Relevant bibliographies by topics / Teacher’s acting

Contents

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

Academic literature on the topic 'Teacher’s acting'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Teacher’s acting"

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Symonds, Gwyn. "“Not Taking it Personally”: “Performing” the Teacher’s “Role” and Responding to Challenging Behaviours." Australasian Journal of Special Education 27, no. 1 (2003): 29–45. http://dx.doi.org/10.1017/s1030011200024994.

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This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive.
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Karsenti, Thierry. "Acting as ethical and responsible digital citizens: The teacher’s key role." Formation et profession 27, no. 1 (2019): 112. http://dx.doi.org/10.18162/fp.2019.a167.

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Fanshawe, John P. "Personal Characteristics of Effective Teachers of Adolescent Aborigines." Aboriginal Child at School 17, no. 4 (1989): 35–48. http://dx.doi.org/10.1017/s0310582200006921.

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In an article based largely on overseas research into teacher effectiveness (e.g., Ryans, 1960; Kleinfeld, 1972) and Australian discussions of the non-Aboriginal teacher’s role in educating Aboriginal students (e.g., Hart, 1974), Fanshawe (1976) argues that the personal characteristics of effective teachers of adolescent Aborigines are likely to include:• being warm and supportive;• making realistic demands of students;• acting in a responsible, businesslike and systematic manner;• and being stimulating, imaginative and original.
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Burlakova, Irina, Svetlana Bogatyreva, and Oksana Pavlova. "Ways to form a teacher’s professionalism." SHS Web of Conferences 87 (2020): 00107. http://dx.doi.org/10.1051/shsconf/20208700107.

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The role of the teacher at the present stage is transformed into a high mission of creating a professional personality, which is intended to instill in students readiness to acquire knowledge and improve professional skills throughout their lives. According to the authors, the goal of pedagogical education is continuous general and professional development of a university teacher to achieve high results in the practical professional activity. In general, the professional competence of a University teacher is a synthesis of professionalism (scientific, special, methodological, psychological and
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Simón, Cecilia, and Jesús Alonso-Tapia. "Positive Classroom Management: Effects of Disruption Management Climate on Behaviour and Satisfaction with Teacher // Clima positivo de gestión del aula: efectos del clima de gestión de la disrupción en el comportamiento y en la satisfacción con el profesorado." Revista de Psicodidactica / Journal of Psychodidactics 21, no. 1 (2015): 65–86. http://dx.doi.org/10.1387/revpsicodidact.13202.

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This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s
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Loizidou, Pavlina Hadjitheodoulou, and Marianna Fokaidou. "Experiencing Transformation of Professional Identity: From Teaching to Leadership in a Small Rural Primary School in Cyprus." Journal of Education and Culture Studies 4, no. 2 (2020): p158. http://dx.doi.org/10.22158/jecs.v4n2p158.

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The study used the Clarke and Hollingsworth (2002) model on teacher professional growth to investigate the changes and the transition of professional identity when a deputy head teacher was appointed as an acting head teacher in a small rural primary school in Cyprus. The head teacher had no previous experience in headship, and did not receive any training or followed an induction course to the job. The goal of the study was to identify ways to support novice acting head teachers for effective leadership in the complexities of small primary schools. Data was collected through diary notes and s
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Muff, Aline, and Zvi Bekerman. "Agents of the nation-state or transformative intellectuals? Exploring the conflicting roles of civics teachers in Israel." Education, Citizenship and Social Justice 14, no. 1 (2017): 22–39. http://dx.doi.org/10.1177/1746197917743752.

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This article focuses on the role of the civics teacher against the backdrop of the recent political developments in Israel, where the political elite increasingly seeks to underpin citizenship education with a national-religious ideology. As in previous work on this topic by other academics, we draw on Gramsci’s work on cultural hegemony to locate the hegemonic discourse of citizenship education in Israel and focus on the teacher’s role along the spectrum of being an agent of the nation-state to acting as a transformative intellectual. We have interviewed Jewish-Israeli civics teachers to gain
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Ukpabi, Helen N. "Basic knowledge needed to enhance teacher’s efficiency for effective classroom management." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): 19–24. http://dx.doi.org/10.18844/prosoc.v6i7.4506.

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This study focuses on teaching and learning effectiveness in a classroom setting. The article will look at a series of activities that take place in a classroom, and it will guide the classroom teacher. These activities should provide the teacher with the basic knowledge that will enhance the teacher’s efficiency in a classroom setting. The knowledge will, therefore, lead to the achievement of set objectives, maintenance of focus and serve as a reference to the teacher, and the highlight of these activities will enhance content development, proper evaluation, adequate use of instructional reso
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Salov, Alexander Igorevich. "The concept of the teacher’s ethical worldview formation." Samara Journal of Science 6, no. 3 (2017): 302–7. http://dx.doi.org/10.17816/snv201763309.

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The paper shows the importance of an ethical world view, which is a kind of technology for eliminating the worst enemies of mankind (terrorism, separatism, etc.), the technology of survival in situations that go beyond everyday life, leading to a common moral and ethical denominator of peoples efforts to suppress evil; it is pointed out that the ethical worldview of the teacher is a system of values of values as the ultimate meanings of life and activity that are directed towards the moral and value reality of the vertical of ethical consciousness, acting in the form of guidelines on the path
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Tarasova, Irina Vladimirovna. "ROLE OF PROFESSIONAL SELF-EXPRESSION OF HIGH SCHOOL TEACHERS IN DEVELOPMENT OF MODERN UNIVERSITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 378. http://dx.doi.org/10.17770/sie2017vol1.2274.

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The article is devoted to studying the problem of professional self-expression of university teacher. Thesis about the existence of 6 cognitive attributes of the university teacher’s self expression was theoretically identified and empirically acknowledged as a concept: 1) representation of a particular level of people’s self-conscience including professional; 2) describing method, by which a person shows, regulates his activity during objectivation in professional work; 3) acting as the cognitive model of conducting cognitive activity of ethnos, society, individual in natural language ; 4) mu
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Dissertations / Theses on the topic "Teacher’s acting"

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Baeta, Sébastien. "Agir professionnel et dimension expérientielle dans les pratiques enseignantes : réflexivité, explication et analyse de parcours d'enseignants de français langue étrangère en centre de langue." Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2015/document.

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Cette recherche s’inscrit dans la perspective de l’autoformation. Par le choix d’un contexte pluriculturel favorable, elle vise à identifier des formes d’intégration de la dimension expérientielle dans un agir enseignant. A partir d’une démarche réflexive, de l’analyse de données croisées selon la méthode d'analyse par théorisation ancrée, nous tentons ici de comprendre l’agir d’enseignants de Français langue étrangère en centre de langue à partir de nos propres expériences d’enseignant en milieu scolaire. Au niveau de la pratique, nous cherchons à comprendre comment s’agencent les multiples d
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Cheng, Siu-Lun. "Curriculum change and professional development the impact of the introduction of a drama curriculum on the competence of teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37610041.

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Dotson, Margaret Louise. "The theories of action of three prekindergarten teachers : a study in teacher thinking /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819515435943.

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Greer, Deborah A. "Actor training and charismatic group structure : a comparative study /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072585.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.
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Tait, Joyce. "Teachers' practical judgement : acting in the face of uncertainty." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7723.

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The current educational context in British Columbia is characterized by standardsbased curriculum mandates that are narrowing teaching and learning practices, and auditoriented policies that are causing ‘accountamania’ amongst educators. This study is based on the belief that such directives not only restrict conceptions of teaching and learning, but by attempting to impose certainty in an inherently uncertain endeavour like teaching, they disregard the critical role of teacher deliberations and judgment. The purpose of this research study was to illustrate and examine the highly complex delib
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Pérez, Cabrera María José. "El asesoramiento de proceso como modelo de formación inicial del profesorado universitario." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/394020.

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En el marco del EEES, y con el objetivo de alcanzar la calidad y excelencia de la formación universitaria, la universidad española ha experimentado en los últimos años profundos y sustanciales cambios que afectan no solo a su estructura y organización, sino también a su forma de entender la enseñanza y el aprendizaje, lo que lleva necesariamente a una docencia con nuevos objetivos, metodologías y procesos de evaluación, donde las competencias desempeñan un papel nuclear. Ante los retos que el EEES plantea, el profesorado universitario se ve inmerso en un necesario proceso de cambio y adapta
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Black, Alison Lizette. "Who am I as Teacher? Promoting the Active Positioning of Self within Teaching Realities." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16045/.

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What it means to teach is becoming progressively more complex and ambiguous. For teachers, remaining confident about personal conceptions of teaching is becoming ever more difficult as a result of increased demands and changing educational environments. It is not surprising then, that the teachers who engaged in the collaborative inquiry in which this thesis is grounded so often asked "Who am I as teacher?" Six narrative accounts are developed in this thesis from data gathered while working with fourteen early childhood teachers employed in child care centres. During fortnightly meetings, a
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Moreno, Yadira. "Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/541.

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The dissertation aims to explore a solution to address the cultural and racial gap between the teaching force and the student population in California. Homegrown teachers are teachers who return to their community where they were born and educated. Addressing the equity issues faced in public schools begins with exploring the benefits of teachers of color in the classroom. This action research study followed five homegrown first-generation Latina teachers through a 3-month process of mentoring first-generation Latina sixth-graders who hope of entering the teaching profession in the future. The
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Hong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.

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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery
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Bergman, Daniel Jay. "The effects of two secondary science teacher education program structures on teachers' habits of mind and action." [Ames, Iowa : Iowa State University], 2007.

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Books on the topic "Teacher’s acting"

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Kubanyiova, Magdalena. Teacher development in action: Understanding language teachers' conceptual change. Palgrave Macmillan, 2012.

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The new generation of acting teachers. Penguin, 1987.

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The great acting teachers and their methods. Smith and Kraus, 1995.

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The nursery teacher in action. Paul Chapman Pub., 1991.

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Scott, David. Action research for teachers. Centre for Educational Development, Appraisal and Research, University of Warwick, 1993.

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Teachers in action: Tasks for in-service language teacher education and development. Cambridge University Press, 2001.

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Acting alone: A drama teacher's monologue survival kit. J.G. Shillingford Pub., 2006.

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Hickman, Darryl. The unconscious actor: Out of control, in full command : the art of performance in acting and in life. Small Mountain Press, 2007.

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Hickman, Darryl. The unconscious actor: Out of control, in full command : the art of performance in acting and in life. Small Mountain Press, 2007.

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Hickman, Darryl. The unconscious actor: Out of control, in full command : the art of performance in acting and in life. Small Mountain Press, 2007.

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Book chapters on the topic "Teacher’s acting"

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Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
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Mccluskey, Ken W. "Reflecting and Acting on Reflection and Action1." In Leadership for Change in Teacher Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-932-6_12.

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Wach, Aleksandra. "Language Awareness in EFL Teachers, Teacher Trainees and Advanced Learners." In Awareness in Action. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00461-7_4.

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Zlatkin-Troitschanskaia, Olga, Jana Seidel, and Martin Stump. "Teachers’ Evidence-Based Actions." In From Diagnostics to Learning Success. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-191-7_21.

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Piazzoli, Erika. "Teacher Artistry." In Embodying Language in Action. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77962-1_11.

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Schuster, Barbara. "Preparing Teachers and Learners." In Active Education for Future Doctors. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41780-2_2.

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Grabe, William, and Fredricka L. Stoller. "Reading Teachers as Action Researchers." In Teaching and Researching Reading. Routledge, 2019. http://dx.doi.org/10.4324/9781315726274-9.

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Butt, Graham. "Geography Teachers as Action Researchers." In International Handbook on Geographical Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1942-1_19.

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Caron, Andre H. "Globalisation and New Technology." In Digital Literacy. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-798-0.ch016.

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Whether globalisation results in a “métissage” of cultures or the hegemony of one culture will depend on the analytical and social skills of those who make up our communities. The introduction of new technologies in education such as laptops, MP3s, and Ipods and the new concept of mobile learning require an examination of the teacher’s role in facilitating innovation, conveying culture, and acting as a conceptual translator. By modeling and teaching students critical and social skills, teachers can help tomorrow’s citizens to use the new flow of information to meet the challenges of globalisation.
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Liebscht, Max, and Sebastian Wahren. "Does the One Who Asks the Question Lead the Way?" In Handbook of Research on Didactic Strategies and Technologies for Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch033.

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Teachers often tend to give answers to questions their students have not asked yet due to curricular requirements. In reflecting this practice, an experiment is documented where adult students were faced with enormously difficult questions. Their previous careers and education provided them with little experience in answering these questions. The vocational school where they were trained showed little commitment in assisting them. The outcome of the experiment was astonishing: the extremely complex tasks were excellently solved by all students. The findings might be interpreted in the light of the teacher’s didactic gifts. Yet another explanation seems to be worth investigating. This chapter focuses on empathy and other impacts on learning success which have different effects in different contexts of relationship. Charisma, too, is not a phenomenon of monologues, but bound to a certain type of acting together. For these reasons, the chapter takes a closer look at confidence building between teacher and students.
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Conference papers on the topic "Teacher’s acting"

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

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

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs th
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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teachi
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Иванов, С. Ю., and Д. В. Иванова. "Components of Successful Professional Adaptation and Training of Teachers of General Education Organizations in a Changing Competitive Environment." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.96.21.037.

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Авторы рассматривают основные направления, способствующие успешной адаптации педагогических работников общеобразовательных организаций к современным требованиям рынка труда. На основе данных социальной статистики определены возрастающая потребность общеобразовательных организаций в педагогических кадрах и задачи по их подготовке. В контексте модернизации системы образования особое внимание обращено на изучение составляющих, определяющих профессиональное самоопределение будущих педагогов. Показано, что в рамках наиболее активной интеграции современного образования с отраслями инновационной экон
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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongo
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Dudko, Svetlana. "TEACHER CAPACITY BUILDING AS A MEANS OF PROMOTING EDUCATION FOR SUSTAINABLE DEVELOPMENT (Based on UNESCO and UNECE MATERIALS)." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-30-37.

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The article presents the main proposals and recommendations of UNESCO and the UN Economic Commission for Europe (UNECE), aimed at transforming teacher training systems for education for sustainable development (ESD). Since the planet's natural resources are limited, people must learn to use them rationally and, just as importantly, learn to live together and make responsible decisions so that our actions do not negatively affect other people and future generations. All this should be taught from early childhood. This is what education for sustainable development, led by UNESCO, is aimed at. St
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Kostina, Ekaterina, Svetlana Khoroshilova, and Elena Pushkareva. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/01.

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The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, i
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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&amp;amp;L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher particip
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Gonzalez-Cuevas, Gustavo, Maria Victoria Tabera, Margarita Rubio, Maria Asuncion Hernando, and Maria Jose Alvarez. "Action research plan to boost participation in college students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5582.

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Tackling difficulties related to student participation in the college classroom is central on the learning process. In this action-research study, we designed and implemented an action plan to boost participation on the grounds of (1) explaining the objectives and procedures for each activity to students; (2) requesting student participation by name; (3) giving them time to reflect before participating; and (4) requesting that students who are not paying attention participate. A survey was used in order to assess students' perceptions of the action plan. The survey included 10 items (1-4 Liker
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of
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Reports on the topic "Teacher’s acting"

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Gaduh, Arya, Menno Pradhan, Jan Priebe, and Dewi Susanti. Scores, Camera, Action? Incentivizing Teachers in Remote Areas. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/035.

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Willcuts, Meredith H. Scientist-Teacher Partnerships as Professional Development: An Action Research Study. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/974989.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al.
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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.395.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t
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Mitchell, Nancy. An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.603.

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools,
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, 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 learn
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