Relevant bibliographies by topics / Teachers. Education Change (Psychology)

Contents

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

Academic literature on the topic 'Teachers. Education Change (Psychology)'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Teachers. Education Change (Psychology)"

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Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.
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Edinger, Matthew J. "Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model." Gifted Child Quarterly 61, no. 4 (August 2, 2017): 300–312. http://dx.doi.org/10.1177/0016986217722616.

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This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers’ practice, attitude, collaboration, content knowledge, and goal effectiveness. Kirkpatrick and Kirkpatrick’s model of training evaluation suggests that trainees should evaluate the training for satisfaction at the time the training is completed, as well as 6 months after, to evaluate for behavior change. Applying Kirkpatrick and Kirkpatrick’s model, findings indicate that teachers were immediately satisfied with the Model’s effectiveness, adequacy, and overall quality. Six months after the online teacher professional development, teachers indicated a strong positive change in each of the five gifted education pedagogical components. Overall, these preliminary findings suggest that the use of the Model creates a positive change within teachers’ gifted education pedagogy.
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Dewey, Jim, Paul T. Sindelar, Elizabeth Bettini, Erling E. Boe, Michael S. Rosenberg, and Chris Leko. "Explaining the Decline in Special Education Teacher Employment From 2005 to 2012." Exceptional Children 83, no. 3 (April 2017): 315–29. http://dx.doi.org/10.1177/0014402916684620.

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Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.
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Marshall, J. Dan, Amy K. Otis‐Wilborn, and James T. Sears. "Preview: Viewing change for tomorrow's teachers." Peabody Journal of Education 65, no. 2 (January 1988): 1–2. http://dx.doi.org/10.1080/01619568809538591.

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Kilgallon, Pam, Carmel Maloney, and Graeme Lock. "Early Childhood Teachers Coping with Educational Change." Australasian Journal of Early Childhood 33, no. 1 (March 2008): 23–29. http://dx.doi.org/10.1177/183693910803300105.

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Petrina, Stephen. "Luella Cole, Sidney Pressey, and Educational Psychoanalysis, 1921–1931." History of Education Quarterly 44, no. 4 (2004): 524–53. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00019.x.

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Trends in thePsychological Indexindicated a change in resources directed toward education between the early 1910s and late 1920s. By 1930, “educational” studies accounted for the highest percentage—about 25 percent—of 25, 472 articles in psychology, with studies in “abnormal” and “social” psychology accounting for respectively 21 percent and 19 percent. This trend, evident in theReader's Guide to Periodical Literatureas well, reflected an increasing popularity of psychotherapeutic knowledge and products in clinics, courts, hospitals, prisons, and schools. As a growth market, education offered resources and was viewed as the most promising institution in the United States for regulating normality. By the late 1910s, “educational psychology” was central to institutions of teacher training. Certainly, for psychologists, psychology was the “the source of fundamental assumptions” for guiding educational practice. Teachers' views were similar. In one survey in the mid 1920s, teachers recognized educational psychology as the most intrinsically valuable course in their university programs. In other words, within institutions like The Ohio State University (OSU), requirements in teacher training provided psychologists with a mechanism for demonstrating the uses of psychotherapeutic knowledge, products, and procedures. These trends beg a simple question: What was educational psychology?
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Wilhelm, Anne Garrison, Dawn Woods, and Yusuf Kara. "Supporting change in novice alternative certification teachers' efficacy." Psychology in the Schools 58, no. 10 (May 15, 2021): 1902–18. http://dx.doi.org/10.1002/pits.22539.

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Harris, Patricia. "Poverty, Disadvantage and Negotiating the Curriculum (R-2)." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 6–10. http://dx.doi.org/10.1177/183693919602100303.

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This article is about a classroom teacher responding to the challenges of teaching in a disadvantaged school. The theory that underlies the practice is critical social theory which challenged the teacher to explore the disparity between the home and school environment with a view to making changes in classroom practice. The focus is to create a classroom environment which allows the students to have power over their classroom lives. The teacher puts forward the notion that negotiating the curriculum with the students is one way of changing the pattern of classroom interaction and empowering the students. The article outlines briefly the skills that the students needed to develop before they could negotiate the curriculum. It outlines how the teachers working with a colleague, Suzanne Armstrong, set about ensuring that the students gained those skills. Finally it summarises the outcomes observed by the teachers. This is about teachers taking risks to change their practice.
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Bayram Özdemir, Sevgi, and Metin Özdemir. "How do Adolescents’ Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?" Journal of Youth and Adolescence 49, no. 4 (November 2, 2019): 921–35. http://dx.doi.org/10.1007/s10964-019-01155-3.

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Abstract The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people’s adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (Mage = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.
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Brady, Michael P., Paul R. Swank, Ronald D. Taylor, and Jerome Freiberg. "Teacher Interactions in Mainstream Social Studies and Science Classes." Exceptional Children 58, no. 6 (May 1992): 530–40. http://dx.doi.org/10.1177/001440299205800607.

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This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.
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Dissertations / Theses on the topic "Teachers. Education Change (Psychology)"

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Gray, DeLeon Lavron. "The Persuasive Characteristics of Teachers on Conceptual Change across Health Classrooms." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243995352.

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Symeonides, Zofia Daphne Janina Maria. "The emotions of educational change: teachers'voices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50559047.

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The present study aims to investigate the effect of emotions on teachers’ ability to cope with educational change and what factors help or hinder their ability to change their practice. Using an ethnomethodological approach, how one group of Hong Kong Secondary English teachers were able to make sense of the first School Based Assessment (SBA) initiative, part of the greater Hong Kong educational reform project, and apply it to their daily teaching practice is explored. The group of teachers is comprised of five Form Four teachers including the researcher. Being a participant-member, the researcher was able to have total access to the study environment and close daily contact with the other participants in the study. Interview data was taken at three intervals, one at the end of the first year of the initial implementation, another upon the completion of the first SBA cohort and then again at the end of the first Hong Kong Diploma of Secondary Education (HKDSE) at which point the original form of the SBA had been conducted six times. Findings show that teachers’ emotions play a very important role in their working lives and are often sublimated to be able to cope with the competing and sometimes conflicting demands of school and society. This emotional management is very difficult to maintain and teachers must find creative ways of coping to lessen its effects, in particular, by a form of emotional banking in which teachers tap into good teaching memories to alleviate feelings of being overwhelmed or inadequate in the face of change. Other findings demonstrate that teachers’ ability to change their practice was greatly restricted by systemic factors beyond their control. While the largescale reform effort seeks to transform Hong Kong’s education system to be more ‘flexible, diversified and integrated’ and increase teachers’ professionalism, the reality is that society clings to the belief that only the high-stakes examinations have value. This factor, coupled with an overloaded administrative workload has made real teacher development and growth in professional practice virtually nonexistent.
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Kirby, Alicia. "Staff attitude change in a Response to Intervention Program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=673.

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Sinclair-Lowry, Elizabeth. "RTI in the Classroom: How Teachers Meet the Demands of a Tiered System." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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Lo, Pak-shing Peter, and 盧伯成. "Facilitating educational change: IT innovation adoption focusing on teachers' concerns and the educationalleadership practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3125665X.

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Schaefer, Katherine A. "Measuring & Making Systems Change: Sensemaking of Teacher Leaders." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1616253866255772.

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Ambrosio, John. "Understanding the history we have become : education as transformation /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7805.

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Dunn, Lemoyne Luette Scott. "Cognitive Playfulness, Innovativeness, and Belief of Essentialness: Characteristics of Educators who have the Ability to Make Enduring Changes in the Integration of Technology into the Classroom Environment." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4620/.

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Research on the adoption of innovation is largely limited to factors affecting immediate change with few studies focusing on enduring or lasting change. The purpose of the study was to examine the personality characteristics of cognitive playfulness, innovativeness, and essentialness beliefs in educators who were able to make an enduring change in pedagogy based on the use of technology in the curriculum within their assigned classroom settings. The study utilized teachers from 33 school districts and one private school in Texas who were first-year participants in the Intel® Teach to the Future program. The research design focused on how cognitive playfulness, innovativeness, and essentialness beliefs relate to a sustained high level of information technology use in the classroom. The research questions were: 1) Are individuals who are highly playful more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less playful? 2) Are individuals who are highly innovative more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who are less innovative? 3) Are individuals who believe information technology use is critical and indispensable to their teaching more likely to continue to demonstrate an ability to integrate technology use in the classroom at a high level than those who believe it is supplemental and not essential? The findings of the current study indicated that playfulness, innovativeness, and essentialness scores as defined by the scales used were significantly correlated to an individual's sustained ability to use technology at a high level. Playfulness was related to the educator's level of innovativeness, as well. Also, educators who believed the use of technology was critical and indispensable to their instruction were more likely to be able to demonstrate a sustained high level of technology integration. Further research is recommended to investigate numerous personality traits, such as playfulness, innovativeness, creativity, and risk-taking that might relate to technology adoption. Doing so may lead to modifications of professional development, assisting individuals in adapting better and faster to systemic change.
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Hall, Amber M. "PE Central: A Possible Online Professional Development Tool." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4401.

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Bringing about positive teacher change in physical education is often a slow process not supported by traditional professional development practices. The purpose of this study was (a) to assess the usage and satisfaction with the online site PE Central and (b) to ascertain whether PE Central constitutes a valid source of professional development leading to changes in teaching practices and student learning outcomes. Participants (45 pre-service and 288 in-service teachers) completed an online survey assessing the effects of using PE Central on their perceptions of usage, satisfaction, professional development, teacher change, and student engagement. Results indicated no significant differences between pre- and in-service teachers in usage and satisfaction of PE Central, but that on average the sample population uses it monthly and are more satisfied than not with the site. Results further indicated that PE Central is positively related to provisional and permanent teacher change and increased student engagement. However, the researcher recommends changes in order for the site to become a viable professional development option for teachers.
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Brooks, Robert. "An appreciative inquiry into the development of teacher well-being through organisational change : theory development and implications for practice." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6264/.

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Occupational stress is known to be a primary factor in determining why teachers leave the profession. Schools face a critical challenge in retaining teachers, with attrition estimated to be roughly 10% per year (National Foundation for Educational Research, 2008). There is scant research dedicated to furthering ways of promoting teachers’ well-being as a protective factor against adversity, despite recognition that both teachers and pupils benefit (Roffey, 2012). Within a critical realist paradigm, this study examines the reflections of eight participants who took part in an Appreciative Inquiry (AI) that aimed to explore ways that teacher well-being could be improved in one Secondary School. A contextual description of the process is presented within an evaluative case study design. Qualitative semi-structured focus group data was analysed using Fereday & Muir-Cochrane’s (2006) hybrid thematic analysis. This allowed recent developments in AI theory to be tested, for contextual recommendations to be made regarding theory development, and for judgments to be made regarding the effectiveness of the approach. Findings support contemporary AI theory and highlight several noteworthy threats to practitioners who wish to use AI in schools. Consideration is given to the effectiveness of AI in planning change to promote teacher well-being.
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Books on the topic "Teachers. Education Change (Psychology)"

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Growing greatness: Six amazing attitudes of extraordinary teachers and parents. Tucson, Ariz: Zephyr Press, 1995.

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1960-, Li Zijian, ed. Professional learning and development in schools and higher education. New York: Springer, 2011.

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Too simple to fail: A case for educational change. New York: Oxford University Press, 2010.

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Gurian, Michael. Boys and girls learn differently!: A guide for teachers and parents. San Francisco: Jossey-Bass, 2001.

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Education on trial. Oxford: Oneworld, 1992.

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1944-, Henley Patricia, and Trueman Terry, eds. Boys and girls learn differently!: A guide for teachers and parents. San Francisco: Jossey-Bass, 2001.

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Initiative, 21st Century Learning, ed. The child is father of the man: How humans learn and why. Letchworth: 21st Cent. Learning Initiative, 1999.

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M, Milstein Mike, ed. Resiliency in schools: Making it happen for students and educators. Thousand Oaks, CA: Corwin Press, 2003.

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Henderson, Nan. Resiliency in schools: Making it happen for students and educators. Thousand Oaks, Calif: Corwin Press, 1996.

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Ann, Game, ed. Teachers who change lives. Carlton, Vic: Melbourne University Press, 2006.

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Book chapters on the topic "Teachers. Education Change (Psychology)"

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Waters, Lea. "Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms." In The Palgrave Handbook of Positive Education, 137–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_6.

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AbstractThis chapter puts forward three key ideas for expanding the field of positive education. First, I call for the field to develop evidence-based ways to implicitly deliver wellbeing practices in addition to the current delivery mode of explicit programs. Second, I suggest that the current practice of teaching the content of wellbeing would benefit from including approaches that also build the contexts for wellbeing. Third, I recommend that the field must empower teachers to utilize their own teaching expertise as compared to simply delivering a pre-designed wellbeing curriculum. The core “change lever” to incorporate implicit approaches, build contexts for wellbeing, and empower teachers is that of pedagogy. “Positive Education Pedagogy” reflects the idea that how a teacher educates, not just what is taught, is a key factor in building student wellbeing. Infusing positive education into teacher pedagogy allows wellbeing to be built in all classes and subjects across the entire school and not just in those classes that explicitly teach positive education programs. To demonstrate these ideas, a qualitative case study investigating the outcomes of a positive pedagogical intervention is presented. Results of this study found that teachers who are trained in positive education pedagogy are able to legitimize, action, and spread wellbeing. Positive education pedagogy creates change within the teacher, across classrooms, and throughout the school. These findings are explained through three key positive psychology theories: mindsets, broaden and build, and systems informed positive psychology (SIPP).
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Ronen, Tammie. "The Role of Coping Skills for Developing Resilience Among Children and Adolescents." In The Palgrave Handbook of Positive Education, 345–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_14.

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AbstractChildren and adolescents experience rapid changes due to development and growth processes, thereby necessitating adaptation and flexibility. In addition, young people also often face environmental crises or traumas, human-made catastrophes, or individual (chronic illness) or family (parent divorce, death of a loved one) crises. In the past, to facilitate young people’s adaptation to change, major aims of parents, teachers, and therapists focused on protecting children and adolescents from harm and helping them grow up in a secure environment. Over time, modern life and the influence of the positive psychology orientation have led to a shift in those aims, which now focus more on helping young people feel happy, flourish, and use their own strengths. A key element in making this process of adaptation to change successful is resilience. This chapter deals with the effects of changes, crises, and traumas on children and adolescents, while focusing on the importance of resilience at the individual, family, and environmental levels. This approach directs adaptation to change efforts towards the present rather than towards the past, thereby meeting the important need of treating children and adolescents who have experienced crisis and trauma by imparting them with skills for better coping today in their major natural environments.
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Huang, Xuefeng. "How Teachers Can Change." In Teacher Education in Professional Learning Communities, 97–120. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91857-0_4.

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Rousmaniere, Kate. "Teachers, Teaching, and Educational Change." In Springer International Handbooks of Education, 351–56. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_22.

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Rousmaniere, Kate. "Teachers, Teaching, and Educational Change." In Springer International Handbooks of Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_22-1.

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Leijen, Äli, Katrin Kullasepp, and Aivi Toompalu. "Dialogue for Bridging Student Teachers’ Personal and Professional Identity." In Cultural Psychology of Education, 97–110. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62861-5_7.

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McLaren, Susan V. "Considering some Big Issues and the Role of Technology Education in Transformational Change." In Technology Education for Teachers, 231–60. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_10.

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da Silva, Demóstenes Neves, and Marilena Ristum. "Negotiation in the School Context: The Meanings Ascribed by Teachers." In Cultural Psychology of Education, 323–34. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18765-5_23.

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van Akker, Jan, and Nienke Nieveen. "The Role of Teachers in Design Research in Education." In Making Change Happen, 75–86. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14979-6_9.

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Martins, Dulce, and Carolina Carvalho. "Teachers’ Feedback and Educational Self of Institutionalized Youngsters: A Possible Dialog?" In Cultural Psychology of Education, 93–106. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98602-9_6.

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Conference papers on the topic "Teachers. Education Change (Psychology)"

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Kalney, Valentina. "A View Of The Change In The Objectives Of Teacher Education." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.16.

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Baska, Tibor. "SCHOOL-BASED TOBACCO CONTROL ACTIVITIES IN SLOVAKIA FROM TEACHERS� PERSPECTIVE: CHANGE OF THE SITUATION BETWEEN 2003 AND 2013." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.094.

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Savina, Ol’ga, and Ol’ga Smirnova. "Identification of psychological safety risks for schoolchildren when conversion to distance learning in the context of the COVID-19 pandemic." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-13.

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The problem is to identify and track stress factors in connection with the pandemic situation, awareness of possible dangers, and awareness of adolescents about self-defense measures against possible infection. The purpose of the study is to identify and analyze risk factors for the safety of the educational environment in the situation of the COVID - 19. The research methodology: two stages of monitoring the safety risk factors of the school educational environment during the transition and adaptation to distance learning conditions: 1) Express survey (aimed at identifying associations and visual images of the coronavirus situation, assessing anxiety and anxiety and risk factors, self-prevention measures in a pandemic situation);2) online survey. The study involved 76 students in grades 5 and 6 of the Moscow School No. 1505 (34%m., 66% f.). Results. The most significant risks for experiencing psychological well-being in younger adolescents during self-isolation and distant education were the lack of real communication with friends, teachers, restriction in favorite activities, difficulties with self-organization, lack of free time, eye fatigue, restricted movement, difficulties in self-organization and motivation to study, hypercontrol on the part of parents. The changed conditions have led to the reorganization of the school's psychological service, focusing on support and individualized psychological assistance to students, parents, and teachers in solving the triad of life tasks: prevention of maladaptation, failure; adaptation to the new, resilience, development, and growth; sharing responsibility with other participants in the educational process (teachers, class leaders); crisis intervention (on current requests); proactive response to potential risks.
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ALBU, GABRIEL. "The Values of Secondary Education Teachers Trained Before and After 1990 (When the Political and Legal System in Romania Changed). Case Study." In Psychology and the realities of the contemporary world. Romanian Society of Experimental Applied Psychology, 2016. http://dx.doi.org/10.15303/rjeap.2016.si1.a4.

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LaRochelle, Raymond, Sloan Hill-Lindsay, Susan Nickerson, and Lisa Lamb. "Changes in practicing secondary teachers’ professional noticing over a long-term professional development program." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-297.

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Popinako, Ekaterina A. "Psychological factors behind teachers’ adaptation." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-64.

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Kletsina, Irina S., and Elvira V. Davidova. "Gender stereotypes among school teachers." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-60.

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Fabian, Aaron Christopher G., Shane Reza Amath, Harry Canlas, Sandra Dimal, and Pamela Mercado. "Multiple Intelligences: Learners vs Teachers." In International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14039.

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Saks, Katrin. "Teachers As Promoters Of Teaching: Teachers’ Perceptions Of Their Profession, The Case Of Estonia." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.13.

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Hornáčková, Vladimíra. "Creativity Development Of Kindergarten Teachers." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.65.

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Reports on the topic "Teachers. Education Change (Psychology)"

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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4

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

Full text
Abstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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5

Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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