Relevant bibliographies by topics / Teacher respect

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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 respect'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Teacher respect"

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Goodman, Joan F. "Respect-due and respect-earned: negotiating student–teacher relationships." Ethics and Education 4, no. 1 (March 2009): 3–17. http://dx.doi.org/10.1080/17449640902781356.

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Menon K.P, Seema, and Sobha K. "TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 637–43. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2096.

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The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy with respect to Gender and locale and Subject of specialization.
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Pipin, Aep. "Students’ Etiquette towards Teachers According to Syaikh Burhanuddin Az-Zarnuji." Interdisciplinary Social Studies 1, no. 1 (October 20, 2021): 1–9. http://dx.doi.org/10.55324/iss.v1i1.1.

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A deterioration in students' morality and etiquette in the classroom is a result of Indonesian education virtually losing its status as the study idol of the students. As a result, education becomes purely goal-oriented, with a singular focus on receiving a diploma. In actuality, one must first show respect to their teacher in order to learn, and then the effects might become apparent later. This study aims to: (1) Discover the concepts of students’ etiquette to teachers according to Syaikh Burhanuddin Az-Zarnuji in the book of Ta'lim Muta'allim Tariq At-Ta'allum in Fashl Ta'dzimul Ilmi wa Ahlih (2) Discover the pattern in learning about students’ etiquette to their teachers according to Syaikh Burhanuddin in the book of Ta'lim Muta'allim Tariq At-Ta'allum in Fashl Ta'dzimul Ilmi wa Ahlih. This study used a qualitative approach. The method used was descriptive. The data collection implemented was library research. The object being researched, as well as the data source, was the book Ta'alim Muta'alim by Syaikh Burhanuddin Az-Zarnuzi. The data collection method uses descriptive methods and the author performed content analysis. The results showed that students' etiquette towards teachers are students must always respect the teacher and the teacher's family, protect the rights of the teacher, do not walk in front of the teacher, do not sit in the teacher's place, do not start a conversation without the teacher’s permission, do not ask something when the teacher is bored, be on time, do not knock on the door of the teacher's house but be patient waiting for the teacher to come out.
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Göksoy, Süleyman. "Professional Development Levels of Teachers in Respect of Developmental Supervision Areas." Pedagogika 129, no. 1 (April 25, 2018): 15–32. http://dx.doi.org/10.15823/p.2018.02.

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The present research aimed to determine the professional development levels of teachers according to developmental supervision approach. Case study method from qualitative research methods was used in the data collection. Educators participated in the research state that the professional development areas of the teachers should be comprised of eight main areas. These areas defined by the educators are lesson preparation and planning, teaching-learning process (lesson), assessment and evaluation, professional development, communication, counselling, classroom management, projects and time management. Therefore, it can be indicated that the determined professional development areas of teacher should be prioritized in order to increase both educational quality and teacher performances.
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Veigele, William J. "Teacher harassment and a loss of respect." Physics Today 73, no. 8 (August 1, 2020): 12. http://dx.doi.org/10.1063/pt.3.4540.

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Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.
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Banks, Joanne, and Emer Smyth. "“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement." Education Sciences 11, no. 10 (October 13, 2021): 634. http://dx.doi.org/10.3390/educsci11100634.

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Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
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Banks, Joanne, and Emer Smyth. "“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement." Education Sciences 11, no. 10 (October 13, 2021): 634. http://dx.doi.org/10.3390/educsci11100634.

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Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
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Leinonen, Risto, Markku Haaranen, Mikko Kesonen, Mika Koponen, Pekka E. Hirvonen, and Mervi A. Asikainen. "Finnish graduated physics teachers’ views about their teacher education program – The disparity between the needs and delivery." Journal of Technology and Science Education 10, no. 1 (February 19, 2020): 101. http://dx.doi.org/10.3926/jotse.820.

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In this article, graduated physics teachers’ views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of Mathematical Knowledge for Teaching. PKT was utilized in the design of a Likert scale instrument that aims to discover teachers’ views concerning these six domains from two separate viewpoints: to what extent the domains were covered in their teacher education program concerning the domains, and how important is that theme for their profession. Results revealed that teachers see that the domains related to common content knowledge and structures of physics have been addressed adequately in their teacher education but characteristics of other domains, such as teaching methods, evaluation, and motivating learners, received less favorable evaluations. With respect to the importance of different domains for teacher profession, teachers valued the importance of every domain of teacher knowledge highly. These findings suggest that the greatest deficiencies in this physics teacher education program lie on addressing pedagogical content knowledge with its various sub-domains. Our PKT framework offers a promising base for evaluating physics teacher knowledge. We suggest that a framework for teacher knowledge should be explicitly introduced for pre-service teachers in their education so that they could evaluate their knowledge and professional needs better.
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Papageorge, Nicholas W., Seth Gershenson, and Kyung Min Kang. "Teacher Expectations Matter." Review of Economics and Statistics 102, no. 2 (May 2020): 234–51. http://dx.doi.org/10.1162/rest_a_00838.

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We show that tenth-grade teacher expectations affect students' likelihood of college completion. Our approach leverages a unique feature of a nationally representative dataset: two teachers provided their educational expectations for each student. Identification exploits teacher disagreements about the same student, an idea we formalize using a measurement error model. We estimate an elasticity of college completion with respect to teachers' expectations of 0.12. On average, teachers are overly optimistic, though white teachers are less so with black students. More accurate beliefs are counterproductive if there are returns to optimism or sociodemographic gaps in optimism. We find evidence of both.
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Dissertations / Theses on the topic "Teacher respect"

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Engerer, Pamela J. "Teacher Actions Secondary Science Students Reckon as Teacher-to-Student Classroom Respect." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477679722661839.

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Nordquist, Tomas. "Auktoritet och respekt i klassrummet : En kvalitativ undersökning om några lärares syn på ledarskap och relationer i klassrummet." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-8731.

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Syftet med undersökningen är studera vad som präglar auktoriteten i den svenska skolan, undersöka värdet av goda relationer i klassrummet samt studera hur konflikthantering påverkas av gruppsituationen som råder i klassrummet. Mina frågeställningar handlar om vilken betydelse ledarskap, respekt och auktoritet får i relationen mellan lärare och elever, vad som avgör om en lärare respekteras av elever och vad det beror på att en lärare får eller inte får auktoritet i en grupp. I studien undersöks också hur det är möjligt att på olika sätt hantera konfliktsituationer.    För att undersöka detta har jag gjort strukturerade intervjuer med sex olika lärare inom gymnasiet och högstadiet, med olika bakgrund, erfarenhet och ämnesområden. Resultatet har jag sedan jämfört med olika teorier om ledarskap, grupprocesser och konflikthantering.   Min undersökning visar att auktoritet måste förtjänas genom bland annat social kompetens och goda relationer. I studien framgår att de viktigaste yttre faktorerna för att lyckas är gruppstorleken och tiden. När det gäller konflikthantering, kan slutsatsen dras att det är viktigt att gå varsamt fram i ett inledande skede, och att fokus i början måste ligga på att skapa en positiv känsla och få med sig gruppen. Vid fostrande av elever och korrigerande av avvikande och respektlösa beteenden, visar undersökningen att det är önskvärt och betydligt effektivare att ta en konflikt utanför klassrummet, i ett enskilt samtal med en elev.
The aim of this study is to discern what characterizes authority in the modern Swedish school, to explore the value of good relations in the classroom, and also to examine how the management of conflicts is affected by the group situation which occurs in the classroom.   The questions at issue are to which degree leadership, respect and authority affect and determine the relation between teacher and students, in what manner a teacher receives respect from his students, and why a teacher may or may not gain authority in a classroom. I am also curious as to how to handle certain common conflict situations in the best way.   In order to examine these questions, I have interviewed six teachers of varying age and professional experience, who all teach in high schools. The result of the interviews has then been compared with the current theories about leadership, group processes and conflict management.   My study shows that authority must be acquired through social skills and good relations. The most important factors, which are not dependent upon the teacher, are the size of the group and time. Regarding the management of conflicts, a conclusion may be made that it is important to be careful and gentle in the initial phase, and to create a positive feeling at the beginning in order to be accepted by the group. If misbehavior must be corrected and a conflict is emerging, the study shows that it is more efficient to deal with the student outside  the classroom, speaking in private. In this way, the student is not affected by the rest of the group, and the conflict is less likely to escalate.
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Miller, Suzanne B. "The Revolving Door: How Leaders Push Teacher Turnover." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/eps_diss/68.

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THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER by Suzanne Kay Bryant Miller In today’s age of accountability leaders of schools cannot afford to lose quality teachers. The No Child Left Behind Act of 2001 requiring schools to staff all classrooms with “highly qualified teachers” creates a major challenge. Today, more than ever, school systems need to retain their experienced and effective teachers. While many reasons have been attributed to the revolving-door phenomenon known as teacher turnover, this research suggests that school leaders’ behaviors play a major role in the issue. This qualitative inquiry focused on the perceptions of veteran teachers who have migrated from one school to another, having indicated that their primary reason for migrating was because of their leader’s behavior. The following research questions guided the study: • What were the perceptions of migrating teachers, regarding their previous leader’s behaviors, qualities and attributes, at his/her former school? • How did these perceptions influence the teacher’s desire to migrate to another school? • Was there anything that the leader could have done differently that would have made the migrating teacher stay? Data was gathered through individual interviews, emails, and focus group discussions. The data was then analyzed qualitatively using an interpretivist theory (LeCompte & Schensul, 1999) to address the research questions, and a constant comparative method to determine patterns and themes (Merriam, 2009). Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). The results of my study identified three main areas of leadership behaviors which teachers indicated directly influenced their decisions to migrate. These three areas were the leaders: (1) Lack of Knowledge of the Business of School-the leader’s lack of skills needed (a) to be supportive, (b) to make connections and build relationship, and (c) to transform school into an effective community; (2) Lack of Professionalism- the leader’s lack of (a) respect, (b) trust, and (c) consistent behavior; and (3) Lack of Personal Morals. While other studies on teacher turnover showed a link between leadership and teacher turnover (Barnett & Berry, 2002; Eggen, 2002; Gonzalez et al., 2008; Hirsch & Emerick, 2007; Thornton et al., 2007), my study revealed specific leadership behaviors that pushed teachers to migrate.
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Moustakim, Mohamed. "Power and resistance in the classroom : teachers' and pupils' narratives on disaffection." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117485.

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This study sought to analyse critically the discourse of pupils’ disaffection captured in the views of a teacher, a Learning Mentor and a group of six pupils from key stage 4 at a secondary school in south London. The analysis examined how some pupils acquired the label ‘disaffected’ and considered the extent to which dominant curriculum ideologies and power relations between teachers and pupils contributed to pupils’ disconnection from learning. Additionally, the study examined the effectiveness of the Alternative Education project organised by the school in a bid to engage disaffected pupils in learning. The corpus of data was generated through a combination of semi-structured one to one interviews and a focus group interview. Drawing on Fairclough’s (1989, 2001, 2003) approach to Critical Discourse Analysis (CDA), excerpts from the data were chosen on the basis of their salience to the key themes of the study to describe, interpret and explain the opaque and contradictory discourse of disaffection. The teachers’ narratives largely located explanations for pupils’ disconnection from learning in pupils’ cognitive, emotional and behavioural pathologies or the influence of a moral underclass culture in their communities. The pupils’ counter-narratives suggested that their disengagement was a rational response to a perception of de-motivating curricula and disrespectful teachers, resulting in a counter school culture, where resistance accorded status among peers and compliance with teachers’ demands for conformity earned the derisory label ‘Neek’. The teacher’s narrative also revealed that curriculum overload and the preoccupation with attainment targets posed significant challenges in his attempts to engage disaffected learners. However, the success of the Alternative Education Programme highlighted the importance of flexibility and positive educator-pupil relationships in capturing and sustaining the interest of learners. It is argued that an adequate analysis of the determinants of disaffection ought to consider the impact of instrumentality in education on relationships in the situational, institutional and societal contexts of schooling. Furthermore, the significance of class, ethnicity and gender on the academic under-achievement of black working class boys, can not be overstated.
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Lemani, Chifundo N. "Effectiveness of Trek-21 model of professional development on changes in teacher practices with respect to instructional technology integration." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3631.

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Thesis (Ed. D.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains xiii, 154 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 121-131).
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Ganchorre, Athena Roldan. "Recognition and Respect for Difference: Science and Math Pre-service Teachers' Attributes that Underlie a Commitment to Teach in Under-resourced Schools." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202743.

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This work revealed what is at the core of a particular group of prospective teachers that underlie their commitment to teach in under-resourced schools and districts. Prospective teachers committed to teaching in under-resourced schools have qualities or attributes of recognition and respect for students and families who come from low-income and culturally different backgrounds and experiences. These prospective teachers were able to recognize complex interactions that students and their families face at the individual, social and institutional level. They also sought ways to address their students' learning needs by drawing from students' experiences to make meaningful connections between home and school. To identify students' and families' lived experiences, cultural practices, and language as resources to draw from, are acts of recognition and respect towards students and their families who are, for many prospective teachers, different from themselves. Recognition and respect for difference are essential attributes that underlie a socially just and humanistic pedagogy which can positively impact the learning outcomes for students who are historically poorly served by our public schools. This work highlights a different view that prospective teachers from majority White European backgrounds have about social others. It also provides a new framework using social otherness as a lens to reveal prospective teachers' understandings and knowledge about students and families from low-income backgrounds.
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Liedmann, Céline. "How to teach modeling in mathematics classrooms? The implementation of modeling tasks. Comparing learning arrangements and teacher methods with respect to student’s activities." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80522.

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There is a wide consensus that including mathematical modeling into the curricula is an important aim. A lot of attention has been spent on the realistic problems whereas their embedding in a classroom situation is less investigated so far, although the methodical arrangements are of major importance for initiating students’ activities. In this paper, the implementation of the modeling task “swimming pool” in mathematics education in two lessons is compared concerning learning arrangement and teaching methods in depth with respect to the students’ activities. Two videos about this implementation will be shown and discussed in this workshop. They are supposed to demonstrate in which different ways teachers engage in modeling. The aim is to show teachers, especially those without experience in teaching modeling, how modeling tasks can be implemented.
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Ellison, Bruce. "Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs." Thesis, University of Canterbury. Education (leadership), 2015. http://hdl.handle.net/10092/10496.

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The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves. This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs. This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.
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Mampane, Sharon Thabo. "How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers." Thesis, University of Pretoria, 2008. http://hdl.handle.net/2263/28176.

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This study investigated the legislation (the Education Laws Amendment Act, Act 24 of 2005) dealing with teacher selection and appointment. It focused specifically on the principles equity, redress and representivity changes in legislation. Not only do these principles encourage the equal advancement of everybody’s interests but they also serve as a means of establishing an appropriate balance between conflicting interests. The primary purpose of the study was to determine whether or not the racial group to which the school governing body members belong had an effect on the way in which they interpreted and implemented legislation, and if so, to what these could be ascribed. Five schools’ governing bodies in the Tshwane South District of the Gauteng Province were interviewed using semi structured, open-ended interviews to investigate the extent to which their staff composition has changed as a result of the new legislation. A qualitative research paradigm allowed me to adopt a constructivist/interpretivist approach to data collection and analysis. Indications from data were that the understanding and interpretation of SGBs across racial divides are influenced by their different cultural and linguistic preferences, their different political and educational histories and the contexts in which they work. These differences indicated that deeply entrenched racial stereotypes and strong attachments to a specific school culture, language or ethnic traditions could be influencing the final decision on short listing taken by the SGBs represented in my study. Suggestions are that legislation implementation should be addressed at all stages; that is, reviewing performance, considering reasons for governance difficulty or failure, designing alternative interventions, and interpreting evaluation results as an intervention practice for legislation success. Based on my research findings I would therefore suggest that the key reason for the lack of transformation in the staff composition of public schools is the short period of time that has elapsed since the promulgation of the Education Laws Amendment Act of 2005. Given that transformation is a social process and that stereotypes are key obstacles to transformation, I believe that, as far as the schools in my sample are concerned, their staff compositions will eventually change.
Thesis (PhD)--University of Pretoria, 2009.
Education Management and Policy Studies
unrestricted
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McDowall, Sophie. "An investigation into which forms of early teacher learning are most effective with respect to retention, motivation, commitment and job satisfaction for new entrants to the school teaching profession." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4860/.

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This research project explores which forms of early teacher learning (ETL) are most effective to secure the retention, motivation, commitment and job satisfaction of new entrants to the teaching profession in the United Kingdom (UK). It was inspired by concern over the high drop-out rate of teachers new to the profession expressed by Michael Gove (UK Secretary of State for Education) in The White Paper “The Importance of Teaching” (2010). A survey methodology was used and the method was that of semi-structured interviews with twenty teachers from three secondary schools in the West Midlands of England. It was found that ETL was effective when interactive, shared, school based, well mentored and related to teaching in the classroom. It was also found that effective ETL took place when teachers were learning through their engagement in projects, responsibility roles and extra-curricular activities. It was further found that this was so because such activities developed professional identity; self-efficacy; a psychological contract with the school and mastery of the craft of teaching. Links to the processes of acculturation, assimilation and actualisation were indicated. The significance of this research project is that it points to strategies which can help retain new entrants in the profession.
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Books on the topic "Teacher respect"

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Friedman, I. Morim ṿe-talmidim: Yeḥasim shel kavod hadadi. Yerushalayim: Mekhon Henriyeṭah Sold, 1998.

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1953-, Kennedy Harry, and MacGrath Michelle, eds. Get their attention: How to gain pupils' respect and thrive as a teacher. London: David Fulton, 2003.

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Mordekhai, Dinar Refaʼel ben. Sefer Hidur panim: Kolel beʼurim ṿe-heʻarot be-dine kavod, hidur ṿe-heʻarakhah ... le-horim u-morim ... ṿe-ʻod ʻinyanim shonim ... be-oto ʻinyan. Bene Beraḳ: [ḥ. mo. l.], 2000.

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Inspirer le respect et le transmettre: Le défi éducationnel du siècle. Montréal: Éditions du CRAM, 2010.

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Robinson, Shirley. Just part of the family: An in-depth study of teacher support to foster carers in respect of improving educational outcomes for children in public care. [Derby: University of Derby], 2004.

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1954-, Markel Marilyn, ed. Old Grandfather teaches a lesson: Mimbres children learn respect. Santa Fe, N.M: Sunstone Press, 2005.

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Yates, Sarah. The Three Rs of justice education: Rights, responsibilities & respect : middle years teachers kit. Ottawa: Dept. of Justice Canada, 1995.

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Ontario Public School Teachers' Federation. Submission to the Social Development Committee with respect to Bill 31, the Ontario College of Teachers' Act, 1995. [Toronto]: The Federation, 1996.

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The caring teacher's guide to discipline: Helping young students learn self-control, responsibility, and respect. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2001.

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The caring teacher's guide to discipline: Helping young students learn self-control, responsibility, and respect. Thousand Oaks, Calif: Corwin Press, 1997.

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Book chapters on the topic "Teacher respect"

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Kearney, Edmund M. "Earning Respect." In On Becoming a Teacher, 33–36. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-392-8_8.

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Cederqvist, Anne-Marie, Anne-Marie von Otter, Portia Kavai, and Samuel Khoza. "Digital competence with respect to ESD for science and technology student teachers." In Science and Technology Teacher Education in the Anthropocene, 170–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003190158-12.

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Florence, Namulundah. "Respect." In Immigrant Teachers, American Students, 103–19. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230116306_4.

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Dochy, Filip, Mien Segers, and Simla Arikan. "Professionalisation of teachers with respect to feedback." In Dialogic Feedback for High Impact Learning, 127–32. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003294139-27.

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Jones, Peter Nigel. "Toleration and Recognition: What should we Teach?" In Toleration, Respect and Recognition in Education, 33–51. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444391589.ch4.

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Panissal, Nathalie, and Nicolas Hervé. "Teaching SSI: Implications with Respect to Teachers’ Professional Identity." In Learning Sciences for Higher Education, 69–83. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1840-7_5.

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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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Rodriguez, Arturo, Matthew David Smith, and Kevin Russel Magill. "Teacher, Mentor, and Teacher Education." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, 291–309. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch017.

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Mentorship varies based in one's personal experience, understandings of theory related to the field, and the practice of mentorship in a given context. This chapter reviews mentor and protégé experiences over a 20-year timeframe, beginning in high school and continuing through collegiate, credentialing, teaching, graduate school, and doctoral education. The authors maintained a friendship and mentor/protégé relationship from their initial meeting through their current professional collaboration. They argue that mentorship must move beyond traditional ideas commonly associated with the term and instead include authentic experience and intellectual reflection across human ways of being or understanding within a framework of unimpeachable friendship, trust, and respect.
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"Trust and Respect: A Path Laid While Walking." In International Handbook of Mathematics Teacher Education: Volume 4, 315–32. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087905521_018.

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Conference papers on the topic "Teacher respect"

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Sweany, Philip. "Designing a pre-service CS teacher education program with a focus on diversity." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296514.

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Lamanauskas, Vincentas, and Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS AT UNIVERSITY: COMPARATIVE ANALYSIS OF UNDERSTANDING, INTEREST AND CAREER ASPECTS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.72.

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Scientific research activity (SRA) is a constituent part of university studies. It is very important that this activity was consequently developed, and that the students acquired necessary research activity competencies. On the other hand, scientific research activity realises the essential teacher preparation paradigm direction – towards research based teacher education. On the basis of two qualitative research, a comparative analysis was carried out, seeking to analyse how differ positions of two study field students, pre-service teachers in respect of scientific research activity. In the research participated 84 pre-service teachers of natural sciences and 90 pre-service teachers of social sciences. The research was carried out between February and March, 2016. Research results show, that these two group students’ position in respect of SRA significantly differs. Keywords: comparative analysis, science education, scientific research activity, university students.
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Childs, Joshua, Rebecca Zarch, Ryan Tobrey, and Carol Fletcher. "Networked Improvement Communities as Tools for Teacher Empowerment." In 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2021. http://dx.doi.org/10.1109/respect51740.2021.9620620.

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Kaliský, Ján. "ETHICAL OUTCOMES OF ECOLOGICAL VALUES IMPLEMENTATION INTO MORAL EDUCATION ANALYZED BY ANIMAL RESPECT QUESTIONNAIRE (ANIRE-QUE)." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end047.

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"The study presents life ethics respect outcomes and egalitarian zoocentrism theory implemented into the author´s, diagnostic tool of Animal Respect Questionnaire (AniRe-Que). AniRe-Que is a valid and reliable tool for teacher´s action research to assess intervention programs effectiveness aimed at environmental intelligence support and nature protection sensitivity. Subsequently, by means of 504 university students (future teachers of various study fields) as a research sample we focused on estimation of animal respect level (R-score for animals considered as natural beings and the essence of moral reasoning). R-score was analyzed in the context of dominant study field at university, prevailing value education from primary and high school education and worldview. Significant differences were proved for worldview in favor of non-religious respondents, for prevailing value education in favor of secular ethical education and for teacher´s training study field in favor of students studying Ethical Education as their future teaching profession. The study discusses the importance of nature protection sensitivity programs implementation into the educational process. Study was financially supported by KEGA project 028UMB-4/2021."
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Burke, Quinn, Jeremy Roschelle, Cinamon Bailey, Colin Angevine, Josh Weisgrau, and Kelly Mills. "Examining Teacher Perspectives on Computational Thinking in K-12 Classrooms." In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272483.

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Alegre, Fernando, Juana Moreno, Trent Dawson, Egbeyong E. Tanjong, and David H. Kirshner. "Computational Thinking for STEM Teacher Leadership Training at Louisiana State University." In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272455.

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Sabin, Mihaela, Adrienne Smith, Wendy DuBow, and Rosabel Deloge. "Creative computing challenge: teacher professional learning to enhance non-computing career and technical education curricula with engaging computational practices for all students." In 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2018. http://dx.doi.org/10.1109/respect.2018.8491714.

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Fancsali, Cheri, June Mark, and Leigh Ann DeLyser. "NYC CS4All: An Early Look at Teacher Implementation in One Districtwide Initiative." In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272418.

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Twarek, Bryan, Charity Freeman, Michelle Friend, Maya Israel, Lilibeth Mora, and Meg Ray. "Infusing Equity and Inclusion in K-12 Computer Science Teacher Development." In 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2021. http://dx.doi.org/10.1109/respect51740.2021.9620718.

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Hunt, Scott E., and Stephen J. Derby. "A Robotic Tool Transformation Teacher." In ASME 1992 Design Technical Conferences. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/detc1992-0453.

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Abstract The objective of this project was to design and build a system for teaching robot tool transformations. A PUMA and an Adept One robot were used for testing the feasibility of the system. The Tool Transformation Teacher provides for both the manual and programmed control of a robotic manipulator with respect to a tool coordinate system, thus increasing robot flexibility.
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Reports on the topic "Teacher respect"

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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Global Education Monitoring Report - Non-state actors in education: Who chooses? Who loses? UNESCO, December 2021. http://dx.doi.org/10.54676/ytjt5864.

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Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practised by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. Supporting the fifth Global Education Monitoring Report are two online tools: PEER, a policy dialogue resource describing non-state activity and regulations in the world’s education systems; and VIEW, a new website consolidating sources and providing new completion rate estimates over time.
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