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Relevant bibliographies by topics / Teacher respect

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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 (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 (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 w

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Pipin, Aep. "Students’ Etiquette towards Teachers According to Syaikh Burhanuddin Az-Zarnuji." Interdisciplinary Social Studies 1, no. 1 (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 Ahl

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Göksoy, Süleyman. "Professional Development Levels of Teachers in Respect of Developmental Supervision Areas." Pedagogika 129, no. 1 (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 manag

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Veigele, William J. "Teacher harassment and a loss of respect." Physics Today 73, no. 8 (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 (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 thes

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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 (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, leavin

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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 (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, leavin

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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 (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

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Papageorge, Nicholas W., Seth Gershenson, and Kyung Min Kang. "Teacher Expectations Matter." Review of Economics and Statistics 102, no. 2 (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 counter

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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 h

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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. Th

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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

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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.<br>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 stu

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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 implementati

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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

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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 in

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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

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Books on the topic "Teacher respect"

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Friedman, I. Morim ṿe-talmidim: Yeḥasim shel kavod hadadi. 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. 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. [ḥ. mo. l.], 2000.

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Inspirer le respect et le transmettre: Le défi éducationnel du siècle. 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. University of Derby], 2004.

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

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Yates, Sarah. The Three Rs of justice education: Rights, responsibilities & respect : middle years teachers kit. 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. 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. Corwin Press, 2001.

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The caring teacher's guide to discipline: Helping young students learn self-control, responsibility, and respect. 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. 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. Routledge, 2022. http://dx.doi.org/10.4324/9781003190158-12.

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Florence, Namulundah. "Respect." In Immigrant Teachers, American Students. 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. 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. 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. 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. 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. 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. 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. 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 re

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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

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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, 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. I

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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), 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, e

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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), 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 be

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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), 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 li

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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), 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 eng

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Global Education Monitoring Report - Non-state actors in education: Who chooses? Who loses? UNESCO, 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 educ

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