Relevant bibliographies by topics / Teachers' Strike

Contents

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

Academic literature on the topic 'Teachers' Strike'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teachers' Strike"

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McHenry-Sorber, Erin, Sam Nelson, and Jay O'Neal. "“We Acted Because it's What Needs to be Done: An Interview with West Virginia Teachers." Rural Educator 42, no. 1 (2021): 68–72. http://dx.doi.org/10.35608/ruraled.v42i1.1219.

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In 2018, West Virginia teachers staged a statewide strike which lasted almost two weeks and included schools across all 55 countywide districts. The main reported strike issues for West Virginia teachers included cuts to their healthcare coverage by the state and relatively low salaries. Prior to the strike, West Virginia teachers ranked 48th in the nation in terms of pay. The West Virginia strike sparked a year-long wave of teacher labor protests across the country, in both predominately rural states and large urban centers. In 2019, West Virginia teachers went on strike again, bringing the m
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TOMKIEWICZ, CATHERINE TOMKIEWICZ, A, JOSEPH. "WHY DON'T TEACHERS STRIKE?" Journal of Collective Negotiations in the Public Sector 14, no. 2 (1985): 1. http://dx.doi.org/10.2190/yypm-kljl-qpey-3mkq.

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Clarke, Sue. "Legal Eye: Teachers on Strike." Agenda, no. 21 (1994): 54. http://dx.doi.org/10.2307/4065822.

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Shuffelton, Amy B. "The Chicago Teachers Strike and Its Public." Education and Culture 30, no. 2 (2014): 21–33. http://dx.doi.org/10.1353/eac.2014.0018.

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Jones, Doug. "Connecting Research to Teaching: Making the Transition: Tensions in Becoming a (Better) Mathematics Teacher." Mathematics Teacher 88, no. 3 (1995): 230–34. http://dx.doi.org/10.5951/mt.88.3.0230.

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Becoming a better mathematics teacher, particularly during a time of reform, is not an easy task. A variety of information must be learned—a wide range of mathematical content, pedagogical theory and techniques, behaviors of a teacher—and even more must be balanced—administrative and instructional tasks, teaching for procedural and conceptual understanding, and making time for school and family. Although it is impossible to make a definitive statement regarding what is necessary and sufficient for teachers to learn or how to strike the right balance, it is important to view development as an o
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Sherfinski, Melissa, Sharon Hayes, Jing Zhang, and Mariam Jalalifard. "“Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia." education policy analysis archives 27 (December 2, 2019): 151. http://dx.doi.org/10.14507/epaa.27.4327.

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We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We fou
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Kaplan, David. "The Chicago Teachers' Strike and Beyond: Strategic Considerations." Monthly Review 65, no. 2 (2013): 33. http://dx.doi.org/10.14452/mr-065-02-2013-06_4.

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Centeno, Adelina, and Silvana Ponce. "Beliefs about oral corrective feedback in an Argentinean EFL university classroom." Apples - Journal of Applied Language Studies 13, no. 3 (2019): 35–58. http://dx.doi.org/10.17011/apples/urn.201907063591.

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Beliefs about oral corrective feedback (OCF) are essential components in the EFL classroom, especially when learning the speaking skill since teachers have to strike a delicate balance between the provision of OCF without negatively affecting students’ emotions. During the last years, many scholars have devoted great attention to the influence of affective factors in the learning of foreign languages. Among these factors, beliefs held by teachers and students have proved to impact significantly on the processes of teaching and learning a foreign language. The aims of this paper are: to describ
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Pellow, Deborah. "An American Teachers' Strike in China: Misreading Cultural Codes." Anthropology Today 2, no. 4 (1986): 3. http://dx.doi.org/10.2307/3032709.

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Bhattacharya, Tithi, Eric Blanc, Kate Doyle Griffiths, and Lois Weiner. "Return of the Strike: A Forum on the Teachers’ Rebellion in the United States." Historical Materialism 26, no. 4 (2018): 119–63. http://dx.doi.org/10.1163/1569206x-00001808.

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AbstractBringing together leading observers of the 2018 teachers’ strikes in the United States, this forum surveys the origins, character, and trajectory of the rebellion as a whole. We examine the relations between union bureaucracies and the rank and file, the wider political context of the United States, the geography of the strike, immediate and longer-term grievances in the public-education sector, spontaneity and organisation, local cultural contexts and labour histories, strategies and tactics, social reproduction and gender, race and racism, and the potentialities and obstacles facing
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Dissertations / Theses on the topic "Teachers' Strike"

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Renner, James Joseph. "The 1981 Mariemont Teachers' Strike: A Lesson in Leadership." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1082141966.

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WARNER, L. MARGARET. "THE PERCEPTIONS OF TEACHERS ON THE PICKET LINE AND IN THE CLASSROOM DURING A TEACHER STRIKE (PHENOMENOLOGY, THREAT-ANXIETY, RELATIONAL, REFERENCE GROUPS, SELF-ADEQUACY)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187988.

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This study examined the perceptions of teachers on the picket line and in the classroom during the 1978 Tucson Unified School District teacher strike and the perceptions and relationships they experienced. Literature from sociology, psychology and education was reviewed to develop the theoretical framework. It is recognized in the literature that theory has utility in designing, shaping and organizing research, giving meaning to data and summarizing and interpreting the findings. The theoretical framework was comprised of two sections: the perceptual and the relational. In the perceptual, self
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DiPardo, Elizabeth Marie. ""A Rite of September: " Rhode Island Teachers' Unions & the Right to Strike." Thesis, Boston College, 2005. http://hdl.handle.net/2345/404.

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Thesis advisor: Mark Gelfand<br>Labor in the United States has been commonly associated with images of industrialism, factories, and skilled craftsmen. This narrow vision of labor ignores the millions of Americans employed by the federal, state, and local governments. As early national labor law failed to define the rights of government employees, each state was forced to create their own public labor law through judicial rulings and state legislation. This study is framed around the struggles of Rhode Island public employees, specifically public school teachers, to obtain the right to organiz
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Long, Emma. "Complicating the Narrative: Labor, Feminism, and Civil Rights in the United Teachers of New Orleans Strike of 1990." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2166.

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In 1990, over 3,000 of 4,500 New Orleans public school teachers refused to enter their classrooms over a contract dispute with their employer, the Orleans Parish School Board. For three weeks, teachers picketed while the negotiating team for their union, The United Teachers of New Orleans, worked to reach a contract agreement. Using interviews with striking teachers and union leaders, this paper aims to tell this story from their perspective. The interviews shed light on the ways that minorities and women used UTNO, with the incorporated ideologies and strategies of civil rights and feminism,
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SOBRINHO, CAMILA GOMES PINTO. "IDENTITY CONSTRUCTION OF TEACHERS ON STRIKE: A CRITICAL AND SYSTEMIC-FUNCTIONAL ANALYSIS OF EVALUATIVE DISCOURSE IN NEWSPAPER ARTICLES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25593@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Com o objetivo de investigar a construção das identidades do professor em greve no discurso avaliativo de reportagens jornalísticas, a presente pesquisa analisa reportagens online, veiculadas durante dois períodos de greve dos professores da rede pública do Rio de Janeiro – de agosto a outubro de 2013 e de maio a junho de 2014 – pelos jornais O Globo e O Dia. A investigação busca discutir as seguintes questões: 1) que i
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Masitsa, M. G. "Teachers' right to strike vis-a-vis learners' right to education - justice for one is an injustice for the other." Interim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/317.

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Published Article<br>The teachers' salary strike, which occurs almost annually in South Africa, is so widespread that it seems to have gained public toleration if not complete acceptance. However, the strike may have a lasting and devastating impact on the teachers' as well as the learners' discipline, motivation and morale, with the learners being the hardest hit. The strike has a negative impact on the learning and teaching culture and on the learners' academic performance. Although the teachers' strike is about salaries and salary-related matters, all too often, debates about it shift from
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Govender, Mahalingum. "Balancing the educator's rights to fair labour practices and to strike with the right to education." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1565.

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This treatise investigates the potential for law (including courts and tribunals) to intervene and act as a lever for the protection and advancement of the rights of the child including the right to basic education. The dissertation critically explores the debate on the educator‟s right to strike and fair labour practices and the child‟s right to education, by assessing the rights and liberties, which accrue to educators and the child (learners) in terms of existing law. The South African Constitution has made specific provision for the protection of the rights of children and the rights of ed
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Enyiorji, Bouyant Eleazer. "Forced Truancy and Its Impact on Youth Delinquency in Southeastern Nigeria." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1533.

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Forced truancy is a risk factor that influences juvenile behavior, requiring the joint efforts of school authorities, parents, and courts to address. It is a phenomenon where students desire attending school, but for reasons beyond their control, they are prohibited from attending classes. Some of these reasons are teachers' strike action, students' poverty, lack of educational infrastructures, and unsafe educational environment. Teachers' strike is a frequent occurrence in southeastern Nigeria caused by irregular payment of teachers' wages, benefits, and other remunerations. This case study o
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Sullivan, Lila E. Riegle Rodney P. "Teacher strikes a metaphorical analysis /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227175.

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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 18, 2006. Dissertation Committee: Rodney P. Riegle (chair), Paul Baker, Richard Berg, J. Christopher Eisele, D. Michael Risen. Includes bibliographical references (leaves 193-201) and abstract. Also available in print.
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Ozorio, Maria Beatriz Vieira Branco. "Memórias de uma escola em greve : reminiscências de professoras do Instituto de Educação General Flores da Cunha - Porto Alegre/RS (1979-1990)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134672.

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O presente artigo aborda as mobilizações de professoras, materializado nas greves do magistério público estadual do Rio Grande do Sul, no período compreendido entre 1979 a 1990. Para isso foi escolhida a Escola Estadual General Flores da Cunha, em Porto Alegre, entre outros motivos pela sua destacada liderança nas greves do período estudado, nas mobilizações da categoria, tendo como horizonte a efetiva participação das professoras no movimento grevista. A partir desse lugar, a pesquisa elege como principal corpus documental narrativas de memória de professoras da escola em questão que aderiram
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Books on the topic "Teachers' Strike"

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McCormick, Eugene. The INTO and the 1946 teachers' strike. Irish National Teachers' Organisation, 1996.

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Strike for America: Chicago teachers against austerity. Verso Books, 2014.

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Beatty, Carol Anne. After the strike: Changing the teacher-board relationship. Industrial Relations Centre, Queen's University at Kingston, 1987.

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Fraser, Shanna Leah. One-room schoolhouse teachers in Prince Edward Island: From the 1929 teacher's strike until consolidation in the 1970's. Laurentian University, Department of History, 2003.

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The strike that changed New York: Blacks, whites, and the Ocean Hill-Brownsville crisis. Yale University Press, 2002.

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Ruiz, José Enrique González. Diario de la huelga rebelde. Ediciones Uníos!, 2000.

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Pēgiakē, Popē. Ekpaideutikē politikē kai apergia diarkeias: OLME, 1993-1997 : stratēgikes exousias kai ideologika symvola. Hellēnika Grammata, 2000.

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Moreno, Hortensia. UNAM: La huelga del fin del mundo. Planeta, 1999.

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Preventing and managing teacher strikes. Scarecrow Education, 2001.

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Seifert, Roger V. Teacher militancy: A history of teacher strikes 1896-1987. Falmer, 1987.

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Book chapters on the topic "Teachers' Strike"

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de Macêdo, Gabriel Fortes Cavalcanti, and Ignacio Brescó de Luna. "Co-constructing Past and Future in Times of Uncertainty: Students’ Positions During the Brazilian Teachers’ Strike in 2012." In Imagining the Past, Constructing the Future. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64175-7_10.

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Johnson, Brad, and Hal Bowman. "Let’s Not Settle for Accepting Differences; Let’s Strive to Celebrate Differences." In Dear Teacher. Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-40.

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Yang Hansen, Kajsa, Jelena Radišić, Xin Liu, and Leah Natasha Glassow. "Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_5.

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AbstractEquity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.
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White, Mathew A. "Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_7.

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AbstractWhile positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.
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McCall, Theo D. "Positive Spirituality." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_23.

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AbstractPositive spirituality is about acknowledging the personal spiritual growth that can occur through the use of some techniques from positive psychology. Contemporary educational philosophy within secular government educational departments rarely, if ever, addresses the notion of a spiritual life within educational institutions. Religious schools, on the other hand, usually include prayer and spirituality at the foundation of their educational aims. There is a clear disconnection between the two systems in this respect. Positive spirituality potentially provides a bridge between these two systems, bringing a focus on a broad notion of spirituality to otherwise secular government/public systems, and scientifically validated approaches to potentially narrowly focused religious schools. For instance, meditative techniques, relaxation, and physical stillness can help bring spiritual awareness to the fore, and in the process highlight a connection to something larger than oneself—the very goal of all mystics and a noble educational objective as teachers strive to inspire a greater sense of meaning and purpose in their students.
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Kerrigan, Heather. "Governors Respond to Teacher Strikes in West Virginia, Oklahoma, and Arizona : February 21, March 6, April 12, and May 3, 2018." In Historic Documents of 2018. CQ Press, 2019. http://dx.doi.org/10.4135/9781544352572.n11.

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Sojoyner, Damien M. "Reading the Past and Listening to the Present." In First Strike. University of Minnesota Press, 2016. http://dx.doi.org/10.5749/minnesota/9780816697533.003.0006.

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The conclusion of First Strike debunks the claim that teacher unions prevent administrators from excising bad teachers from schools, which in turn creates underperforming students. Through a meditation on his mother’s experience as a schoolteacher, Sojoyner suggests that the exclusionary potential and pedagogical insufficiency of standardized testing, as well as the cutting of social support nets for students, are the actual contributing factors. The author describes his influences in W. E. B. DuBois and Clyde Woods, and summarizes his individual chapters’ claims.
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"11. The 1968 Teachers’ Strike and the Implosion of Integration." In Rochdale Village. Cornell University Press, 2010. http://dx.doi.org/10.7591/9780801459979-013.

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Schirmer, Eleni Brelis. "When solidarity doesn’t quite strike: the 1974 Hortonville, Wisconsin teachers’ strike and the rise of neoliberalism." In Neoliberalism, Gender and Education Work. Routledge, 2019. http://dx.doi.org/10.4324/9781351207874-1.

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Groff, Carolyn A. "High-Quality Trade Books and Content Areas." In Cases on STEAM Education in Practice. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2334-5.ch003.

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Integrating high-quality children's tradebooks into elementary content areas has long been considered a best-practice (Olness, 2007). When teachers choose to incorporate these texts into content area lessons, they are exposing students to art through the pictures and reaching an array of visual learners. Hoffman, Collins and Schickedanz (2015) state that teachers have difficulty discussing the concepts presented in the books. The goal is to strike a balance between the literacy skills and strategies needed to read the informational text, and the concepts that must be discussed (Hoffman, Collins &amp; Schickedanz, 2015). In order to increase students' understanding, teachers must be able to successfully merge their book selection with a carefully scaffolded lesson plan (Fisher &amp; Frey, 2015). This chapter presents a lesson plan template that assists teachers in planning for integrated instruction.
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Conference papers on the topic "Teachers' Strike"

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Boko, Ulrich Hermann Semevo, Bessan Melckior Degboe, Samuel Ouya, and Gervais Mendy. "Proposal for an intelligent digital teacher’s textbook solution adapted to the Bachelor-Master-Doctorate system." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13150.

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This paper proposes an intelligent solution for course monitoring based on the use of a digital textbook coupled with an algorithm for verifying the conformity of the teaching content. The proposed solution allows to follow in real time the evolution of the courses and to alert the pedagogical managers in case of non-compliance with the syllabus. In most sub-Saharan African countries engaged in the Bachelor-Master-Doctorate (BMD) reform, incessant strikes prevent teachers from completing the program. Also, there is no way for the teacher to know whether students have the necessary prerequisite
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Grafenauer Ekart, Živa. "Pomen učiteljevih komunikacijskih kompetenc za sodelovanje vzgojno-izobraževalne ustanove s starši." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.19.

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Social changes lead to changes in cooperation between school and parents. This cooperation has become more necessary and intensive. The most desirable form of cooperation between school and parents is a partnership between them. Features of the partnership cooperation are two-way communication, mutual support, making decision together and promotion of learning. This can be achieved if teachers have well-developed communication competencies. In the article I discuss them as essential competencies of a teacher that enable good cooperation of an educational institution with parents. Communication
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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.

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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist.
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Soewardini, Herfa Maulina Dewi, Hery Setiyawan, Suprihatien, and Endrayana Putut Laksminto Emanuel. "The Teacher’s Strides for Assisting Students’ Thought in Constructing Mathematics Argumentation." In International Conference on Community Development (ICCD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.069.

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Турій, Т. П. "ФОРМУВАННЯ СОЦІАЛЬНО-ПСИХОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ СТАРШОКЛАСНИКІВ – КЛЮЧОВИЙ ЕЛЕМЕНТ ЖИТТЄВОГО УСПІХУ". У Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7258.

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The development of Ukraine's educational sector, the latest technologies and information space allow teachers to educate the modern personality of the twentieth century. An important stage in the formation of a person, not only as a social being, but also as an educated personality, is the level of his internal incentives, beliefs, and so on. The educational paradigm strives for a reasonable, intellectually advanced society, and therefore aims to implement a key element of teaching and education, by obtaining a competent personality. A competent person is able to think creatively, logically, a
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Hadiwiardjo, Yanti Harjono, Sri Wahyuningsih, and Pritha Maya Savitri. "The Effectiveness of Health Promotion on Increasing the Knowledge of Covid-19 among Islamic High School Students in Depok, West Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.04.

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Background: After undergoing a large-scale social distancing period of 5 months, and considering learning needs, the Ministry of Education and Culture decided to carry out face-to-face learning for schools in the green and yellow zones by implementing strict health protocols. Students, teachers, administrative staff, and workers need to have knowledge about Covid-19. The purpose of this study was to determine the level of knowledge of Dian Didaktika Islamic high school students regarding Covid-19 before and after being given health promotion in preparation for face-to-face learning. Subjects a
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Dominici, Laura, and Pier Paolo Peruccio. "Systemic Education and Awareness: the role of project-based-learning in the systemic view." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3712.

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Through the critical analysis of some case studies, this paper intends to investigate different tools useful to the ecological education,to analyse didactic activities which have more influence in the development of an individual and collective awareness and which of them can get closer students to the systemic approach. The systemic design is one of many actors that takes place inside a well-structured social network that presents always more frequently complex problems, which are difficult to solve by the application of linear approach. Always more it's clear that the way applied by the actu
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Reports on the topic "Teachers' Strike"

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Nic Daeid, Niamh, Heather Doran, Lucina Hackman, and Pauline Mack. The Curse of the Burial Dagger Teacher Materials. University of Dundee, 2021. http://dx.doi.org/10.20933/100001220.

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Abstract:
The Curse of the Burial Dagger is an interactive graphic novel murder mystery, created by the Leverhulme Research Centre for Forensic Science and digital story studio Fast Familiar. Players use maths, logic and critical reasoning skills to assist Susie uncover different types of forensic evidence and weigh up contrasting hypotheses. Can they uncover the events leading up to Lord Hamilton’s death and deduce how he died…before the curse strikes again? These documents are the Teacher/Group lead pack which contain additional resources including: • The Teacher/Group Lead Pack – Teacher walk through
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