacio pueden constituir un elemento de fundamental importancia para favorecer la autonomía y el desarrollo de los alumnos, así como otras prácticas de aprendizajes y evaluación. En base a una investigación de naturaleza cualitativa, se llevó a cabo un estudio de caso en una escuela que posee un consejo de clase con la participación de estudiantes. Las comprensiones de los miembros del consejo de clase revelan que la participación estudiantil logra proporcionar una relación más horizontal, de diálogo y negociación entre docentes y alumnos, lo que favorece algunas reflexiones y cambios en los individuos que componen el proceso de enseñanza y aprendizaje.</p><p>Consejo de Clase, Participación del Alumno, Evaluación del Aprendizaje, Relación Profesor-Alumno.</p><p> </p><p>Class council with student participation: understandings about learning evaluation</p><p>This article aims to analyze student participation in class councils and its possible meaning for learning evaluation. It was based on the understanding that such participation and interaction with teachers in this context can constitute an essential element which favors student autonomy and development, as well as other learning and evaluation practices. Based on qualitative research, a case study was carried out in a school with a class council having student participation. The understandings of the subjects in the class council reveal that student participation can provide a more horizontal relationship, dialogue and negotiation between teachers and students. This favors reflections and changes in the subjects that comprise the teaching and learning process.</p><p>Class Council, Student Participation, Learning Assessment, Teacher-Student Relationship.</p><p> </p>
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Wieleba, Joanna, and Miłosz Romaniuk. "Student councils as an example of building school community - creating, way of functioning and cooperation with teachers." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (December 30, 2020): 15–22. http://dx.doi.org/10.5604/01.3001.0014.6855.
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The paper presents the results of a research on the student councils in Warsaw high schools. School principals, their deputies, student council supervisors and representatives of student council board were interviewed. The aim of the study was to find the features, problems and way of functioning of student councils inside the school community. Research has shown two faces of student self-governance. One is connected with activities for the community, not only at school, but also local, in which the supervisor is a guide, and the pedagogical council supports and contributes to greater motivation in activities, the other shows student council as frustrated fake who follows the guidance of a director or supervisor and has no strength or desire to encourage the school community to get involved in self-governance activities. It is crucial to select and train proper student council supervisors that can attract active pupils and support them to lead their own colleagues with student council.
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Phusee-orn, Songsak. "Comparing Practice Between Working Standard and Personal Working Standard of Teachers Who Are Certified by Attending Professional Teacher Knowledge Standard Workshop." International Education Studies 14, no. 9 (August 25, 2021): 69. http://dx.doi.org/10.5539/ies.v14n9p69.
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The purposes of this research are to compare the practice between working standard and personal working standard of teachers who are certified by attending professional teacher knowledge standard workshop held by the teachers’ council who are different in gender, age, ways of knowledge certified and teaching according to/not according to educational certificate background. The samples are 246 research participants certified by attending professional teacher knowledge standard workshop of the teacher’s council: Developmental division of the Faculty of Education, Mahasarakham University. Sampling operated by using Multi-Stage Random Sampling. Teachers’ data collection are self-evaluation and with school directors also as informers. Research instrument are piloted quality inspected questionnaire indicated by Item Total Correlation and Reliability of Cronbach. Data are analyzed by using X, s.d., t-test: independent samples, One way ANOVA, and multiple comparison of Scheffe. The research found that:
1) Overall, the female teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council follow teaching standard in the academic activities facets on professional teacher’s development and self-practice standard and ethic is higher than male teachers with statistically significant at the .05 level.
2) Teachers who with age differences follow the standard of being a good role model for the students. They work cooperatively with others in the community creatively. Personal practice standard about ethic to society is different with statistically significant at the .05 level.
3) Teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council foster on teacher professional development and immensely develop the students to their full potential more than transferring method with statistically significant at the .05 level.
4) Teachers who teach according to educational certificate background practice according to the standard professional teacher on designing learning activities with the students in mind. They thrive so as to make every opportunity to be for learning. They also have higher ethic than teachers who are not teaching according to their educational certificate background with statistically significant at the .05 level.
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Amaliyah, Amaliyah. "IMPLEMENTASI PENGEMBANGAN KURIKULUM 2013 PADA PEMBELAJARAN PAI." QATHRUNÂ 7, no. 1 (June 25, 2020): 125. http://dx.doi.org/10.32678/qathruna.v7i1.3142.
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The purpose of this study was to determine the implementation of learning at SMAS Al Ma'arif and SMKN 3 Cilegon, curriculum development in 2013 as well as opportunities, obstacles and challenges for implementing 2013 Curriculum Development in the implementation of Islamic Education learning at SMAS Al Ma'arif and SMKN 3 Cilegon. This research uses descriptive qualitative research. The results showed SMA Al Ma'arif and SMK Negeri 3 Cilegon 1) Implementation of Islamic Education in SMAS Al Ma'arif and SMKN 3 Cilegon, In general, they have implemented learning based on the 2013 curriculum although it is not yet perfect, this is evidenced by the cultivation of religious values. and development of character education through school literacy activities carried out at the beginning and end of learning and using IT-based learning methods; 2) The development of the 2013 curriculum at SMAS Al Ma'arif and SMK Negeri 3 Cilegon has been well developed, although there are slight differences at Al Ma'arif High School, the excellence is through mulok lessons and cross-interest subjects while at SMKN 3 Cilegon the demands of the world of work and science and technology as well as local content in both Intracurricular and Extracurricular activities; 3) Implementation of 2013 Curriculum Development in the implementation of Islamic Education learning at SMAS Al Ma'arif and SMKN 3 Cilegon in general has been going well although it is not yet perfect with the differences at Al Ma'arif High School, limited facilities and PAI learning media affect skills assessment, but work The same and exemplary all teacher councils provide positive values to students, while at SMKN 3 Cilegon students lack interest in reading the Qur'an and the formation of learning groups for learning to read and write the Qur'an requires the cooperation of parents, teachers and school committees.
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Kango, Andries, Dian Adi Perdana, and Sriyuni Regita Biya. "Developing Ethics for 'Santri' Empowerment: The Case of the Pesantren al-Falah of Gorontalo, Indonesia." Jurnal Pemberdayaan Masyarakat: Media Pemikiran dan Dakwah Pembangunan 5, no. 1 (June 16, 2021): 27–52. http://dx.doi.org/10.14421/jpm.2021.051-02.
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The failure of community empowerment often forgets the ethics of change-makers as an essential instrument in program implementation. This assumption is existed because of weak human development resources in an educational institution in terms of shaping character. Pesantren or Islamic Boarding School offers another alternative to transforming santri or student ethics effectively when taking action in society. This article aims to explore the strategy of developing student ethics in the process of social transformation. The research data was generated through observation method at Al-Falah Islamic boarding school in Gorontalo, in-depth interviews with caregivers, teacher councils, students, and documentation related to development to shape students' character. Al-Falah Islamic boarding school has responded to modernity issues and implemented them into learning practices. This pesantren chooses three strategies (sentimental, rational, and takziyah) to develop the ethical quality of students. The fundamental Islamic values or ahklakul karimah (ethical values) is chosen because it can be primary guidelines for change-makers in developing community empowerment activities. In line with this, this research suggests that this strategy can be implemented in pesantren and in different contexts elsewhere. However, because limitation of the research, the ethical values are impossible to test in various aspects, so it is necessary to consider updated survey studies to prove the suitability of ethics and the achievement of community empowerment programs.
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Taylor, P. Mark. "By Way of Introduction: The Road to TCM: Celebrating 100 Years of the Mathematics Teacher." Teaching Children Mathematics 13, no. 5 (January 2007): 243. http://dx.doi.org/10.5951/tcm.13.5.0243.
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How did Teaching Children Mathematics come into existence? The road to this journal actually predated the founding of the National Council of Teachers of Mathematics (NCTM). Nearly 100 years ago, the first mathematics education articles relating to the elementary school level began to emerge in a journal aptly named the Mathematics Teacher; hence, the history of Teaching Children Mathematics also begins at that moment. The Mathematics Teacher originated in 1906 as an annual publication of the Association of Teachers of Mathematics of the Middle States and Maryland. It became a quarterly publication in September 1908; the four issues published in the academic year 1908–09 constitute volume 1. In 1920, the National Council of Teachers of Mathematics was established with 100 members. The following year, the founders of the Mathematics Teacher gave the journal to NCTM, which increased the number of issues to eight per year.
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Nell-Tuor, Nadine, and Nina Haldimann. "Leiten oder leiten lassen? Gesprächsanalytische Beobachtungen zur interaktiven Aushandlung der Leitungsfunktion im Klassenrat." Zeitschrift für Angewandte Linguistik 70, no. 1 (April 9, 2019): 73–104. http://dx.doi.org/10.1515/zfal-2019-2004.
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Abstract The class council is a teaching format which takes place regularly, aiming at the teacher stepping back from his/her conventional role as the organizing authority in order to allow the students to participate directly in decision-making processes concerning their everyday school life. This format results in a unique interactional constellation among the participants. In this article, we explore this interactional constellation from the perspective of conversation and interaction analysis. On the basis of videographies of class council sessions in which students and teachers occupy different participation roles, we ask how those roles are negotiated interactively. With a specific focus on the teacher and the moderator (student), we ask to what extent the teacher is able to delegate leadership responsibility among the group. It is shown that teachers are only partly able to do so. Often, teachers influence the interaction on a multimodal level. The challenge of organizing the class council lies in the need for the participants to accomplish different (and in part incompatible) interactional orders: on the one hand, teachers as well as students have to consider their specific participation roles; on the other hand, their participation roles are framed institutionally and cannot easily be changed.
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Toni, Indra Anggrio. "PERANAN ORGANISASI SISWA INTRA SEKOLAH (OSIS) DALAM MEMEBENTUK KARAKTER SISWA DI SMK NEGERI 2 SALATIGA." Satya Widya 35, no. 1 (June 28, 2019): 54–61. http://dx.doi.org/10.24246/j.sw.2019.v35.i1.p54-61.
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One of the negative impact of globalization era is the decreasing of the character of senior high school’ students. This case can be seen from many kinds of offenses of the students such as bring pornographic readings, skipping classes, smoking, and brawls. Therefore, one of the effort of the school to overcome the problems is through student council. The purpose of this research is to describe the role of the student council in forming the students’ characters in Vocational High School 2 in Salatiga from (1) student council’s work programs that have been arranged and done, (2) the students character formation through student council's activities, (3) the successful implementation of student council activities in shaping the students’ character. Qualitative research with a descriptive approach is used in this study and the participants are the chairman and members of the student council, and student council adviser. The data collection used interview, observation, and documentation. The results of the research showed: (1) there were 4 activities or programs of student council such as class meetings, the representative meeting, the introduction of the school environment, and basic leadership training, (2) Four activities or programs formed the students’ character such as discipline, confidence, responsibility, mutual respect, democracy, caring, critical, and leadership, (3) the programs are done successfully to change the students' character who were less disciplined to be more disciplined, responsible to do homework, caring to friends, critical and confident in giving opinions in front of the class or public, cooperated well and respected to teachers.
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Kuo, Nai-Cheng. "Rethinking edTPA: The Use of InTASC Principles and Standards." Journal of Educational Issues 4, no. 1 (March 19, 2018): 47. http://dx.doi.org/10.5296/jei.v4i1.12691.
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The Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers 1.0, developed by the Council of Chief State School Officers (CCSSO, 2013) in the United States, provide a set of expectations for essential knowledge, critical disposition, and performance needed for high-quality teaching. In this article, there are two parts. Part I addresses issues found in a current mandatory policy—edTPA. Part II explores how teacher educators can use the national teacher education standards to create a learning community where the voices of preservice teachers, teacher educators, and school personnel are equally valued.
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Jaskanis, Paweł Olaf. "JAN KAZIMIERZ JASKANIS (1932–2016) – A SON’S MEMORY OF HIS FATHER." Muzealnictwo 58, no. 1 (July 3, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.1581.
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A primeval archaeologist (MA 1955, PhD 1971), an organiser of protection for monuments in the Białystok province (1954–1980), Director of the Regional Museum in Białystok (1974–1980) and the State Archaeological Museum in Warsaw (1980–2000). He dealt with archaeology, museology and the protection of monuments. He also popularised related knowledge and linguistic and religious issues. He established the provincial record of archaeological monuments as well as conservation archives, both of which were then developed at the museum. From 1959 to 1975 he was Scientific Secretary to the Yotvingia Scientific Expedition. He was a teacher, an editor and a social activist. He wrote over 200 publications, of which the most important are The funeral rite of the Western Balts at the end of antiquity (Warsaw, 1974); a critical study of Aleksander Brückner’s work Ancient Lithuania: tribes and gods: historical and mythological drafts (Olsztyn, 1979, 1984); Cecele. Ein Gräberfeld der Wielbark-Kultur in Ostpolen (Warsaw, 1996); Krupice. Ein Gräberfeld der Przeworsk- und Wielbark- Kultur in Ostpolen (Warsaw, 2005), Kurgans of leaders of the Wielbark culture at Podlachia (Białystok, 2012); and Switzerland. The cemetery of the Baltic Sudovian culture in north–eastern Poland (Warsaw, 2013). He specialised in researching Roman influence in Central Europe and the prehistory of north–eastern Poland, the culture of Baltic tribes (including the Yotvingians), Baltiysk and the Slavonic border, and in the Przeworsk and Wielbark cultures. He discovered and defined the Cecelska regional group, thus determining the late phase of the Wielbark culture, starting from the early period of Roman influence to its decline as a result of tribal migrations; their kurgans traced the areas of relocation of the Goths and the Gepids from the Baltic Sea to the Black Sea. His successful exhibitions included “The Balts – northern neighbours to the Slavs” (displayed in Austria, Bulgaria, Greece, Lithuania, Italy and Germany several times), “Treasures of primeval Poland” (in Padua, Turin, Aquileia, Schollach) and “The prehistory of Warsaw” (Berlin). He was a member of museum councils as well as the council for museums at the Ministry of Culture and National Heritage.
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Ross, Elizabeth. "Ensuring equitable access to great teachers: State policy priorities." Phi Delta Kappan 100, no. 8 (April 29, 2019): 20–26. http://dx.doi.org/10.1177/0031721719846884.
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Research reliably demonstrates that teachers are the most important in-school factor affecting students’ learning and lives. Yet on myriad measures of teacher quality, students from low-income families and students of color are less likely to have equitable access to excellent teachers. States set forth their plans to address any existing disparities in vulnerable students’ access to great teachers under the Every Student Succeeds Act (ESSA). However, after analyzing the specific provisions related to teacher equity in all 50 states and the District of Columbia’s ESSA plans, the National Council on Teacher Quality found significant opportunities for improvement, as well as limited promising practices.
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McRae, Hiria, and Robin Averill. "Ensuring Māori student success and inclusion of te aō Māori through initial teacher education." New Zealand Annual Review of Education 24 (March 4, 2020): 160. http://dx.doi.org/10.26686/nzaroe.v24i0.6336.
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Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.
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Strutchens, Marilyn. "Commentary: Mathematics Teacher Educator: A Milestone in the History of the Association of Mathematics Teacher Educators." Mathematics Teacher Educator 1, no. 1 (September 2012): 5–6. http://dx.doi.org/10.5951/mathteaceduc.1.1.0005.
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The Association of Mathematics Teacher Educators (AMTE) is excited to serve as a co-partner with the National Council of Teachers of Mathematics (NCTM) in publishing Mathematics Teacher Educator (MTE), a practitioner journal for mathematics teacher educators, which will serve as a milestone in the history of AMTE. The mission and goals of MTE, listed below, support our members and our organizational goals.
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Cooney, Thomas J. "Research and Teacher Education: In Search of Common Ground." Journal for Research in Mathematics Education 25, no. 6 (December 1994): 608–36. http://dx.doi.org/10.5951/jresematheduc.25.6.0608.
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Most mathematics educators are involved in the practice of teacher education at some level. Indeed, the field of mathematics education is predicated on the assumption that someone has to be educated to teach mathematics in our schools. This raises the question of what it means to be educated in o rder to become a teacher of mathematics. What kinds of knowledge do teachers need to become effective teachers of mathematics? What sorts of experiences are needed for teachers to acquire this knowledge? A fundamental question for mathematics teacher educators is how the field of teacher education can be conceptualized so that programs and activities can be created to assist in the acquisition of this knowledge. Given the high visibility of standards developed by the National Council of Teachers of Mathematics (NCTM) (NCTM, 1988, 1991, in press), a question of interest to many is, What does it take to develop teachers who can move the field toward realizing these standards?
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Bagley, Sylvia, and Kimmie Tang. "Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 44–63. http://dx.doi.org/10.46767/kfp.2016-0023.
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Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.
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Demana, Franklin, and Bert K. Waits. "Soundoff: A Computer for All Students." Mathematics Teacher 85, no. 2 (February 1992): 94–95. http://dx.doi.org/10.5951/mt.85.2.0094.
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The views expressed in “Soundoff” do not necessarily reflect the views of the Editorial Panel of the Mathematics Teacher or the National Council of Teachers of Mathematics. Readers are encouraged to respond to this editorial by sending double-spaced letters to the Mathematics Teacher for possible publication in “Reader Reflections.” Editorials from readers are welcomed.
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Lord, Alan R., and John E. Whittaker. "On the award of TMS Honorary Membership, 17 November 2004 Professor Robin Whatley – an appreciation." Journal of Micropalaeontology 24, no. 1 (May 1, 2005): 95–96. http://dx.doi.org/10.1144/jm.24.1.95.
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Abstract. Robin Charles (Ignatius) Whatley was born a ‘Man of Kent’ in 1936. He was educated at Ashford Grammar School, where an inspiring teacher, Frank Kenworthy, stimulated a series of pupils to become earth scientists, for example, John Catt (University College London), Roy Clements (Leicester University), Ron Cook (recently Vice Chancellor of York University) and Chris Wilson (Open University). Following a varied post-school career as a farmer (1954), National Serviceman (1955–1957), and inshore fisherman based at Christchurch, Hampshire (1957–1959), Robin joined Hull University to read Geology. He graduated with a First Class Honours Degree in 1962, one of the first two ever to be awarded by the department. An interest in Micropalaeontology, in particular ostracods, became apparent during undergraduate years and formed part of his BSc dissertation. A further three years at Hull followed, funded by the Department of Scientific and Industrial Research (DSIR, fore-runner of the modern research councils), leading to the award of a PhD degree in 1966 for a thesis on British Callovian and Oxfordian ostracods, carried out under the supervision of John Neale. As a mature student Robin felt it to be his duty to write stern letters to DSIR pointing out the shortcomings of its procedures and officials, and he was somewhat surprised when, visiting DSIR for a Post-Doctoral Fellowship interview, he discovered that his letters were regularly pinned to the staff notice board to be read by all. As it turned out a Fellowship was not required, as Robin was appointed Assistant Lecturer in Geology . . .
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Cuoco, Al. "Soundoff!: What I Wish I Had Known about Mathematics When I Started Teaching: Suggestions for Teacher-Preparation Programs." Mathematics Teacher 91, no. 5 (May 1998): 372–74. http://dx.doi.org/10.5951/mt.91.5.0372.
Full textAbstract:
The views expressed in “Soundoff!” reflect the views of the author and not necessarily those of the Editorial Panel of the Mathematics Teacher or the National Council of Teachers of Mathematics. Readers are encouraged to respond to this editorial by sending doublespaced letters to the Mathematics Teacher for possible publication in “Reader Reflections.” Editorials from readers are welcomed.
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Dodge, Walter, Kathleen Goto, and Philip Mallinson. "Soundoff!: “I Would Consider the Following to Be a Proof …”." Mathematics Teacher 91, no. 8 (November 1998): 652–53. http://dx.doi.org/10.5951/mt.91.8.0652.
Full textAbstract:
The views expressed in “Soundoff!” reflect the views of the author and not necessarily those of the Editorial Panel of the Mathematics Teacher or the National Council of Teachers of Mathematics. Readers are encouraged to respond to this editorial by sending doublespaced letters to the Mathematics Teacher for possible publication in “Reader Reflections.” Editorials from readers are welcomed.
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Elrod, Emily, Heather West, Karen F. Hollebrands,, and Valerie Faulkner. "Interventions, Tools, and Equity-Oriented Resources in the MTE Journal." Mathematics Teacher Educator 9, no. 1 (September 1, 2020): 3–6. http://dx.doi.org/10.5951/mte.2020.0062.
Full textAbstract:
The Mathematics Teacher Educator journal is co-sponsored by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators. In June, both organizations released statements that call for mathematics teachers and mathematics teacher educators (MTEs) to “engage in anti-racist and trauma-informed education in our daily practices as processes of learning and adjustments” (NCTM, 2020) and to “actively work to be anti-racist in our acts of teaching, research, and service” (AMTE, 2020). This editorial highlights equity-related interventions and tools that can be implemented by MTEs. We reiterate statements made by NCTM and AMTE, describe key features of interventions and tools, and share equity-related resources published in the journal for MTEs to use with teachers.
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Neumann, Maureen D. "Supporting Teacher Learning: Preservice Teachers Examine Gender Equity in Teaching Mathematics." Teaching Children Mathematics 13, no. 7 (March 2007): 388–95. http://dx.doi.org/10.5951/tcm.13.7.0388.
Full textAbstract:
The National Council of Teachers of Mathematics recognizes that mathematical knowledge is essential for employment and full participation in our society. The strategic inclusion of the Equity Principle in NCTM's Principles and Standards for School Mathematics (2000) reflects the need in the mathematics education community to eliminate long-standing disparities in mathematics performance. However, incorporating equitable pedagogical practices into one's instruction does not mean that every student should receive identical instruction; rather, it “demands that reasonable and appropriate accommodations be made as needed to promote access and attainment [of mathematics knowledge] for all students” (NCTM 2000, p. 12).
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Costa Ribas, Fernanda, and Cristiane Manzan Perine. "What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme." Applied Linguistics Review 9, no. 2-3 (May 25, 2018): 273–305. http://dx.doi.org/10.1515/applirev-2017-0002.
Full textAbstract:
AbstractThis paper aims to investigate the beliefs of student teachers on a distance teacher education course about being an English teacher in Brazil. The theoretical framework of this paper is based on studies about beliefs in language teaching and learning (Barcelos and Kalaja 2011. Introduction to beliefs about SLA revisited. System 39(3). 281–289), and distant teacher education (Borg et al. 2014. The impact of teacher education on pre-service primary English language teachers. London: British Council). Data were collected in a supervised teaching practicum course in an English Language and Literature Distance Programme provided by a federal public university in Brazil. The data stem from visual narratives and meta-narratives posted on two online discussion forums. It is expected that the results of this study will contribute to advancing research on the use of visual materials in the investigation of beliefs, and that they will foster the debate on the contributions of visual narratives to teachers’ reflections, particularly in distance teacher education settings.
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Channell, Dwayne E., Robert A. Laing, Charles D. Watson, and Charles A. Reeves. "Thanks From The Editorial Panel." Mathematics Teacher 82, no. 9 (December 1989): 728–32. http://dx.doi.org/10.5951/mt.82.9.0728.
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The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publication and courseware reviewers include junior and senior high school teachers, curriculum designers, college and university mathematicians, and teacher educators. The following are the names of those individuals who were active as of 7 July 1989. Their contributions are deeply appreciated. Anyone interested in serving as a referee of manuscripts should request an application form and guidelines from the National Council of Teachers of Mathematics.
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McClain, Kay, Maggie McGatha, and Lynn L. Hodge. "Improving Data Analysis through Discourse." Mathematics Teaching in the Middle School 5, no. 8 (April 2000): 548–53. http://dx.doi.org/10.5951/mtms.5.8.0548.
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The National Council of Teachers of Mathematics has been advocating the importance of effective communication in classrooms since the release of its Standards documents (NCTM 1989, 1991). This emphasis is echoed in Richards's (1991) description of an inquiry classroom (see also, e.g., Ball [1993]; Cobb, Wood, and Yackel [1991]; Lampert [1990]). In this setting, the teacher's role is to guide the negotiation of classroom norms to enable the teacher and students together to engage in meaningful mathematical discussions, which include asking questions, solving problems, posing conjectures, and formulating and critiquing mathematical arguments. An increased emphasis on communication in the mathematics classroom allows students the opportunity to discuss and validate mathematical ideas and to make and evaluate conjectures and arguments.
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Jena, Prakash Chandra. "Need of Restructuring Teacher Education Programmes in India: An Essence for Globalization." International Letters of Social and Humanistic Sciences 34 (July 2014): 21–28. http://dx.doi.org/10.18052/www.scipress.com/ilshs.34.21.
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For inculcating quality education the role of teacher is vital. In other words, quality of teaching largely depends on the quality of training received by the teachers. For this, designing curriculum and supportive resources occupies significant role. National Council of Teacher Education (NCTE 1998) identified ten competencies for making teachers professionally competent. These are contextual, conceptual, content, transitional competencies, competencies related to educational activities, developing teaching learning materials, evaluation, management, competencies related to working with parents and with community and other agencies. For fulfilling these competencies, curriculum of the teacher education program need to be reconstructed according to the changing aspects and needs of the society. But the task may face many challenges at the grass root level of the teacher education program in India. Present paper focus on how to redesign teacher education curriculum in India and identifying major difficulties in the light of teacher education programs.