Relevant bibliographies by topics / Teacher roles

Contents

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

Academic literature on the topic 'Teacher roles'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Teacher roles"

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Muhammad, Akram. "The Multiple Roles of Teacher and Teacher Training in Pakistan." American Based Research Journal 2, no. 7 (2013): 01–07. https://doi.org/10.5281/zenodo.3408192.

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<em>The role of teacher has been revolutionized in the modern era. The stick and rod culture now has been replaced by the use of modern technology in teaching. This paper highlights the multiple roles of school teachers and teacher training in Pakistan. Teachers fail to add to the confidence of the students. Teachers are not familiar with classroom methodology just because of lack of proper teacher training modules and the use of modern technology in teaching. We have to diagnose the role of teacher in good teaching because teacher is considered to be a pivot in teaching learning process. The
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Shafer, Susanne M. "Teacher Education and Teacher Roles." Western European Education 19, no. 2 (1987): 3–5. http://dx.doi.org/10.2753/eue1056-493419023.

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Voltz, Deborah L., Raymond N., and Hazel B. Cobb. "Collaborative Teacher Roles." Journal of Learning Disabilities 27, no. 8 (1994): 527–35. http://dx.doi.org/10.1177/002221949402700808.

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Tsemaye Anora Tetsola, Uyiosa Osarumen Ugiagbe, and Oluyemi Olusegun Makinde. "Investigating principals’ roles in stem teachers’ effectiveness." International Journal of Science and Research Archive 13, no. 2 (2024): 3133–42. https://doi.org/10.30574/ijsra.2024.13.2.2541.

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This study aimed to assess the impact of principals' role on STEM teachers’ effectiveness among public senior secondary school teachers in the southern region of Nigeria. The research was guided by four key objectives: to evaluate the influence of principals' supervisory practices on teacher effectiveness, to examine the impact of principals' communication practices on teacher effectiveness, to investigate the correlation between principals' involvement of teachers in decision-making and teacher effectiveness, and to determine the overall level of teaching effectiveness among the teachers in t
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Świątek, Adam. "Teacher Roles in the Modern Polish Education." Roczniki Humanistyczne 71, no. 10sp (2023): 150–70. http://dx.doi.org/10.18290/rh237110sp-8.

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This article constitutes a suggestion for substantial changes regarding the understanding of contemporary teacher roles as adopted in the diverse school environment, regardless of the actual subject being taught. Having discussed classical teacher roles from a diachronic perspective, the author defines new teacher roles, based on research conducted with 127 primary and secondary school teachers. The research reveals that classical roles that have defined the teaching profession for years must be redefined due to the dynamic nature of the contemporary school environment. This article, divided i
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Ningsih, Fitri Randia, and Sholihatul Hamidah Daulay. "TEACHERS’ TALK IN TEACHING ENGLISH: ROLES AND CHALLENGES." TELL-US JOURNAL 9, no. 2 (2023): 329–47. http://dx.doi.org/10.22202/tus.2023.v9i2.6765.

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This study aimed to identify the most common teachers' talk in EFL classrooms as well as the reasons that influenced their selection. This research focused on the teacher's perception of how the teacher talks with students in class and some of the challenges that teachers might face while interacting with students to encourage students in the learning process to take place. The participants of this research were 2 English teachers who received professional training in English teaching as part of the undergraduate program. They were English teachers at an integrated Islamic school in Medan. The
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Deshpande, Anjali M. "Dental Teachers’ Perceptions about Their Roles as Teacher." Journal of Research in Medical Education & Ethics 6, no. 2 (2016): 67. http://dx.doi.org/10.5958/2231-6728.2016.00011.1.

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Clipa, Otilia. "Roles and Strategies of Teacher Evaluation: Teachers’ Perceptions." Procedia - Social and Behavioral Sciences 180 (May 2015): 916–23. http://dx.doi.org/10.1016/j.sbspro.2015.02.243.

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Harris, Kylie, and Sally Barnes. "Male teacher, female teacher: exploring children’s perspectives of teachers’ roles in kindergartens." Early Child Development and Care 179, no. 2 (2009): 167–81. http://dx.doi.org/10.1080/03004430802667005.

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Pham, Hong Anh. "INSIGHTS INTO UNIVERSITY TEACHERS’ ROLES IN ONLINE EFL CLASSES IN VIETNAM." TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 8, no. 2 (2024): 219–33. https://doi.org/10.63506/jilc.0802.24.

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Teacher roles in online language classes have been a well-researched area yielding various insights into the potential of online technologies and the need for a consideration of re-defining the roles of the teacher. The proliferation of research in this area has yet called for elaborations of the roles. This paper, drawing on a study of two cases, aims to investigate teachers’ roles in EFL classes integrating online technologies at a university. Online classroom observations and interviews with the teachers were used as instruments for data collection. Findings from qualitative data analysis s
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Dissertations / Theses on the topic "Teacher roles"

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Williams, Tracy. "Teacher leaders in formal roles a qualitative study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/T_Williams_043009.pdf.

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Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.

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Thesis (Ph. D.)--University of Kentucky, 2008.<br>Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).
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SENIOR, Rosemary, and r. senior@curtin edu au. "The good language class: teacher perceptions." Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.

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This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis
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Groves, Terri. "LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/147.

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Title: LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS National Board Certified Teachers (NBCTs) are highly skilled in the latest research-based instruction and understand the importance of data-driven instruction and its impact on student learning. Because of their expertise, NBCTs have the potential to become leadership agents for producing high-performing schools. However, there is little to no evidence that NBCTs are being encouraged to use their expertise to improve school performance. Therefore, the purpose of this study was to explor
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Walker, Amy. "A case study of teacher roles in engaging with student aspirations." Thesis, Federation University of Australia, 2019. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/174751.

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This thesis investigated the complex role teachers play, both formally and informally, in relation to engaging and supporting student aspirations. Due to the links that have been established between aspirations and school completion and involvement in tertiary education, aspirations are important in an educational context. Yet, despite the abundance of aspiration related research, most has focused on student or parent perspectives, with few scholars targeting teacher perceptions of their roles in relation to student aspirations. This research is therefore significant as it addresses this gap t
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Steers, van Hamel Debra. "Rethinking mentor roles and relationships an exploration of discourse communities and beginning teacher identity /." Diss., Online access via UMI:, 2004. http://wwwlib.umi.com/dissertations/fullcit/3139158.

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Wagner, Jo Ann. "High School Principals' Roles in Teacher Professional Development." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77085.

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As the key leader at the school level, the principal plays a central role in the implementation of professional development programs and measurement of the outcomes of these activities (Elmore, 2000). This investigation explored high school principals' roles in and principals' perceptions of teacher professional development as a mechanism for improving teacher instructional practices. The 15 high school principals interviewed for this study were from one region in a southeastern state. Using the professional development standards developed by the National Staff Development Council (NSDC) (200
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Milne, Robert Mitchell. "Case Studies on the Changing Roles, Skills and Competencies of School Sport Managers." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365977.

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The quality of the school sport experience is critical if the educational objectives of school sport are to be achieved. This study has identified that there are many variables that affect the outcomes of the school sport experience. None considered more important and integral than that of the person(s) who ‘shapes and steers’ the school sport experience; the School Sport Manager. This case study examined the roles, skills and competencies of School Sport Managers (SSMs) and how the employment of these traits is influenced by the recognition and vocational preparation of SSMs. The research par
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WYATT-ROSS, JANICE K. "SPECIAL EDUCATOR ROLE CONSTRUCTION WITHIN RESPONSE TO INTERVENTION: A QUALITATIVE ANALYSIS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196101187.

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Senior, Rosemary. "The good language class: Teacher perceptions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/119.

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This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis
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Books on the topic "Teacher roles"

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John, O'Hair Mary, ed. The reflective roles of the classroom teacher. Wadsworth, 1996.

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Grubb, W. Norton. Leading from the inside out: Expanded roles for teachers in equitable schools. Paradigm Publishers, 2010.

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Council for National Academic Awards., ed. Continuity between initial training and induction in teacher education: Sharing roles in assessingprofessional practice. Council for National Academic Awards, 1993.

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Educational Resources Information Center (U.S.), ed. Strengthening and supporting teacher/provider-paraeducator teams: Guidelines for paraeducator roles, supervision, and preparation. National Resource Center for Paraprofessionals in Education and Related Services, Center for Advanced Study in Education, Graduate Center, City University of New York, 1999.

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Markinson, Mara P. The Teaching and Learning of Geometric Proof: Roles of the Textbook and the Teacher. [publisher not identified], 2021.

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Harvey, John R., M.P.H. and Lancaster R. Brick, eds. Community health education: Settings, roles, and skills. Aspen Systems Corp., 1985.

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Harvey, John R., M.P.H. and Lancaster R. Brick, eds. Community health education: Settings, roles, and skills. 2nd ed. Aspen Publishers, 1989.

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Vicki, Pennell, Stewart Robert Graeme 1953-, Wicks René 1952-, and Association for Teacher-Librarianship in Canada., eds. The many hats of the teacher-librarian: A new collection of articles on the many changing roles of the teacher-librarian. Association for Teacher-Librarianship in Canada, 1995.

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C, Edwards Janine, and Marier Robert L, eds. Clinical teaching for medical residents: Roles, techniques, and programs. Springer Pub. Co., 1988.

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Huzieff, Nicholas, Dina Puiu, and Ana Muntean, eds. "The Roles of Teacher and Technology in 21st Century ELT", symposium (2015 ; Bălţi). Proceedings of the 2015 Spring Symposium "The Roles of Teacher and Technology in 21st Century ELT", May 15-16, 2015, Bălţi. [s. n.], 2015.

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Book chapters on the topic "Teacher roles"

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Johnson, Brad, and Hal Bowman. "Nine Roles." In Thank You, Teacher. Routledge, 2022. http://dx.doi.org/10.4324/9781003216988-21.

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Mo, Xinyu. "Beliefs About Teachers’ Roles." In Teaching Reading and Teacher Beliefs. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47170-5_7.

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Zevin, Jack. "Teacher Roles for Student Audiences." In Social Studies for the Twenty-First Century, 5th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003026235-7.

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Zevin, Jack. "Teacher Roles for Student Audiences." In Social Studies for the Twenty-First Century, 5th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003026235-8.

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Farrell, Thomas S. C. "Reflection on Teachers’ Roles." In Reflective Practice in ESL Teacher Development Groups. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_7.

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Gross, Lisa A., and Susan D. Gilbert. "Early Formations of Teacher Identity: Prospective Teacher Candidates Notions of Teacher Roles." In Navigating in Educational Contexts. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-522-2_6.

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Wood, Keith, and Saratha Sithamparam. "Roles of teacher, researcher, facilitator, coach." In Changing Teaching, Changing Teachers. Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-7.

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Campbell, Coral, Raphaela Porsch, and Linda Hobbs. "Initial Teacher Education: Roles and Possibilities for Preparing Capable Teachers." In Examining the Phenomenon of “Teaching Out-of-field”. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3366-8_10.

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Miao, Haowen. "Exploring Teachers’ Paths to Quality Development Based on Teacher Roles." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-291-0_68.

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Giles, Amanda. "“Leadership Roles at Different Points”." In Effective Teacher Collaboration for English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003058311-8.

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Conference papers on the topic "Teacher roles"

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Taufikin, M. S. I., Supa’At, Nur Azifah, Farikhatun Nikmah, Jayasmita Kuanr, and Parminder. "The Impact of AI on Teacher Roles and Pedagogy in the 21st Century Classroom." In 2024 International Conference on Knowledge Engineering and Communication Systems (ICKECS). IEEE, 2024. http://dx.doi.org/10.1109/ickecs61492.2024.10617236.

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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take ac
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Rochsantiningsih, Dewi. "Exploring Language Teacher Roles as Teacher Identity." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.002.

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Zohreh, Khoshneshin Langroodi, and Khoshneshin Langroodi Mohammad Reza. "Teacher roles and online learning." In 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2013. http://dx.doi.org/10.1109/icelet.2013.6681658.

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Chiseganegrila, Anamaria, Luiza Kraft, and Diana Tutuianu. "TRADITIONAL VS. E-LEARNING LANGUAGE ACQUISITION. TEACHER - STUDENT ROLES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-202.

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The advancement in computing and teaching has led to the creation of VLEs (Virtual Learning Environments), which marked a turning point in education and in the way people gained access to knowledge as part of life-long learning. The low costs, the possibility to access the content anywhere and anytime, and the use of modern technology make VLEs very popular among learners. The use of technology on the one hand, and of social media and software, on the other, has generated a shift from the teacher-based learning to the technology-based one. In this context, information will be provided mediated
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Trpin, Alenka. "Contemporary approaches and challenges in classroom management." In 9th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade - Serbia, 2023. http://dx.doi.org/10.32591/coas.e-conf.09.03027t.

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As teachers we are faced with the role of the class teacher. The class teacher is the person who observes, sanctions and manages the group of pupils assigned to them at the beginning of the school year. The class teacher also has to take on other important and responsible roles, which are required by law and by the various day-to-day situations that arise in the classroom. This article describes the basic tasks and roles of the class teacher, gives a general definition of classroom management, and describes the obstacles and difficulties encountered in carrying out this demanding role. It also
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Mustafina, Rosa G. "Ideas and Notations of Family Structures, and Gender Roles of Youth." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.25.

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Mogonea, Florentina. "RECONSIDERING THE TEACHER'S ROLES AND SKILLS IN THE VIRTUAL CLASSROOM." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-185.

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The present study deals with the roles and skills of the teacher within the context of a virtual classroom, of an activity carried out in the virtual field. The specificity of such a classroom implies a reconsideration of the well-known roles. The theoretical approach is sustained by an empirical research of ascertaining type carried out on a sample of 124 subjects, students - future teachers who follow the Program of studies which certify the skills for teaching. The objectives of the research carried out pursued the following things: the investigation of the students' opinion on the specific
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VINNICENCO, Elena. "The roles and competences of the constructivist teacher." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p42-47.

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The didactic activity has a very obvious immensity, a fact that targets a wide spectrum of knowledge and skills, attitudes, values, etc. The constructivist teacher constantly monitors his own activity, tends to self-realization, to become a good architect of his ideas, which he can implement in his own professional career. In the context of the constructivist paradigm, the teacher is to assume and fulfill roles that ensure professional success. In this context, we can refer to the role of the teacher as a researcher of didactic activities, being the initiator and moderator of this process.
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Ferreira, Flavia Patrícia Martins. "Teaching knowledge and the importance of the teacher as a training agent." In II Seven International Education Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/iieducationcongress-009.

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This article explores the relevance of the role of the teacher as an agent of development in contemporary education. Using a qualitative literature review approach, the study examines a wide range of academic and literary sources to understand the multifaceted impact of the teacher on the educational process. The study examines the various roles played by the teacher, highlighting their essential function as a facilitator of learning, a role model, a mediator of conflicts, and an agent of social change. In addition, effective strategies to empower teachers and promote their continued professio
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Reports on the topic "Teacher roles"

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Armbrust, John. Perceptions of teacher and student roles : views of Japanese businessmen. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6157.

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Dennis, Hannah, and Karen DeMoss. Simple Shifts: Paying Aspiring Teachers with Existing Resources. Prepared To Teach, 2021. http://dx.doi.org/10.61625/kkdt8704.

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Reallocation—one of our 3 R's of Sustainably Funded Teacher Preparation—helps partnerships redesign work roles to better support preparation efforts and to allow candidates to earn compensation during their clinical practice. Simple Shifts shares ways residents can bring value to the classroom and how districts and programs have leveraged the skills of aspiring teachers.
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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/226.

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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction
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Silver, Rita, Jessie Lay Hoon Png, Galyna Kogut, Thi Canh Dien Huynh, and Raslinda Ahmad Rasidir. Comprehending reading comprehension: An intervention in P4 reading. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22651.

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The purpose of this project was to follow-up on a prior project1 which investigated the use of Questioning-the-Author (QtA) (e.g. Beck &amp; McKeown, 2002; Beck, McKeown, Sandora, Kucan, &amp; Worthy, 1996) with negotiation for meaning (NfM) (e.g. Pica, 1994) in Singapore Primary 4 (P4) reading lessons (OER 29/08 RS). A 2-year collaborative project was undertaken to assist teachers in understanding and using QtA and negotiated discussions. The intervention also intended to lead to sustainable, school-based teacher development through introducing different ‘generations’ of teachers to join the
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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi
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Gattenhof, Sandra, Ulvund Marit, and Cecilie Haagensen. #YoungArt and Future Skills Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.244541.

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#Youngart &amp; Future Skills research project had two main foci. One was to develop and investigate models for collaboration between the art and education sectors, and the second to inquire whether the art programs and teacher/artist collaboration promotes the future skills of Creativity, Collaboration, Critical Thinking, and Communication. Two art programs were carried out in Norwegian secondary schools in 2022 and 2023. Art program A was developed by a theater company in collaboration with a teacher and four artists in a large secondary school class with 45 students in Trondheim. Art progra
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing
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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part b
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9

Elacqua, Gregory, and Leonardo Rosa. Teacher transfers and the disruption of Teacher Staffing in the City of Sao Paulo. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004737.

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This paper analyzes preferences for certain school attributes among in-service teachers. We explore a centralized matching process in the city of Sao Paulo that teachers must use when transferring schools. Because teachers have to list and rank their preferences for schools, we can estimate the desirability of school attributes using a rank-ordered logit model. We show that the schools distance from the teachers home, school average test scores, and teacher composition play a central role in teacher preferences. Furthermore, we show that preferences vary according to teacher characteristics, s
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10

Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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