Relevant bibliographies by topics / Teachers' Skills and Behaviors

Contents

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

Academic literature on the topic 'Teachers' Skills and Behaviors'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Teachers' Skills and Behaviors"

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Edelman, Philip B. "Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits, Behaviors, and Skills as Predictors of Successful Student Teaching Experiences." Journal of Research in Music Education 68, no. 4 (2020): 451–68. http://dx.doi.org/10.1177/0022429420951186.

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The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers ( N = 519). Participants rated a list of 40 teacher traits, behaviors, and skills based on their (perceived) importance as predictors of student teacher success. I constructed ranked lists for each demographic grouping of respondents by the mean score for each item, and these lists were examined using a method
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SAHAN, Hasan Huseyin. "Pre-Service Teachers’ Perceptions of Instructors’ Teaching Skills." Journal of Education and Learning 6, no. 3 (2017): 217. http://dx.doi.org/10.5539/jel.v6n3p217.

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The purpose of this study was to investigate the perceptions of pre-service teachers attending the pedagogical formation program offered by Balıkesir University Necatibey Faculty of Education pertaining to instructors’ teaching skills. A total of 220 pre-service teachers participated in the study. The data were collected by “Perceptions of Teaching Skills Scale” (PTSS), developed by the researcher. A three-way ANOVA was used to test whether pre-service teachers’ perceptions correlate significantly with their gender and major, and the subject-area of the instructors they evaluated. The results
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Gresham, Frank M., and Daniel J. Reschly. "Social Skill Deficits and Low Peer Acceptance of Mainstreamed Learning Disabled Children." Learning Disability Quarterly 9, no. 1 (1986): 23–32. http://dx.doi.org/10.2307/1510398.

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Positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nonhandicapped children were compared. Highly significant differences between the two groups were found in peer acceptance as well as the social skill domains of task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher, parent, and peer judges. Implications of the findings are discussed in terms of behavioral repertoires expected by teachers, the low priority assigned to social skills by teachers, a
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Neel, Richard S., and K. Kay Cessna. "Replacement Behaviors: A Strategy for Teaching Social Skills to Children with Behavior Problems." Rural Special Education Quarterly 12, no. 1 (1993): 33–35. http://dx.doi.org/10.1177/875687059301200106.

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Children with behavior problems are frustrating to teachers. Most programs for controlling behavior focus on reducing or eliminating behaviors. Instead, teaching appropriate behaviors can become part of the instructional component. Teachers can do this by evaluating the Intent of behavior and helping children achieve their intent In socially acceptable ways. The authors list steps for analyzing behavioral outcomes in order to develop teaching strategies for behavior problems.
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Eldar, Eitan. "Effect of Self-Management on Preservice Teachers’ Performance during a Field Experience in Physical Education." Journal of Teaching in Physical Education 9, no. 4 (1990): 307–23. http://dx.doi.org/10.1123/jtpe.9.4.307.

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The effects of a self-management program on preservice teachers’ performance were examined. Intervention included a self-instructional module for self-management as well as practice for implementing self-management in teaching. During a field experience in physical education, pupil behaviors in the classes of four subjects were coded by trained observers using the Academic Learning Time-Physical Education Observation System (ALT-PE). Each teacher’s verbal behavior was audiotaped and coded using the event recording method. The influence of the cooperating teacher and the supervisor was controll
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Karakaya, Esra G., and Mumin Tufan. "Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings." Journal of Education and Training Studies 6, no. 5 (2018): 123. http://dx.doi.org/10.11114/jets.v6i5.3076.

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This study aimed to determine preschool teachers’ classroom management skills and investigate the relationships between teachers’ classroom management skills and inclusion students’ social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli province and 42 inclusion students aged 4-7. Personal Information Form, Classroom Management Skills Inventory for Pre-school Teachers and Pre-School and Kindergarten Behavior Scale were used to collect data. Mann Whitney U and Kruskal Wallis methods were
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Caldarella, Paul, Ross A. A. Larsen, Leslie Williams, Howard Wills, Debra Kamps, and Joseph H. Wehby. "Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders." Journal of Positive Behavior Interventions 20, no. 2 (2017): 78–89. http://dx.doi.org/10.1177/1098300717723353.

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Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors,
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Klein, Ruiz, Morales, and Stanley. "Variations in Parent and Teacher Ratings of Internalizing, Externalizing, Adaptive Skills, and Behavioral Symptoms in Children with Selective Mutism." International Journal of Environmental Research and Public Health 16, no. 21 (2019): 4070. http://dx.doi.org/10.3390/ijerph16214070.

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Selective mutism (SM) is an anxiety disorder that impacts communication. Children with SM present concerns to parents and teachers as they consistently do not speak in situations where there is an expectation to speak, such as at school, but speak in other settings where they feel more comfortable, such as at home. The purpose of this study was to investigate the relationship between parents’ and teachers’ perceptions of children with SM on behavioral rating scales and language measures. Forty-two children (22 boys and 20 girls, ranging from 2.4 to 13.8 years, with a mean age of 7.1 years) too
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Lyons, Gregory L., Heartley B. Huber, Erik W. Carter, Rui Chen, and Jennifer M. Asmus. "Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes." American Journal on Intellectual and Developmental Disabilities 121, no. 4 (2016): 327–45. http://dx.doi.org/10.1352/1944-7558-121.4.327.

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Abstract Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine t
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Teachout, David J. "Preservice and Experienced Teachers' Opinions of Skills and Behaviors Important to Successful Music Teaching." Journal of Research in Music Education 45, no. 1 (1997): 41–50. http://dx.doi.org/10.2307/3345464.

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The purpose of this study was to compare the responses of preservice teachers and experienced teachers when asked, “What skills and behaviors are important to successful music teaching in the first three years of experience?” The sample consisted of randomly selected groups of preservice teachers ( n = 35) and experienced teachers ( n = 35). Subjects were given a list of teacher skills/behaviors and asked to rate the level of importance of each item using a 4-point Likert-type scale. For each item, the mean score for both groups was calculated and used to determine rank order. Of the 10 top-ra
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Dissertations / Theses on the topic "Teachers' Skills and Behaviors"

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Sampson, Karrah Beth. "Utah Teachers' Perceptions of Student Social Skills and Behaviors: A Developmental Perspective." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6909.

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Students' appropriate social skills and behaviors are essential for classroom success at any level but are of special importance at an elementary school level when the foundations of these skill sets are developing (Lane, Givner, & Pierson, 2004). An initial study investigated which social skills Utah elementary school teachers identified as being most important, and which behaviors are most problematic during the elementary school years. Elementary school teachers (Kindergarten through sixth grade) were randomly selected from Utah's school districts. In total, 295 of 1,144 teachers (26% retur
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Weed, Kimberly. "Utah Elementary School Teachers’ Perceptions of Students’ Problematic Behaviors and Critical Social Skills." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5283.

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Teachers are faced with the dual task of teaching academic skills and managing students’ problematic behaviors. Randomly selected kindergarten through sixth-grade teachers (N=295 of 1,144; 26% return rate) in rural, urban, and suburban Utah were asked to identify students’ five most problematic behaviors, as well as students’ five most desired social skills which supported social-emotional wellbeing and academic achievement. Teachers’ responses were summarized and information will be used to enhance universal Tier 1 social skills interventions, part of school-wide positive behavior support in
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Riney, Summer Sides. "Teachers' Perspectives on Student Problematic Behavior and Social Skills." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68039/.

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The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers comple
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Traub, Jada-Rae D. "A Comparison of Feedback Procedures on Teachers’ Use of Behavior Support Strategies and Children’s Problem and Alternative Behaviors in Preschool Classrooms." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3705.

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The purpose of this study was to compare the effects of two feedback procedures: written feedback and written feedback plus audio feedback on two teachers’ use of behavior support strategies and two children’s problem and alternative behaviors in two community preschool settings. A non-concurrent multiple-baseline design across teacher-child dyads with an A-B-C sequence was used to assess the effects of the feedback procedures on teacher and child target behaviors. A 10-second partial interval recording system was used to measure child target behaviors during 10-minute sessions and an event re
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Miller, Israel B. "Behavioral skills training with teachers : maintenance and booster training." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.

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Fox, Deborah Lee. "Teachers' Perceptions of Leadership in Young Children." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1546.

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The purpose of this research was to explore how teachers described, recognized, and would potentially influence leadership behaviors in children aged 4 to 6 years. One hundred thirty-three early childhood teachers and teachers of the gifted were surveyed using a researcher-designed instrument called the Recognizing Leadership in Children (RLIC) Survey to assess if teachers could recognize leadership from classroom scenarios that were based on actual classroom observations. As part of the survey, teachers wrote how they thought they might respond to the leadership scenarios. As there is a scarc
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Taylor, Cynthia Lynn. "Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3283.

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Mindfulness-based interventions can improve teachers' capacities for attention and emotion regulation, as well as their prosocial dispositions like compassion and forgiveness. The purpose of this set of research studies (including three case studies and a larger non-randomized treatment -- control group quasi-experimental study) was to examine whether or not capacities like these, learned through participation in a mindfulness training (MT) program for teachers, become embodied and show through as changes in teachers' mindful behavior in the classroom -- specifically, their ability to be calm,
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Richter, Mary M. "The relationship between principal leadership skills and school-wide positive behavior support an exploratory study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4443.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 6, 2007) Includes bibliographical references.
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Alston, Lizzie. "A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30533.

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The purpose of this study is to (1) identify some of the major problems confronting first-year secondary science teachers; (2) list supportive practices supplied by the school-based administration and district-wide programs for first-year secondary science teachers; and (3) describe problems of socialization confronting first-year secondary science teachers. The study analyzes perceptions of eight first-year secondary science teachers under contract at the start of the 1996-1997 school year. The study viewed these teachers as novice by definition and perceptions of specific support activities
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Nourani, Khalil. "Social skills and adaptive behavior of Iranian preschoolers, teachers' and parents' ratings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35267.pdf.

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Books on the topic "Teachers' Skills and Behaviors"

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Ellen, Kottler, ed. Counseling skills for teachers. 2nd ed. Corwin Press, 2007.

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Martin, Christine, 1949 Sept. 25-, ed. Running your classroom (without losing your mind): Effective classroom management skills for teachers. Sourcebooks, 2010.

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Greaves, Laura. Practising positivity in the classroom: A teachers guide to positive behaviour support. Teaching Solutions, 2012.

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Farber, Betty. Guiding young children's behavior: Helpful ideas for parents & teachers from 28 early childhood experts. Preschool Publications, 1999.

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Wilen, William W. Questioning skills, for teachers. 2nd ed. National Education Association, 1986.

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National Education Association of the United States., ed. Questioning skills, for teachers. 3rd ed. NEA Professional Library, National Education Association, 1991.

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Presentation skills for teachers. Kogan Page, 1995.

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Skills for preschool teachers. 6th ed. Merrill, 2000.

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Skills for preschool teachers. 9th ed. Pearson Education, 2012.

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Skills for preschool teachers. 4th ed. Merrill, 1992.

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Book chapters on the topic "Teachers' Skills and Behaviors"

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Fontana, David. "Social Behaviour and Social Skills." In Psychology for Teachers. Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19213-7_11.

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Fontana, David. "Social behaviour and social skills." In Psychology for Teachers. Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24139-2_11.

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Leighton, Vicky. "Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition It as a Professional Classroom Practice Skill." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_21.

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AbstractThis chapter examines the complex phenomenon of teachers’ spatial interactions in their learning environments. Its goal is to examine concepts and theories that might inform a working conceptual framework. Building on recent studies that question how school environments can influence teacher behaviour, spatial concepts as well as architectural and cognitive psychology theories are examined to explore the dynamic and mutually dependent relationship between teachers and learning spaces. A new concept of ‘situated environmental imagination’ is devised as a conceptual explanation for teacher spatial competency; it also provides practitioners with the means to evaluate and observe space-related skills in classroom action settings. This approach pursues a non-linear understanding and analysis of space and teacher practice that blends architectural and educational perspectives, resulting in an argument for the inclusion of spatial competency as an important professional skill that has the potential to enhance student learning.
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Dawson, R. L. "Teaching Social Skills." In Teacher Information Pack 1: Behaviour. Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_34.

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Hart, Catherine Pendleton, and Fredrica M. Nash. "Coaching Behaviors." In Coaching to Empower Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781003186045-11.

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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, and Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.

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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.
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Stasiūnaitienė, Eglė, and Julita Navaitienė. "Implementing UDL: Development of Purposeful and Motivated Students." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_9.

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AbstractThe assurance of purposeful and motivated learning activities in educational practice has been explored for many years. The essence of purposeful learning, which combines the goals of both teachers and learners, is to focus the participants of the pedagogical process on positive pedagogical interactions and mutual progress. The learner receives a package of knowledge, skills, behaviour and values important for socialisation from the teacher, whereas the teacher ensures confirmation of the quality of their own activity through pedagogical interactions. This chapter presents the results of a study aiming to answer two research questions: (1) What qualities and abilities of a purposeful and motivated expert learner are developed by applying the universal design for learning (UDL) approach? (2) How do educational factors facilitate the development of a purposeful and motivated expert learner by applying the UDL approach? In answering these questions, the processes occurring in the context of Lithuanian education were studied.
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Mandal-Blasio, Rebecca, Karen Sheridan, George Schreiner, and Tra Ladner. "Challenging Behaviors." In Social Behavior and Skills in Children. Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_6.

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Crane, Rebecca S., Karunavira, and Gemma M. Griffith. "Relational skills." In Essential Resources for Mindfulness Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9780429317880-14.

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Wehmeyer, Michael L., Sung Hyeon Cheon, Youngsun Lee, and Matthew Silver. "Self-Determination in Positive Education." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_9.

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AbstractOne of the constructs that has been widely researched in positive psychology is self-determination, which refers generally to acting volitionally, based upon one’s own preferences, interests, and values. This chapter overviews conceptualizations of self-determination in the context of theories of agentic human behaviour, motivational psychology, and disability. Two primary theoretical perspectives on self-determination, Self-Determination Theory and Causal Agency Theory, are discussed, and their relative contributions to understanding the development of self-determination examined. Three education-based interventions that have been derived from these theoretical perspectives are described, as well as the evidence supporting their implementation: an intervention to increase teacher skills and knowledge to be autonomy-supportive; a schoolwide intervention that emphasizes autonomy, competency, and relationships; and a teaching model that enables teachers to teach students to self-regulate problem-solving leading to setting and attaining educational goals. To create schools that benefit all students, we need to focus on promoting student agency, student ownership over learning, and meaningfulness and purpose.
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Conference papers on the topic "Teachers' Skills and Behaviors"

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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology.
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Zlatić, Lidija, and Slađana Luković. "THE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENTS` SOCIOEMOTIONAL SKILLS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.93z.

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Many studies emphasize the importance of students’ social skills, but the question is how everyday school practice affects the development of these skills. Socio-emotional skills, according to other authors, relate to the abilities by which a person regulates and manages his own thoughts, emotions and behavior, sets and achieves positive goals, how he experiences himself and respects the perspective of others, establishes and maintains positive social relationships and makes responsible decisions. In this paper, we point out the different components of teacher roles and their approaches that c
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Stan, Maria Magdalena. "Self-Management Skills and Student Achievement – A Pilot Study." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/34.

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The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirm
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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and t
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Canto Herrera, Pedro José, Hugo Salvador Flores Castro, and Sergio Humberto Quiñonez Pech. "IMPORTANCE OF DIGITAL COMPETENCES AND ATTITUDES TOWARD RESEARCH IN MEXICAN TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end137.

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The aim in our study was to determine the importance of digital competences and attitudes regarding research to teachers, according to various variables such as gender, age, and level of studies. A questionnaire was used to gather information from 28 teachers at the Escuela Normal de Educacion Primaria “Rodolfo Menéndez de la Peña”, in México. The questionnaire was developed based on Aldana y Joya (2011), and the GIDU-EDUTIC/IN research group from the Universidad de Alicante. The questionnaire comprises 48 questions on the importance of digital skills and 50 questions on attitudes towards rese
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Mell, Johnathan. "Human-Like Agents for Repeated Negotiation." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/754.

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Virtual agents have been used as tools in negotiation—from acting as mediators to manifesting as full-fledged conversational partners. Virtual agents are a powerful tool for teaching negotiation skills, but require an accurate model of human behavior to perform well both as partners and teachers. The work proposed here aims to expand the current horizon of virtual negotiating agents to utilize human-like strategies. Further agents developed using this framework should be cognizant of the social factors influencing negotiation, including reputation effects and the implications of long-term repe
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Allen, Tania, Sara Queen, Maria Gallardo-Williams, Lisa Parks, Anne Auten, and Susan Carson. "Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9536.

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Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activi
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Barros, Gabriel Moraes, and Esther Colombini. "Reinforcement and Imitation Learning Applied to Autonomous Aerial Robot Control." In VIII Workshop de Teses e Dissertações em Robótica/Concurso de Teses e Dissertações em Robótica. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wtdr_ctdr.2020.14956.

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In robotics, the ultimate goal of reinforcement learning is to endow robots with the ability to learn, improve, adapt, and reproduce tasks with dynamically changing constraints based on exploration and autonomous learning. Reinforcement Learning (RL) aims at addressing this problem by enabling a robot to learn behaviors through trial-and-error. With RL, a Neural Network can be trained as a function approximator to directly map states to actuator commands making any predefined control structure not-needed for training. However, the knowledge required to converge these methods is usually built f
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Kelsey, Karishma, and Andrew J. Zaliwski. "Let’s Tell a Story Together." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3718.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The typical problems encountered with students include: not reading the case studies, language problems, different backgrounds and
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Bannò, Mariasole, and Giorgia Maria D'Allura. "Art-based methods: Theatre Teaches and Business Theatre." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9249.

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The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the co
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Reports on the topic "Teachers' Skills and Behaviors"

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Taylor, Cynthia. Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3274.

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Beach, Johnston. Enhancing Teachers' Skills for Executive Level Seminars. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada250255.

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Hanushek, Eric, Marc Piopiunik, and Simon Wiederhold. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20727.

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Rockoff, Jonah. Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w13868.

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing s
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Noh, Sunghwan. Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1082.

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/045.

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Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across
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O'Malley, J. M., L. Kupper, A. U. Chamot, G. Stewner-Manzanares, and R. P. Russo. Basic Skills Resource Center: A Descriptive Study of Learning Strategy Applications by English-as a-Second-Langage Students and Teachers in the Army. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada159908.

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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003343.

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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is t
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing tha
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