Relevant bibliographies by topics / Teachers – Awards

Contents

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

Academic literature on the topic 'Teachers – Awards'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Teachers – Awards"

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Griggs, Richard A. "Division Two 4-Year College and University Teaching Award Winners: A Composite Profile." Teaching of Psychology 23, no. 4 (1996): 231–32. http://dx.doi.org/10.1207/s15328023top2304_5.

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The curricula vitae and award citations for the 15 winners of Division Two's 4-Year College and University teaching excellence awards (1980 to 1994) were analyzed in order to construct a composite profile of the typical recipient. This profile was then compared with the relevant characteristics of the 1995 awardee. A high degree of similarity was observed. The awards program seems to have been successful at recognizing teachers who might otherwise not have received national attention.
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Connolly, Sarah. "Teachers' awards 2003." Physics World 16, no. 4 (2003): 43–45. http://dx.doi.org/10.1088/2058-7058/16/4/43.

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Gutiérrez-Jiménez, Javier, Lorena M. Luna-Cazáres, and Jorge E. Vidal. "Fostering Learning in Microbiology with a Unique Awards System." American Biology Teacher 78, no. 9 (2016): 772–73. http://dx.doi.org/10.1525/abt.2016.78.9.772.

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Student motivation in class is extremely important because it may lead to a successful learning experience, followed by academic accomplishment. As a strategy to motivate undergraduate students in a microbiology course, we established an awards system named the “Gold, Silver, and Bronze Petri Dish Awards in Microbiology.” The awards system was either offered or not to a group of students (N = 34 for both cohorts). Students who had the opportunity to receive an award obtained higher grades than those for whom the awards system was not implemented (P < 0.01). Course evaluations for the te
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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.

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Taiwan defense education teacher cultivates research of the system conception. Taiwan's Senior middle school or in university's school the military training and the national defense pass know the curriculum teacher are hold the post by the active duty officer, Master unit for Republic of China Ministry of Education. Recent years the domestic education environment tended to the serviceman to withdraw from the school edition curriculum, did not have the academic license serviceman status teacher, always shouldered the people to accuse it to not to have the card interferes the education according
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Robins-Browne, Roy. "Vertical Transmission." Microbiology Australia 39, no. 1 (2018): 2. http://dx.doi.org/10.1071/ma18001.

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ASM aims to give our members maximum value for their membership. Some new initiatives for 2018 include an annual teacher’s travel award, valued at $4000, to attend the American Society for Microbiology Conference for Undergraduate Educators (AMSCUE), which is the world’s premier microbiology teachers’ conference. We also have instituted 100 travel awards, each valued at $200, to make it easier for members within 10 years of attaining their highest qualification to attend our Annual Scientific Meeting.
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Mackenzie, Noella. "Teaching Excellence Awards: An Apple for the Teacher?" Australian Journal of Education 51, no. 2 (2007): 190–204. http://dx.doi.org/10.1177/000494410705100207.

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In this article the status of teaching as a profession and the morale of teachers in Australian schools in the current era provide a framework for the examination of the intent and outcomes of teaching excellence awards. The research study applied an interpretive research paradigm and used both qualitative and quantitative data collection methods. The methodology and the theoretical framework were based on organisational and sociological paradigms. Data informing the study were collected from 44 award recipients and 57 of their colleagues between the years 2000 and 2002. Documentation relating
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Chiaverina, Chris. "American Association of Physics Teachers: Awards." American Journal of Physics 72, no. 3 (2004): 297–99. http://dx.doi.org/10.1119/1.1641791.

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Fadli, Sofiansyah, and Khairul Imtihan. "PENERAPAN MULTI-OBJECTIVE OPTIMIZATION ON THE BASIS OF RATIO ANALYSIS (MOORA) METHOD DALAM MENGEVALUASI KINERJA GURU HONORER." Jurnal Informatika dan Rekayasa Elektronik 2, no. 2 (2019): 10. http://dx.doi.org/10.36595/jire.v2i2.109.

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The role of the teacher is very important in the learning process, also advancing the world of education. Because the quality of the teacher becomes a very important aspect, teachers must have competencies that comply with national education standards in order to perform their duties and roles with competency standards that can lead learners to Human beings with knowledge and ability. According to the guidebook for the selection of high achieving teachers, the selection of high achieving teachers to increase the motivation of teachers to improve their professionalism. The selection of outstand
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Springer, Matthew G., and Lori L. Taylor. "Compensation and Composition: Does Strategic Compensation Affect Workforce Composition?" Journal of Education Human Resources 39, no. 2 (2021): 101–64. http://dx.doi.org/10.3138/jehr-2020-0029.

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Theory suggests that strategic compensation can not only serve as a powerful motivational incentive to increase worker performance, but also improve the composition of the workforce through the attraction and retention of high performers and discouragement of lesser performers from entering or staying in the profession. This study tests the compositional hypothesis of employment relationships by studying teacher compensation and incentives. In Tennessee, some school districts developed incentive pay plans that provided teachers with bonus awards, while other districts incorporated incentive pa
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Griffis, John L. "678 How To Participate in the Fulbright Experience (and a Brief Summary of My Recent Fulbright Experience at Africa University, Zimbabwe)." HortScience 35, no. 3 (2000): 515E—515. http://dx.doi.org/10.21273/hortsci.35.3.515e.

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For more than 50 years, the Fulbright Scholar Program has offered U.S. faculty, professionals, teachers, and students the opportunity to conduct research, teach, or study abroad and to make a major contribution to global understanding. The purpose of the program is “...to increase mutual understanding between the people of the United States and the people of other countries...and thus to assist in the development of friendly, sympathetic, and peaceful relations between the United States and other countries of the world.” There are more than 700 competitive Fulbright awards in more than 120 cou
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Dissertations / Theses on the topic "Teachers – Awards"

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Risen, D. Michael Riegle Rodney P. "Teacher incentive programs an analysis of terms, metaphors, and policy concerns /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918622.

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Thesis (Ph. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 10, 2005. Dissertation Committee: Rodney P. Riegle (chair), Mary Ann Lynn, Ronald Laymon, Chris Eisele, Thomas Nelson. Includes bibliographical references (leaves 185-196) and abstract. Also available in print.
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Dillon, Randy Errol. "Teacher of the year awards and their effect upon peer relationships /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809680.

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Jeremiah, Andrew. "The effect of employee rewards on staff morale in Western Cape public TVET colleges." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2861.

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Thesis (DTech (Human Resource Management))--Cape Peninsula University of Technology, 2018.<br>The purpose of this study was to investigate the impact of intrinsic and extrinsic rewards on the job satisfaction and morale of educators in Western Cape Public Technical Vocational Education and Training (TVET) institutions. The study endeavoured to determine factors that contributed to public TVET educators’ dissatisfaction with intrinsic and extrinsic rewards offered by public TVET institutions in the Western Cape. In addition, the study investigated the job satisfaction of public TVET educators a
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Ballew, M. Jean. "Teachers’ perceptions of the influence of awards received for excellence in teaching early in their careers." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14848.

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Doctor of Philosophy<br>Department of Curriculum and Instruction Programs<br>Janice Wissman<br>This study sought to provide insight regarding how novice teachers perceive the influence of receiving an award for excellence early in their careers. The questions guiding this study focus on the perceptions of the respondents regarding whether or not they perceived that the award was motivating; whether the award influenced them personally, professionally, and organizationally; and whether they perceived an increase in commitment to the profession. This quantitative study gathered data from an on
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Pyne, Francis J. "Compensation in the public sector, is a change needed?" Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Ruff, Nancy Schoettinger. "The successful secondary marketing teacher: case studies of teaching award recipients in marketing education." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54406.

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The purpose of this study was to develop a profile of the successful secondary marketing teacher based upon perceptions of teaching award recipients in marketing education. A naturalistic inquiry paradigm using the case study approach was the research design selected for the study. Semistructured, open-ended interviews were conducted with 11 teachers who were recipients of the annually presented, state-level teaching award in marketing education in the states of North Carolina and Virginia. Data collected from the interviews were analyzed according to tenets associated with the constant compa
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Kim, Jung-in. "Le « Bon maître » du XIXe siècle : cinq générations d’instituteurs et d’institutrices d’après les dossiers de récompenses honorifiques (1818-1902)." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040059/document.

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Les dossiers de récompenses honorifiques d’instituteurs, inexploités par les historiens jusqu’à ce jour, fournissent des renseignements rares et précieux sur les meilleurs instituteurs et institutrices, non seulement de l’époque bien connue de la Troisième République, mais également des époques précédentes, relativement moins étudiées. Un échantillon de dossiers de six départements représentatifs (Creuse, Doubs, Gard, Ille-et-Vilaine, Nord, Seine-et-Oise) de 1858 jusqu’à 1902 est soumis non seulement à un traitement qualitatif mais aussi à un traitement quantitatif, dont les résultats sont fig
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Rahilly, Timothy J. "Teacher knowledge in the university classroom : inexperienced, experienced, and award-winning professors' critical incidents of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/NQ37015.pdf.

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Ala-Anttila, L. (Laura), and S. (Sanni) Kuutti. "Teacher students’ narratives about their language identities and future as language-aware teachers." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201901121052.

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Abstract. This study examined teacher students’ narratives about their language identities and future as language-aware teachers. The importance of the topic arises both from the current educational discussion around the topic, and the lack of research examining the connection between language identity and language awareness. In the theoretical framework, identity was explored through its flexible and multidimensional nature, as well as its connection to language and language learning. The complexity of multilingual identity and the importance of supporting multilingual identity in a classr
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Xu, Xianxuan. "A cross-cultural comparative study of teacher effectiveness: Analyses of award-winning teachers in the United States and China." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1550154197.

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Books on the topic "Teachers – Awards"

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United States. Congress. House. Committee on Science and Technology. Congratulating Sharon Christa McAuliffe on her selection as the first teacher in space: Report (to accompany H. Con. Res. 231). U.S. G.P.O., 1985.

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United States. Congress. House. Committee on Science, Space, and Technology. Subcommittee on Science, Research, and Technology. Honoring winners of the 1989 Presidential Awards for Excellence in Mathematics and Science Teaching: Hearing before the Subcommittee on Science, Research, and Technology of the Committee on Science, Space, and Technology, U.S. House of Representatives, One Hundred First Congress, first session, October 24, 1989. U.S. G.P.O., 1990.

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Glewwe, Paul. Teacher incentives. National Bureau of Economic Research, 2003.

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Turnbull, Alan. South East Region Teachers' Trampolining Awards: Syllabus and course notes. South East Region Teachers Working Party?], 1985.

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Pak, Yŏng-suk. Susŏk kyosa sibŏm unyŏng p'yŏngka yŏn'gu =: Evaluation study on model operation of head teacher. Han'guk Kyoyuk Kaebarwŏn, 2009.

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Pak, Yŏng-suk. Susŏk kyosa sibŏm unyŏng p'yŏngka yŏn'gu =: Evaluation study on model operation of head teacher. Han'guk Kyoyuk Kaebarwŏn, 2009.

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Lavy, Victor. Performance pay and teachers' effort, productivity and grading ethics. National Bureau of Economic Research, 2004.

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Lavy, Victor. Performance pay and teachers' effort, productivity and grading ethics. National Bureau of Economic Research, 2004.

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Libby, Barbara. A teacher's guide to fellowships and awards: Opportunities for professional growth and renewal. D.C. Heath and Co., 1995.

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Libby, Barbara. A teacher's guide to fellowships and awards: Opportunities for professional growth and renewal. Massachusetts Dept. of Education, 1995.

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Book chapters on the topic "Teachers – Awards"

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Johnson, Brad, and Hal Bowman. "Teacher of the Year Awards." In Dear Teacher. Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-51.

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Brunzell, Tom. "Trauma-Aware Practice and Positive Education." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_8.

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AbstractIn this chapter, positive education is reframed using advances in understanding through trauma-informed perspectives for schools educating students impacted by trauma and systemic educational disadvantage. In order to de-silo trauma-informed teaching and positive education, trauma-aware perspectives are first introduced, including priorities for intervention arising from a systematic review of trauma-aware teacher practice models. Next, positive education is repositioned as a developmental step for teacher practice to fortify wellbeing strategies within the classroom. Then, recommendations are provided, giving guidance for how teachers can begin this practice within their own schools. The chapter concludes with recommendations to support teacher wellbeing in the face of secondary traumatic stress, vicarious effects of childhood trauma, and workplace burnout.
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Alcock, Sophie Jane. "Implications: Teachers Being Relationally Aware." In Young Children Playing. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1207-5_10.

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Dixon, Andrea L. "2008 AMS Outstanding Marketing Teacher Award." In Proceedings of the 2008 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10963-3_77.

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Azouaou, Faiçal, and Cyrille Desmoulins. "Context-Aware Annotation Patterns for Teachers." In Intelligent Tutoring Systems. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_105.

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Kritz, Gary H. "2008 AMS Outstanding Marketing Teacher Award: Teaching Philosophy." In Proceedings of the 2008 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10963-3_78.

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He, Peichang, and Angel M. Y. Lin. "Becoming a “language-aware” content teacher." In Benjamins Current Topics. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bct.110.jicb.17009.he.

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Fazeli, Soude, Hendrik Drachsler, Francis Brouns, and Peter Sloep. "Towards a Social Trust-Aware Recommender for Teachers." In Recommender Systems for Technology Enhanced Learning. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0530-0_9.

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Santoro, Ninetta. "Developing Globally Aware and Socially Just Teachers Through an International Experience." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_196-1.

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Simeon-Fayomi, Bolanle C., Valentina Guerrini, and Denise Tonelli. "Are teachers agents of change? Teacher training and the gender dimension in adult education: Italy and Nigeria in comparison." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.10.

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Adult education can play a fundamental role in changing existing gender hierarchies, break-ing down gender stereotypes, and promoting gender equality. Teachers can be important agents of change, but they not only have to be aware of their behaviours, attitudes, and views, they also have to be able to understand the specific needs and interests of learners, to use gen-der-based methods, and to implement practices free of gender stereotypes. In order to do this, adequate education and training are needed, but both in Italy and Nigeria, gender issues are not part of the education and training curriculum, and much remains to be done for raising awareness of this issue.
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Conference papers on the topic "Teachers – Awards"

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Alghamdi, Fayiq, Aletta Nylen, and Arnold Pears. "Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028563.

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Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

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The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to
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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs th
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Rathod, Mulchand S. "Improving Learning Outcomes of a Course in Instrumentation." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13589.

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Many engineering educators have become sensitive to the improved outcome of student learning in their classes. This has been true for our colleagues in the colleges of education where teachers are prepared for the teaching pedagogy. In many cultures as well as ours, the teaching profession is upheld as a noble profession. At the same time, the university faculty are held with high esteem by the general population. Faculty teaching in undergraduate programs have begun to address the pedagogy of learning in recent years. There is a national trend towards helping in this phenomenon. Besides fundi
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URBONIENĖ, Jūratė, and Indrė KOVERIENĖ. "A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.159.

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Understanding the audience is the key to successful communication. Therefore, an effective teacher has to consider manifold differences among the students in any given classroom: the characteristics of the students, the mindset of the generation, the variety of learning styles, the students’ needs and goals, and their educational background. Since Aleksandras Stulginskis University (ASU) awards the degrees in food sciences and agriculture, a sizeable part of the students come to study from rural areas. Recent educational research in the USA, UK and Lithuania have revealed a significant differe
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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an importa
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Trubiano, Franca. "Transforming the Architectural Curriculum: Integrated Practice and the Metrics of Performance." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.8.

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The research question at the center of this paper was initiated in response to my participation in a larger Department of Energy funded project awarded to the Greater Philadelphia Innovation Cluster for Energy Efficient Buildings (GPIC). My particular research initiatives within GPIC are focused on developing a roadmap of use by architects, engineers, builders and building owners for the successful implementation and market adoption of rigorous Integrated Design Practices in the energy efficient retrofit of buildings in a 10 county region of the Mid Atlantic region, that includes the city of P
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SantaCruz, Sirats, Nagore Ipiña, and Eugenio Astigarraga. "Teachers’ perceptions about the use of the Learning ePortfolio as learning and assessment tool in Mondragon Unibertsitatea." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9359.

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The aim of the present study is to analyse teachers’ initial perceptions about the use of the Learning ePortfolio as the main learning and assessment tool in Early Years Education and Primary Education Degrees. This is a piece of a major longitudinal research being carried out in the Faculty of Humanities and Education in Mondragon Unibertsitatea. Results show that teachers are aware of the flexibility offered by the Learning ePortfolio to assess students’ learning processes. Indeed, teachers think the Learning ePortfolio is a valuable tool for both students and teachers. However, there are st
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Racca, Mattia, Antti Oulasvirta, and Ville Kyrki. "Teacher-Aware Active Robot Learning." In 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2019. http://dx.doi.org/10.1109/hri.2019.8673300.

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Lane, Diarmaid. "‘Centering’ Teaching Excellence in Higher Education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9408.

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This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable. An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students. This had a subsequent negative effect on several levels. The paper concludes by describin
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Reports on the topic "Teachers – Awards"

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Berlinski, Samuel, and Alejandra Ramos. Research Insights: Does Merit Pay among Public School Teachers Affect the Mobility of Teachers Out of Teaching or within the School System? Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002862.

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This paper analyzes the effect on teacher mobility of a program that rewards excellence in teaching practices in Chile. Successful applicants receive a 6 percent annual wage increase for up to 10 years and an award that publicly recognizes their excellence. The paper uses a regression discontinuity design to identify the causal effect of the public merit award. The program does not alter transitions out of teaching. The program does, however, increase the mobility of awardees within the school system. This is consistent with the program providing a credible public signal of teacher quality.
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Berlinski, Samuel, and Alejandra Ramos. Does Rewarding Pedagogical Excellence Keep Teachers in the Classroom?: Evidence from a Voluntary Award Program. Inter-American Development Bank, 2018. http://dx.doi.org/10.18235/0001159.

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Young, Gerald. The Journey to Becoming Constructivist, Presidential Award for Excellence in Mathematics and Science Teaching, Secondary Mathematics Teacher. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2064.

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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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