Academic literature on the topic 'Write teachers'
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Journal articles on the topic "Write teachers"
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Ahmad, Syafri, Refiona Andika, Sherlyane Hendri, and Ary Kiswanto Kenedi. "Training Program on Developing HOTS's Instrument (The Improving Abilities for Elementary School Teachers)." Digital Press Social Sciences and Humanities 6 (2020): 00010. http://dx.doi.org/10.29037/digitalpress.46376.
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Many teachers were unable to write HOTS questions based on the outlines for elementary school students. This resulted in many students being unable to answer HOTS questions because the questions developed were difficult, not following the HOTS category. The purpose of this training is to improve the ability of elementary school teachers to write HOTS questions. This training method is a participatory method using a lecture approach and direct guidance. The result of this training is to increase the teacher's knowledge from the teacher's initial ability of 63.76 to 87.65. Besides, teacher skills also increased from basic skills with a score of 56.95 to 85.35. In conclusion, the training provided can improve the knowledge and skills of teachers in writing HOTS questions. The implication of this training is as a reference in improving the ability to write HOTS questions for elementary school teachers.
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Hasanah, Nur. "MOTIVASI MENULIS KARYA ILMIAH GURU MADRASAH IBTIDAIYAH DI KOTA SALATIGA TAHUN 2014." ATTARBIYAH 24, no. 2 (2014): 91. http://dx.doi.org/10.18326/tarbiyah.v24i2.91-110.
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The study aimed (1) to find the motivation to write scientific papers Elementary School (MI) teacher in Salatiga (2) to know some enabling and inhibiting factors of motivation to write scientifc papers Elementary School teacher in Salatiga. Tis study focuses on the motivation to write scientifc papers Elementary School teacher in Salatiga. The subjects of the study was the teacher MIN Kecandran, MI Pulutan, MI and MI Blotongan Mangunsari. The data collection methods used were observation, interviews, and documentation. And to engineer data analysis is inductive analysis techniques. The results of his research fndings indicate that the motivation to write scientifc papers Elementary School teacher Salatiga is intrinsic and extrinsic motivation. But in general, or in the majority of teachers’ motivation to write scientifc papers MI in Salatiga is extrinsic motivation, and a small portion of intrinsic motivation. And supporting factors of motivation to write scientifc papers teacher is curiosity about science writing scientifc papers and demands of institutions or agencies associated with the development of teaching skills. Medium obstacle or hindrance of writing scientific work of teachers is the lack of time to write, a lack of literature or reference, less insight about knowledge to write scientific papers, and the lack of facilities for writing scientific papers.Keywords : Teachers Motivation, write scientific papers, MI
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Hartono, Rudi, Bambang Purwanto, and Seful Bahri. "One Book One Teacher Program for Upgrading Teachers’ Writing Competence (A Descriptive Survey)." Language Circle: Journal of Language and Literature 14, no. 1 (2019): 59–66. http://dx.doi.org/10.15294/lc.v14i1.21473.
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Writing competence is one of significant and basic demands for teachers in delivering their profession as educators. Many teachers feel that writing a book is a pride but it is too difficult for them to do. Many factors influence them not to start to write, such as inner motivation, institution supports, ideas, materials, and opportunities. For examples, many of them are lack of motivation to be confident course book writers, their institutions do not support their efforts and facilitate them well, they have no idea what they are going to write, they are not accustomed to provide their own lesson materials for their daily instruction—only copying from books or other resources, and most of them do not have any opportunity at all to write a course book. Therefore to create teacher-writers and produce course books in one school, One Book One Teacher (OBOT) program comes as a solution. OBOT is a program designed for teachers to be a course book writer at schools. Recently we revealed that OBOT has potential activities as an integrated program in preparing teachers to be professional course book writers. In this study, to dig up their responses on course book writing activity and OBOT implementation in their school, we conducted a descriptive survey and observation on 13 teachers in Senior High School Bina Amal Semarang. We distributed questionnaires, tabulated, analyzed and interpreted the data, then drew the conclusion. The research results show that significantly OBOT encouraged teachers to write course book actively and led them to be productive course book writers.
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Andiyanto, Tri. "PERAN GURU DALAM IMPLEMENTASI KURIKULUM 2013: STUDI PADA TK MENTARI KEC. ABUNG SELATAN KAB. LAMPUNG UTARA." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 1 (2017): 73. http://dx.doi.org/10.32332/elementary.v3i1.790.
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The curriculum is a vehicle for learning dynamic that needs to be developed and assessed continually ongoing in accordance with the existing developed community. The teacher’s role in the implementasi 2013, namely: a) the teacher haddiscussions in the process of preparation of the RPP; b) teachers write lesson plans through appropriate measure; c) teachers carry out a detailed study; d) the teacher as a facilitator; e) teachers provide character education; f) teachers guide students in learning in accordance with a scientific approach; g) teacher choose and use methods, media, and a variety of learning resources; h) teacher conduct authentic assesment; i) the teacher chooses and using valuation technique vary.
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Jenkins, Marcia W. "Effect of a Computerized Individual Education Program (IEP) Writer on Time Savings and Quality." Journal of Special Education Technology 8, no. 3 (1986): 55–66. http://dx.doi.org/10.1177/016264348700800306.
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This study compared the amount of time 42 special education teachers in the state of Hawaii took to write handwritten and computer-generated Individual Education Programs (IEPS) after 12 hours of training on “IEP Writer,” a word processing method. The subjects were randomly divided into two groups. Group 1 wrote IEPs using their newly learned computer skills and Group 2 wrote IEPs by writing them out by hand. It was hypothesized that the computer method would take significantly less time and the quality of the computer-generated IEP would be significantly higher. Both hypotheses were compared by t-tests. Results showed: 1) The computer group took significantly less time to write their IEPs. 2) The quality of the computer generated IEP was significantly higher than the handwritten IEP.
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Sumarsilah, Siti, Susandi Susandi, and Anita Kurnia Rachman. "Pelatihan Dan Pendampingan Penulisan Artikel Ilmiah Hasil Penelitian Bermuatan Pendidikan Karakter Bagi Guru Mi Se-K3MI Kecamatan Kedungkandang 1 Kota Malang." PAMBUDI 3, no. 1 (2019): 38–44. http://dx.doi.org/10.33503/pambudi.v3i1.511.
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Teachers have the obligation to write articles as a form of creativity and achievement. Writing articles better in accordance with the field of science they have. Referring to the problem of the difficulty of writing scientific articles in the Teacher Working Group in K3-MI in Kedungkandang District 1, namely the teacher has not been able to choose themes, frameworks, write paragraphs, and determine theories in writing articles. Solutions offered, namely the teacher writes articles according to interests. Before writing articles it's better to write an article framework. Paragraph compilation which is cohesion and coherence. Theory for strengthening ideas and ideas. The method used aims to produce skills in writing articles. This stage includes discussion of work plans, training activities include the provision of theoretical and practical material, with a composition of 30% theory and 70% practice. Article writing activities are carried out with guidance. Program evaluation and monitoring to provide solutions to problems. Skill improvement for participants is in accordance with experiential learning theory. The trainees who are increasingly active in the training activities, the more knowledge they have because the more information they get. The conclusion of this activity is that teachers are better off writing articles according to their interests. Before writing an article it would be better to write a framework. Good writing is generated from the preparation of paragraphs that are cohesion and coherence. Theory is needed to strengthen ideas and ideas in writing.
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Ardiansyah, Tedy. "Writing Training Classroom Action Research (CAR) in Supporting Teacher Quality and Professional Teacher ]Pelatihan Menulis Artikel Peneltitian Tindakan Kelas (PTK) dalam Menunjang Kualitas Pembelajaran dan Profesional Guru]." Proceeding of Community Development 2 (February 21, 2019): 760. http://dx.doi.org/10.30874/comdev.2018.476.
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The implementation of community service aims to provide tips for writing classroom action research articles so that this activity can motivate teachers to write and improve their abilities in researching and writing articles where the benefits can be implemented in the classroom. Facts on the ground indicate that the obligation of teachers to write PTK is a "horror" and burdensome for teachers. That is because the teacher is not used to writing and researching. Hope after community service in both schools, the teacher can overcome problems in class and make the research culture the best solution in school.
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Suranto, Suranto. "Gerakan Guru Menulis Buku Melalui Pelatihan Online dengan Microsoft Teams bagi Guru Se Kota Salatiga." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, no. 2 (2020): 109. http://dx.doi.org/10.30734/j-abdipamas.v4i2.1290.
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The recent problems of teacher, among other, is the productivity of writing a book. There are many obstacles that teacher faces, among them, mostly, are the lack of motivation and the lack of knowledge of writing a book. The purposes of this service are: 1) to increase teacher’s motivation for writing a book, 2) to increase teacher’s skill in making a book from a research outcome, 3) to increase teacher’s skill in writing a lesson book and an enrichment book, 4) to increase teacher’s skill in writing a fiction book, 6) to increase teacher’s knowledge of publishing a book. The participants are teachers from all educational levels in Salatiga City amounted to 117 teachers. The method of activity implemented was a Microsoft Teams-aided online training. The training activity included web meeting, discussion, consultation, and assistance for 1 month. The service activity is able to motivate the teachers to write a book based on the right principles of writing a book and to produce a book in accordance with the necessity of the school where the teachers teach.
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Sofyan, Herminarto, Wardan Suyanto, Agus Budiman, Ibnu Siswanto, Agung Gumelar, and Wahyu Arya Ruswanto. "PELATIHAN PENELITIAN TINDAKAN KELAS DENGAN VARIASI METODE DAN MEDIA PEMBELAJARAN UNTUK MENINGKATKAN KEMAMPUAN PENULISAN KARYA ILMIAH GURU-GURU SMK NEGERI 3 YOGYAKARTA." Jurnal Pendidikan Vokasi Otomotif 2, no. 1 (2020): 11–22. http://dx.doi.org/10.21831/jpvo.v2i1.27730.
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The Community Service Program (PPM) at SMKN 3 Yogyakarta aims to (1) increase the motivation of teachers to conduct action research and write papers, (2) increase teachers’ ability to select and use appropriate learning methods and media to conduct classroom action research, (3) increase the competence of vocational school teachers in writing scientific papers, (4) increase teachers’ knowledge in accessing scientific journals and conference to publish their work. The activity was attended by 25 participants consisting of 16 productive subject teachers and 9 normative/adaptive subject teachers. The activities carried out in the form of presentation of material about the importance of increasing teacher productivity in publishing scientific work to enhance careers, design action research in the classroom by implementing appropriate media variations and learning methods, writing strategies and publishing articles in journals and proceedings, tutorial guidance on writing articles, and the practice of compiling scientific articles. This PPM activity succeeded in increasing the motivation of teachers to conduct research and write scientific papers, improve the ability of teachers to select the right learning media and methods for conducting classroom action research, increase participants’ ability to write articles, increase teachers’ knowledge in accessing scientific journals and conference to publish their work. Participants satisfy to get new knowledge and skills about classroom action research techniques, they are open-minded and wish to further enhance their ability to conduct classroom action research and write articles to be published in proceedings/journals.
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Özdemir, Serpil. "The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements." World Journal of Education 8, no. 5 (2018): 112. http://dx.doi.org/10.5430/wje.v8n5p112.
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The aim of this study is to view how argumentative text pattern teaching influences constituting argumentative essayelements. The study was performed according to one-group pre-test post-test design. The study was carried out inspring term of 2017-2018 academic year and it lasted for five weeks. 33 prospective teachers who took the course ofText Producing Techniques participated in the study. The data of study were collected through 132 argumentativeessays which prospective teachers wrote and Argumentative Text Elements Rubric to evaluate these. The results ofthe research are as follows: Quite few students included argumentative essay elements before argumentative essaypattern teaching and none of the students wrote justification for counter argument. It was determined that 66,7% ofthe students didn’t write data, 81,8% of them didn’t write counter argument, 87,9% did not write justification forcounter argument, 84,8% did not write rebuttal of counter argument and 48,5% did not write conclusion. At the thirdstudy, number of successful students increased on the basis of all elements. However, the majority of students havereached a partially successful level. At the post test, most of the students achieved successful level on the basis of allelements except refuting counter argument. Significant differences on behalf of the post-test were determinedbetween pre-test and post-test scores at all of the argumentative essay elements.
Dissertations / Theses on the topic "Write teachers"
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Wright, Heather Peltier. "Exploring Teacher Assessment Literacy through the Process of Training Teachers to Write Assessment Items." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6784.
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The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item reviews (as an indicator of how many times accepted items were rejected before being approved), and 3) psychometric properties of the items (item difficulty and item discrimination) in the field test data.
A teacher perception survey with quantitative and qualitative data was used to explore teacher perception of the training across the four modes and the anticipated impact of the project participation the teachers expected on their classroom assessment practices.
Multilevel modeling and multiple regression were used to examine the quality of items developed by participants, while constant comparative analysis, a chi-square test, and ANOVA were employed to analyze participants’ responses to a participation survey.
No pre-existing teacher variables were found to have a significant impact on the item discrimination values, though prior assessment development experience beyond that of the classroom level was found to have a significant relationship with the number of reviews per item. After controlling for prior assessment development experience, participant role was found to have a significant (p < .01) impact on the number of reviews per item. Items written by participants who served as both item writers and reviewers had a significantly lower number of reviews per item, meaning their items were rejected less frequently than items written by participants who served as item writers only. No differences in item quality were found based on the mode of training in which item writers participated.
Responses to the training evaluation survey differed significantly by mode of training at p < .001. The in-person trained group had the lowest total rating, followed by the online asynchronous group, while the online synchronous group had the highest overall rating of the training. Participant responses to open-ended questions also differed significantly by mode of training.
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Rapp, Judy Ramona. "The "write" tools the impact of teachers' self-efficacy on classroom writing instruction /." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/rapp.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.<br>Title from PDF title page (viewed Jan. 27, 2010). Additional advisors: Joseph C. Burns, Linda K. Emfinger, Lynn D. Kirkland, Maryanne Manning. Includes bibliographical references (p. 122-135).
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Wallace, Rick L. "Society of Teachers of Family Medicine. A Painless Way to Teach Faculty and Residents to Write for Publication." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8779.
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Antonelli, Maria Matilde. "SABERES DAS PROFESSORAS ALFABETIZADORAS BEM-SUCEDIDAS." Universidade Metodista de São Paulo, 2009. http://tede.metodista.br/jspui/handle/tede/1129.
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Previous issue date: 2009-03-19<br>This work aims to investigate the knowledge present in the pedagogical practice of six teachers who during their professional career presented a successful practice in
teaching how to read and write, always acting in the peripheral region of one city of Big São Paulo. In this study I used semi-structured interviews, participant observation
and report of their life history with the intention to answer the following questions: What is there of significance in the well succeeded practice of these teachers? Which
knowledge is mobilized with students in the process of reading and writing? How do the teachers deal with different knowledge of the students and with the situations that
they face with a possible absence of knowledge? Initially I describe the historical context of the read and write process in 1983 with the implantation of the Basic Cycle
(DURAN, 1995), period in which the target teachers of this research began their teaching career in the state web of schools and were challenged to face a new forms of thinking the read and write process within the psychogenesis of the written language (FERREIRO AND TEBEROSKY, 1979), which takes as basis the Piaget constructivism in a dialogic action with authors who prioritize the reflection on
knowledge and pedagogical practice. (FREIRE, 1996, OLIVEIRA, 1997, ALARCÃO 2005 AND TARDIF, 2007). The results show that the construction of knowledge of
the teachers in the conduct of the work in classrooms occur along with the trajectory of formation and pedagogical acting in different moments. In the dialogue with live
experience with produced pedagogical material in the relation with the children they work with in the course of formation in which they take part in the partnership and
exchanges with teachers. The creativity facing the challenges of read/write process make they reorganize the knowledge and look for knowledge in which the quality of
their intervention and pedagogical actions attend the diversity which constitutes the classroom space. Because they believe in the capacity of children they present
challenging activities which can make possible the reflection on the reading and writing processes. Always respecting the previous knowledge of the students who interact with them and constructing knowledge.(AU)<br>Objetivando investigar os saberes presentes na prática pedagógica de seis professoras que, ao longo de sua trajetória profissional, apresentaram uma prática
bem-sucedida na alfabetização, sempre atuando em região periférica de uma cidade da Grande São Paulo, utilizei, neste estudo, entrevista semiestruturada, observação
participante e relato de história de vida, no intuito de responder às questões: O que há de significativo nas práticas bem-sucedidas das professoras alfabetizadoras?
Quais saberes são mobilizados com os educandos no processo de alfabetização? Como as professoras lidam com diferentes saberes dos alunos e com as situações em que se defrontam com um possível não saber? Inicialmente, descrevo o contexto
histórico da alfabetização em 1983, com a implantação do Ciclo Básico de Alfabetização (DURAN, 1995), período em que as professoras-alvo da pesquisa iniciaram carreira no magistério na rede pública estadual e foram desafiadas a uma
nova forma de pensar a alfabetização no âmbito da Psicogênese da Língua Escrita (FERREIRO e TEBEROSKY, 1979), embasadas no construtivismo piagetiano, numa
ação dialógica com autores que priorizam a reflexão sobre saberes e prática pedagógica (FREIRE, 1996; OLIVEIRA, 1997; ALARCÃO, 2005 e TARDIF, 2007). Os resultados mostram que a constituição dos saberes das professoras na
condução do trabalho em sala de aula ocorre ao longo da trajetória de formação e atuação pedagógica, em diferentes momentos: no diálogo com experiências vividas,
com materiais pedagógicos produzidos; na relação com as crianças com quem convivem; nos cursos de formação de que participam; nas parcerias e trocas com professores. A criatividade diante dos desafios de alfabetizar faz com que
reorganizem o saber e busquem conhecimentos para que a qualidade das intervenções e ações pedagógicas atenda a diversidade que compõe o espaço da sala de aula. Por acreditarem na capacidade das crianças, propiciam atividades
desafiadoras que oportunizam a reflexão sobre a leitura e a escrita (FERREIRO, 1989, LERNER, 2002 & WEISZ, 2002), sempre respeitando os conhecimentos prévios do aprendiz que interage com elas e constrói conhecimentos.(AU)
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Coady, Kim Street. "No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).
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Bezerra, Gema Galgani Rodrigues. "Contingências do trabalho docente na escola pública: ensinar a ler e a escrever num contexto de mudança." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16092010-134349/.
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O problema que deu origem a essa investigação foi o conflito resultante do descompasso entre opções teóricas conscientes e a prática de ensino que conseguíamos efetivamente implementar, ao assumirmos aulas de Língua Portuguesa para turmas do ciclo II do Ensino Fundamental, em uma escola pública estadual, logo após a conclusão do mestrado em Educação. No intuito de priorizarmos práticas que favorecessem a formação de alunos leitores e produtores de textos, e não apenas copistas e decifradores, verificávamos a interferência de diversos aspectos que repercutiam negativamente em nossa prática. Assim, partindo do pressuposto de que o desenvolvimento dessas capacidades requer um ensino deliberado e contínuo ao longo de toda a escolaridade básica, por professores de diferentes disciplinas, propusemo-nos a buscar respostas para as seguintes questões: qual a natureza das dificuldades enfrentadas pelos professores ao buscarem promover a aprendizagem dos seus alunos? Que contingências relacionadas ao ensino da leitura e da escrita, deliberado ou não, estão presentes no trabalho do professor da escola pública, facilitando ou dificultando os processos de ensino e aprendizagem? Para responder a essas questões, empreendemos um estudo situado no paradigma da pesquisa qualitativa em educação, empregando, em algumas etapas, procedimentos inspirados na etnografia educacional (Ezpeleta e Rockwell, 1986; Fonseca, 1998; Erickson, 1989). A análise dos dados fundamentou-se em um critério essencialmente semântico, à luz de parâmetros da análise do conteúdo (Bardin, 1978). Os trabalhos de Tiramonti (2005), Azanha (1990, 2004), Souza (2002, 2006) e Lapo (2005), entre outros autores, subsidiaram teoricamente a nossa investigação, na medida em que propõem considerar aspectos do contexto mais amplo em que atuam os professores, focalizando situações concretas das quais emergem fontes de mal-estar e de bem-estar docente que intervêm em suas práticas. Os dados indicaram que o contexto da sala de aula não é, muitas vezes, propício ao trabalho cotidiano focado em práticas de leitura e produção de texto, em função de diversos fatores: número elevado de alunos, dificuldade de acompanhamento particularizado desses alunos pelos professores; necessidade de gerir demandas individuais e coletivas do grupo; dificuldades inerentes à manutenção de certa ordem que permita a realização de atividades complexas e significativas na sala de aula; interesses pessoais divergentes e por vezes conflitantes; recursos materiais às vezes escassos ou precários; tempo acelerado para gerir inúmeros procedimentos cotidianos, que acabam ocupando grande parte do tempo das aulas em questões não diretamente relacionadas ao ensino e aprendizagem dos conteúdos, entre uma infinidade de outros fatores. Além de questões de ordem objetiva, interferem também nas situações concretas de sala de aula aspectos de ordem subjetiva, que envolvem conhecimentos e características pessoais dos docentes, seus valores, crenças, necessidades e desejos, os quais determinam maneiras muito peculiares de avaliar o contexto, agir e reagir às contingências cotidianas. Todos esses elementos precisam ser considerados quando se propõem ações de melhoria da educação pública. É preciso, pois, relativizar as expectativas quanto ao papel da escola e dos professores, que parecem superestimadas no conjunto de ações que a sociedade precisa implementar para que a qualidade do ensino melhore de modo significativo.<br>The problem that gave rise to this investigation was the conflict resulting from the dissonance between theoretical conscious options and the teaching practice that we have actually managed to implement when we took over the Portuguese Language classes for Cycle II groups of Brazilian Middle School at a state public school, soon after completing the Masters Degree in Education. Aimed at prioritizing practices that would favor the education of text readers and producers, not just copyists and decoders, we verified the interference of many aspects that had a negative impact on our practice. Thus, starting from the premise that the development of such skills requires a deliberate and continuous teaching during the whole basic education by teachers of different subjects, we have proposed to look after the answers for the following questions: what is the nature of the difficulties faced by teachers when trying to promote their students learning? Which contingencies related to teach reading and writing, deliberate or not, are present in the work of public school teachers, making the teaching and learning processes easy or difficult? To answer such questions, we undertook a study within the paradigm of the qualitative research in education, using, in some steps, procedures inspired in the educational ethnography (Ezpeleta and Rockwell, 1986; Fonseca, 1998; Erickson, 1989). The data analysis was grounded on essentially semantic criteria, in the light of content analysis parameters (Bardin, 1978). The works of Tiramonti (2005), Azanha (1990, 2004), Souza (2002, 2006) and Lapo (2005), among other authors, gave theoretical support to our investigation, insofar they propose to consider aspects of the broader context where teachers act, focusing on concrete situations from which sources of teachers uneasiness and easiness emerge that intervene in their practices. Data indicated that the classroom context is often not proper for the everyday work focused on the practices of reading and producing texts, in view of many factors: high number of students, difficulty of individualized follow-up of these students by teachers; need of managing the groups individual and collective demands; difficulties inherent to maintaining a certain order that allows performing complex and meaningful activities in classroom; divergent and often conflicting personal interests; sometimes scarce or precarious material resources; having to rush to manage multiple everyday tasks that eventually take large amount of class time in issues not directly related to teaching and learning of contents, among a multitude of other factors. Besides questions of objective order, aspects of subjective order do also interfere with concrete classroom situations, which involve knowledge and personal characteristics of teachers, their values, beliefs, needs and desires, which determine very peculiar ways of evaluating the context, acting and reacting to everyday contingencies. All these elements must be considered when improvement actions in public education are proposed. Thus, it is necessary to frame the expectations as to the role of school and teachers, which seem to be overestimated in the set of actions that the society must implement so that there is significant improvement in the teaching quality.
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Clark, Renia H. "Teacher Research and Leadership the Write Way: The Appalachian Writing Projects Impact in Rural Virginia." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1295.
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The purpose of this study was to research one specific approach to developing and sustaining rural teacher leaders in a high-poverty area with limited resources for teachers. The study investigates The Appalachian Writing Project, a nonprofit organization serving far southwest Virginia and how the AWP has affected rural teachers in educational leadership positions and the resulting impact on educational experiences for students.
The participants in this study represent a unique population, composed of certified teachers in extreme southwest Virginia who have completed the Appalachian Writing Project's Invitational Summer Institute (2001-2010) and serve as Teacher Consultants for that organization.
Qualitative data were gathered through a survey, interviews, and document analysis for the purpose of identifying and analyzing the variables that lead teachers to: apply to the Appalachian Writing Project, remain active in the AWP, and ultimately become leaders within the orgaizational structure. The research results provide strong evidence to suggest that participants' pedagogical practices are positively impacted as a result of participation in the Appalachian Writing Project, and in the participants' opinion students are positively impacted in terms of student achievement. The study also reveals that Teacher Consultants continue to conduct research in their classrooms after the summer institute and that Teacher Consultants have accepted both formal and informal leadership positions as a result of their inquiry. Finally, the results of the study revealed that the Appalachian Writing Project sustains and supports Teacher Consultants in their leadership positions.
Resulting recommendations include encouraging school divisions to consider the Appalachian Writing Project's research findings and contract with the AWP for professional development. Also, school administrators might want to encourage and fund lead teachers who wish to apply to the Appalachian Writing Project's Invitational Summer Institute. Finally, school administrators whose schools include AWP Teacher Consultants might want to continue to support, encourage and fund them within the site and school division. While the study suggests a definite link between teacher participation in the Appalachian Writing Project and student achievement, more research could provide statistical data to link participation in the AWP to improved student achievement.
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Facco, Marília Alves. "Atividade docente em uma escola pública paulista de ensino fundamental I: análise da apropriação e do emprego das propostas do Programa Ler e Escrever em sala de aula." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16087.
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Previous issue date: 2013-05-23<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study aimed to examine the appropriation by a teacher of the guidelines of an educational program called "Read and Write," offered by the Office of Education of the state of São Paulo, checking whether and how that learning was incorporated into her professional activity. Similarly, it was tried to grasp the senses and meanings constituted by this teacher to her teaching profession. The theoretical approach of the sociocultural psychology was used, as well as that of the French clinical activity. The study was conducted in a public elementary school, located in the district of Brasilândia, São Paulo, SP, Brazil. After discussing the investigation with school s managers and the group of teachers, one of them, who taught at the 1st grade, agreed to be involved in it. The strategies for collecting information, interviews with the teacher, classroom s observations, video recordings of the teacher s classes and simple self-confrontation were used. Of all the video recorded classes, the teacher chose three episodes of approximately 10 minutes each, all of them watched and discussed between her and researcher. In data analysis, the core meanings of the teacher s discourse were constituted, as suggested by Aguiar and Ozella (2006). The results pointed out that the senses and meanings attributed by the teacher to her teaching activity were strongly linked to the pleasure of teaching, and to the feelings of security that the profession gave to her. In addition, it was shown that the teacher found difficulties in articulating the program s theory to her daily practices. Although believing that she had a constructivist practice, her activities were still a blend of traditional and constructivist teaching. These problems were connected to the difficulties encountered by teachers in continuing education, since the person responsible for leading it (called in Brazil educational coordinator ) was not adequately trained for this task. The simple self-confrontation allowed the teacher to observe herself performing her educational activities and discussing them with the researcher, what permitted her to initiate a process of evaluation of her own conduct, postures and attitudes in relation to the pupils. Moreover, the participation in the research provided the teacher an opportunity for creating new senses and meanings for her Professional activities. As a consequence, she could transform them in a way more compatible with the ideas of the "Read and Write" Program<br>Este trabalho buscou analisar como se dá a apropriação das diretrizes de um programa educacional o Programa Ler e Escrever (oferecido pela Secretaria de Estado da Educação de São Paulo), verificando se e como esse aprendizado era incorporado à atividade profissional de uma professora de ensino fundamental I. De igual maneira, buscou-se apreender os sentidos e significados atribuídos à atividade docente. O referencial teórico adotado foi o da psicologia sócio-histórica e o da clínica da atividade. A pesquisa foi realizada em uma escola pública estadual de Ensino Fundamental I, situada no bairro da Brasilândia, na cidade de São Paulo. Após conversa com as gestoras e com o grupo de professores, uma das docentes do 1° ano aceitou participar do estudo. Como estratégias para a coleta de informações, foram utilizadas entrevistas com a professora, observações, videogravações de suas aulas e autoconfrontações simples. De todas as aulas videogravadas, a professora escolheu três delas; os materiais foram editados e transformados em episódios de, aproximadamente, dez minutos, os quais foram vistos e discutidos pela professora e pela pesquisadora. Na análise dos dados, foi empregada a proposta de núcleos de significação (AGUIAR; OZELLA, 2006). Foi possível perceber que os sentidos que a professora atribuía à atividade docente estavam fortemente atrelados ao prazer sentido em lecionar e à segurança que a profissão lhe proporcionava. Contudo, encontrava dificuldades para articular a teoria que embasava o Programa com suas práticas cotidianas. Apesar de almejar uma prática construtivista, suas atividades ainda eram marcadas pela mescla entre ensino tradicional e construtivista. Esses entraves estavam ligados, também, às dificuldades encontradas pela docente nos momentos de formação continuada, em razão do despreparo da coordenadora pedagógica. A autoconfrontação permitiu que a professora, se observasse e discutisse sua atuação com a pesquisadora, o que resultou num processo reflexivo sobre sua conduta, suas posturas e suas atitudes frente aos alunos, oportunizando uma ocasião para ressignificar sua prática, rumo à constituição de novos sentidos para sua atividade profissional
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Ohta, Renka. "Integrated listening-to-write assessments: an investigation of score generalizability and raters’ decision-making processes." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6232.
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In measuring second language learners’ writing proficiency, test takers’ performance on a particular assessment task is evaluated by raters using a set of criteria to generate writing scores. The scores are used by teachers, students, and parents to make inferences about their performance levels in real-life writing situations. To examine the accuracy of this inference, it is imperative that we investigate the sources of measurement error involved in the writing score. It is also important to ensure rater consistency, both within a single rater and between raters, to provide evidence that the scores are valid indicators of tested constructs.
This mixed methods research addressed the validity of integrated listening-to-write (L-W) scores. More specifically, it examined the generalizability of L-W scores and raters’ decision-making processes and scoring challenges. A total of 198 high school English learners in Taiwan completed up to two L-W tasks, each of which required them to listen to an academic lecture and respond to a related writing prompt in English. Nine raters who had experience teaching English evaluated each student’s written materials using a holistic scale.
This study employed a univariate two-facet random effects generalizability study (p × t × r) to investigate the effects of tasks and raters on the score variance. Subsequent decision studies (p × T × R) estimated standard error of measurement and generalizability coefficients. Post-rating stimulated recall interview data were analyzed qualitatively to explore raters’ alignment of rating scale descriptors, decision-making behaviors, and scoring challenges.
The results indicated that the majority of score variance was explained by test takers’ ability difference in academic writing proficiency. The raters were similar in their stringency and did not contribute much to score variance. Due to a relatively large magnitude of person-by-task interaction effect, increasing the number of tasks, rather than raters, resulted in a much lower degree of error and higher degree of score generalizability. The ideal assessment procedure to achieve an acceptable level of score generalizability would be to administer two L-W tasks scored by two raters.
When evaluating written materials for L-W tasks, nine raters primarily focused on the content of the essays and paid less attention to language-related features. The raters did not equally consider all aspects of essay features described in the holistic rubric. The most prominent scoring challenges included 1) assigning a holistic score while balancing students’ listening comprehension skills and writing proficiency and 2) assessing the degree of students’ successful reproduction of lecture content. The findings of this study have practical and theoretical implications for integrated writing assessments for high school EFL learners.
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Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.
Full textBooks on the topic "Write teachers"
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Empowering students to write and re-write: Strategies for middle and high school teachers. Eye On Education, 2009.
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Laurie, Lamson, ed. Now write! screenwriting: Exercises by today's best writers and teachers. Jeremy P. Tarcher/Penguin, 2010.
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Walvoord, Barbara E. Fassler. Helping students write well: A guide for teachers in all disciplines. 2nd ed. Modern Language Association of America, 1986.
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Cavey, Diane Walton. Dysgraphia: Why Johnny can't write : a handbook for teachers and parents. 2nd ed. Pro-Ed, 1993.
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Helping students write well: A guide for teachers in all disciplines. 2nd ed. Modern Language Association of America, 1986.
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59 reasons to write: Mini-lessons, prompts, and inspiration for teachers. Stenhouse Publishers, 2015.
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Walvoord, Barbara E. Fassler. Helping students write well: A guide for teachers in all disciplines. 2nd ed. Modern Language Association of America, 1993.
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Browne, Ann. Helping children to write: A guide for teachers and educational professionals. Brownes, 1990.
Find full textBook chapters on the topic "Write teachers"
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Balocco, Anna Elizabeth, Gisele de Carvalho, and Tania M. G. Shepherd. "What Teachers Say When they Write or Talk about Discourse Analysis." In Educational Linguistics. Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_8.
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Tyminski, Andrew M., Tonia J. Land, Corey Drake, V. Serbay Zambak, and Amber Simpson. "Preservice Elementary Mathematics Teachers’ Emerging Ability to Write Problems to Build on Children’s Mathematics." In Research Trends in Mathematics Teacher Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02562-9_11.
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Olstad, Hege Annette, and Majid Rouhani. "Reflection on How to Write the Learning Outcomes for an Online Programming Course for Teachers." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29374-1_48.
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Tourette, Aileen La. "Chapter 11. Writer as Teacher, Teacher as Writer." In Creative Writing Studies, edited by Graeme Harper and Jeri Kroll. Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690210-013.
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Peary, Alexandria. "Taking Self-Help Books Seriously: The Informal Aesthetic Education of Writers." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_9.
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AbstractAesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Writing self-help books, or texts which address a readership interested in learning about writing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continue to do so today (For the purposes of this article, “self-help” refers exclusively to self-help literature offering advice about the act of writing and not to any of the myriad of other self-help topics [dieting, relationships, and so forth]). The evolution of these self-help books paralleled the development of college and university writing courses that arose early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this chapter, I perform a textual analysis of five twentieth-century self-help books, all attracting substantial readership: Dorothea Brande’s Becoming a Writer (1934); Brenda Ueland’s If You Want to Write (1938); Peter Elbow’s Writing Without Teachers (1973); Natalie Goldberg’s Writing Down the Bones (1986); and Anne Lamott’s Bird by Bird (1995). An examination of these popular twentieth-century self-help books reveals four areas of overlapping content. Collectively, self-help books on writing address the role of the unconscious in composing, issues of control, the holistic nature of composing, and failures in traditional teaching, and they all formulate a broader argument about the universal ability of humans to be creative.
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Young, Ross, and Felicity Ferguson. "Be a writer-teacher." In Writing for Pleasure. Routledge, 2020. http://dx.doi.org/10.4324/9780429268984-21.
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Cooker, Lucy, Tony Cotton, and Toft Helen. "How we wrote this book." In Being a Teacher. Routledge, 2018. http://dx.doi.org/10.4324/9781315463179-2.
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Young, Ross, and Felicity Ferguson. "A guide to becoming a writer-teacher." In Real-World Writers. Routledge, 2020. http://dx.doi.org/10.4324/9780429268960-16.
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de Vries, Peter. "I Wrote a Novel About My Teaching Life – So What?" In Teacher Learning and Development. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-4642-1_14.
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Bizzaro, Patrick. "The Writer-Teacher in the United States: The Place of Teachers in the Community of Writers." In A Companion to Creative Writing. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118325759.ch27.
Full textConference papers on the topic "Write teachers"
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Ratih, Rina. "Do Teachers of Lecturers need to Write Children’s Literature?" In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.23.
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Tegeh, I. Made, Luh Putu Putrini Mahadewi, and I. Nyoman Jampel. "Identify and Analysis of Society Opinion about Read Write Arithmetic in Early Chilhood Education." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.89.
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Shalom, Ilan Bar. "Meaningful Learning And Motivation To Write. Teachers-Students Building A Website Togheter." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.101.
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Indrawati, T., E. Sukma, A. Suriani, and N. Fadillah. "The Problem of Teachers In Learning To Write Poetry In Elementary School." In The 3rd International Conference on Advance & Scientific Innovation. EAI, 2020. http://dx.doi.org/10.4108/eai.20-6-2020.2300721.
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Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.
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Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.
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Fojcik, Marcin, Martyna K. Fojcik, Lars Kyte, Bjarte Pollen, and Jan Ove Rogde Mjånes. "TEACHING IN DIGITAL SURROUNDINGS – STUDENTS OPINION ON DIGITAL TOOLS AND DIGITAL LECTURES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end059.
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In today’s world, education in higher education institutions needs to use digital technologies to reach students without them being in the same room as the teacher. The “classical lecture”, with a teacher talking and writing on a blackboard interacting with students, has been in many ways exchanged with different digital or hybrid solutions. On one hand, it allows teachers to challenge their practices and try new ways of engaging students to learn, but on the other hand, it can be challenging to master different digital solutions in a way that ensures a clear message for the students. When the whole world went into lockdown, the education at all levels needed to emergency transform learning in classrooms to learning through digital platforms. New structures had to be made, new routines, and new approaches. For some subjects it was not enough to move from sitting in a lecture room to sitting in front of a computer, it was necessary to develop solutions for presenting different programs or motivating students to be active, even if they were without a camera or microphone. Some teachers needed a blackboard to write and draw on while they talk, others needed to change between different programs to show different representations or purposes. In some cases, the digital lectures were synchronous, with teachers and students meeting at the same time to discuss a topic both in small and big groups, other times the digital lectures were asynchronous to give the students more time to prepare themselves and to activate their learning by giving them a responsibility to study individually (self-study). After few months of trying different solutions, the teachers from Western Norway University of Applied Sciences (HVL) and Volda University College (HVO) have investigated the student’s views on the different solutions they have experienced. The students were asked to answer an anonymous questionnaire of their opinion, views, and experiences with different digital solutions. The results were categorized and analyzed to select some tools or approaches that most of the students found either better or worse for their learning.
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Mayarnimar, Dr, and Dr Taufina. "Validity Analysis of the VARK (Visual, Auditory, Read-Write, and Kinesthetic) Model - Based Basic Reading and Writing Instructional Materials for the 1st Grade Students of Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.141.
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Ma, Yingzhi, and Yu Sun. "Rational Mobile Application to Detect Language and Compose Annotations: Notespeak App." In 10th International Conference on Information Technology Convergence and Services (ITCSE 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110918.
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Students in international classroom settings face difficulties comprehending and writing down data shared with them, which causes unnecessary frustration and misunderstanding. However, utilizing digital aids to record and store data can alleviate these issues and ensure comprehension by providing other means of studying/reinforcement. This paper presents an application to actively listen and write down notes for students as teachers instruct class. We applied our application to multiple class settings and company meetings, and conducted a qualitative evaluation of the approach.
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Banno, Mariasole, Andrea Albertini, Ileana Bodini, Sandro Trento, and Valerio Villa. "Theatre teaches." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8098.
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Theatre teaches is a new experiment carried out at the University of Brescia. The growing importance of transversal competences i.e. those skills that essentially concern attitudes in the workplace and interpersonal relationships such as team work, language and communication skills, gave us the idea to develop an educational innovation to help students bring out these skills. We asked students to wrote a play using topics seen in class. So, they tried to wrap their mind around it and worked in team to write a script and get him to scene. Not to be confused to business theatre, this method is applicable in any framework. The assessment results reveal that students appreciate this method because this work helps them to express theirself better and, in general terms, they could improve their non techniocal skills. In conclusion, we can say that this experiment has been a success and gave the students the opportunity to show transversal competences. The ability to communicate, to teamworking, to manage conflicts, to speak in public, to problem solving, creativity, imagination, the ability to manage unforeseen situations and tolerate pressure and stress, leadership skills, negotiation skills and the ability to motivate are just few of the emergent competences.
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.
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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
Reports on the topic "Write teachers"
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.
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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.