Bibliografías temáticas / Missouri Parents as Teachers

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Literatura académica sobre el tema "Missouri Parents as Teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 6 de febrero de 2022

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Artículos de revistas sobre el tema "Missouri Parents as Teachers"

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Sines, Jacob O. "Teachers' norms and teacher-parent agreement on the Missouri children's behavior checklist". Journal of School Psychology 26, n.º 4 (diciembre de 1988): 413–16. http://dx.doi.org/10.1016/0022-4405(88)90050-7.

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Ekblad, Mikael O., Emily Rolan, Kristine Marceau, Rohan Palmer, Alexandre Todorov, Andrew C. Heath y Valerie S. Knopik. "Disruptive Behavior in Siblings Discordant for Exposure to Maternal Smoking During Pregnancy: A Multi-rater Approach". Nicotine & Tobacco Research 22, n.º 8 (17 de noviembre de 2019): 1330–38. http://dx.doi.org/10.1093/ntr/ntz214.

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Abstract Introduction Maternal smoking during pregnancy (SDP) is associated with disruptive behavior. However, there is debate whether the SDP-disruptive behavior association is a potentially causal pathway or rather a spurious effect confounded by shared genetic and environmental factors. Aims and Methods The Missouri Mothers and Their Children Study is a sibling comparison study that includes families (n = 173) selected for sibling pairs (aged 7–16 years) discordant for SDP. Critically, the sibling comparison design is used to disentangle the effects of SDP from familial confounds on disruptive behavior. An SDP severity score was created for each child using a combination of SDP indicators (timing, duration, and amount of SDP). Multiple informants (parents and teachers) reported on disruptive behavior (i.e., DSM-IV semi-structured interview, the Child Behavior Checklist, and Teacher Report Form). Results The variability in disruptive behavior was primarily a function of within-family differences (66%–100%). Consistent with prior genetically informed approaches, the SDP–disruptive behavior association was primarily explained by familial confounds (genetic and environmental). However, when using a multi-rater approach (parents and teachers), results suggest a potentially causal effect of SDP on disruptive behavior (b = 0.09, SE = 0.04, p = 0.03). The potentially causal effect of SDP remained significant in sensitivity analyses. Discussion These findings suggest that familial confounding likely plays a complex role in the SDP–disruptive behavior association when examining both parent and teacher reports of behavior. Importantly, the current study highlights the importance of multiple raters, reflecting a more comprehensive measure of complex behaviors (e.g., disruptive behavior) to examine the teratogenic effects of SDP. Implications Our study provides additional evidence that controlling for genetic and family factors is essential when examining the effect of SDP on later behavioral problems, as it explains a portion of the association between SDP and later behavioral problems. However, we found a significant association between SDP and disruptive behavior when using a multi-rater approach that capitalizes on both parent and teacher report, suggesting that parent and teacher ratings capture a unique perspective that is important to consider when examining SDP–behavior associations.
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Hass-Wisecup, Aida, Erin Kenny y Kayleb Adams-Derousse. "The Value of Fathering for Incarcerated Offenders: Implementing the “Parents as Teachers” Curriculum in Greene County, Missouri". International Journal of Social Science Studies 9, n.º 4 (28 de junio de 2021): 22. http://dx.doi.org/10.11114/ijsss.v9i4.5276.

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Research literature demonstrates the positive contributions of a nurturing father in the lives of young people as well as the reduction of recidivism for active fathers. The current study provides support for this model by highlighting the need for programming that enhances the relationship between incarcerated fathers and their children during their period of absence and while transitioning back into society and their family roles. The authors observed a parenting education program for incarcerated fathers twice weekly for a period of twelve weeks. The research noted three promising themes in the programming which could be expanded and implemented in other facilities. Fathers sought to improve their capacity to engage in “intentional conversations,” where they learned about modeling desirable behavior, being honest, and avoiding giving children mixed messages. Fathers also began the uncomfortable process of unpacking their own childhoods and overcoming poor parental models as they realized that “parenting makes a difference.” Through the program, fathers were encouraged to develop a “toolkit” of more positive parenting responsibilities and responses. Finally, fathers were introduced to the idea of “healthy relationships,” including creating strong boundaries and new types of relationship knowledge.
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Gagliardi, Monte, Marianne Neighbors, Caile Spears, Scott Byrd y Jamin Snarr. "Emergencies in the School Setting: Are Public School Teachers Adequately Trained to Respond?" Prehospital and Disaster Medicine 9, n.º 4 (diciembre de 1994): 222–25. http://dx.doi.org/10.1017/s1049023x00041431.

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AbstractIntroduction:This study attempted to determine the extent of training and emergency care knowledge of public school teachers in midwestern states. A secondary purpose was to assess the frequency of injury and illness in the school setting requiring the teacher to first respond.Method:A questionnaire and 14-item, scenario-based, emergency medical care test was developed and pretested. A discrimination index was used for validation of the instrument and a reliability coefficient of .82 was computed using the Kuder-Richardson Formula 20. A randomly recruited group of public school nurses from Arkansas, Kansas, and Missouri administered the instrument to 334 teachers who had no prior knowledge of the test. A random telephone survey of local school patrons also was completed to determine parental assumptions and expectations for emergency care and cardiopulmonary resuscitation (CPR) training in teachers.Results:One-third (112 teachers) had no specific training in first-aid and 40% never had been trained in CPR. However, most (87%) of the respondents strongly agreed that emergency care training should be required in teacher preparation programs. Eighteen percent of the teachers responded to more than 20 injured or ill students annually, and 17% reported that they had encountered at least one life-threatening emergency in a student during their career. The average score for all respondents on the emergency care test was 58% (X2 = 8.12±2.42). Those with prior first-aid training averaged 60.5% (X2 = 8.47±2.32). Significant deficiencies were noted for recognition and appropriate treatment of student emergencies involving basic life support (BLS) and airway interventions, diabetic emergencies, and treatment of profuse bleeding. Forty of the 50 (80%) parents surveyed assumed that all teachers were adequately trained in first-aid and CPR.Conclusion:Public school teachers represent a potentially effective first-response component during disasters and isolated emergencies in the school environment. Overall, most of public school teachers in this study were deficient in both training and knowledge of emergency care and BLS modalities. Lack of effective, formal emergency care training in teacher preparation programs coupled with no continuing education requirement is a possible explanation of these results. Emergency medical services providers should seek opportunities to help with first-responder training and continuing education in their schools.
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SPENCINER, LORAINE J. "Parents and Teachers". Journal of Early Intervention 16, n.º 3 (julio de 1992): 288–89. http://dx.doi.org/10.1177/105381519201600308.

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APPELL, DONNA J., MAGGIE WEBER HOFFMAN, NANCY B. SPELLER, PATRICIA L. WEINER y DAVID L. MERYASH. "Parents as Teachers". Journal of Developmental & Behavioral Pediatrics 17, n.º 2 (abril de 1996): 105???106. http://dx.doi.org/10.1097/00004703-199604000-00008.

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Andersson, Theodore. "Parents as Teachers". Hispania 74, n.º 2 (mayo de 1991): 426. http://dx.doi.org/10.2307/344853.

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Goldsmith, Marlene. "Parents as Teachers". Australian Journal of Forensic Sciences 24, n.º 1-2 (junio de 1992): 35–37. http://dx.doi.org/10.1080/00450619209411035.

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Harris, Sandra L. "Parents As Teachers:". Child & Family Behavior Therapy 8, n.º 4 (13 de marzo de 1987): 39–47. http://dx.doi.org/10.1300/j019v08n04_03.

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Nudd, Mary Ellen. "Parents as teachers project". Journal of Prevention & Intervention in the Community 6, n.º 2 (1989): 67–70. http://dx.doi.org/10.1080/10852358909511177.

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Tesis sobre el tema "Missouri Parents as Teachers"

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Edson, Phyllis Quigg Singer Joseph F. "The effect of the Missouri Parents as Teachers Program on the parents' knowledge of infants". Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Business and Public Administration and Dept. of Political Science. University of Missouri--Kansas City, 2005.
"A dissertation in public affairs and administration and political science." Advisor: Joseph F. Singer. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 62-64 ). Online version of the print edition.
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Roache, Roberta Savone. "Missouri Public School Teachers' Perception of Tenure". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728019.

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In the state of Missouri, 550 public school superintendents were selected to have their district teachers participate in a study to provide information regarding the perception of teacher tenure. Approximately 64,000 PreK-12 public school teachers in Missouri were sent an 18 question online survey designed by the researcher to assess Missouri public school teachers’ perception of teacher tenure. A sample of 497 Missouri teachers participated in this study. Sub-questions of the purpose of the research study were adapted from Kersten (2006): (1) When teachers achieve tenure, are they more effective and highly qualified? (2) If teacher tenure was eliminated, would student achievement increase? (3) Does the teacher tenure law in Missouri protect good teachers from arbitrary dismissal? and (4) Do teachers have knowledge of the proposed revised tenure law in Missouri? The respondents were prompted to identify gender, years in current position, education level, description of grade levels in school building, and school district’s region. The research study findings produced several conclusions which included the following: (1) Teacher tenure in Missouri does not determine if teachers are effective and highly qualified; (2) Abolishing tenure or changing the current tenure law will not improve student achievement; (3) Tenure is perceived to protect competent teachers from arbitrary dismissal; however, incompetent or ineffective teachers are seldom dismissed; and (4) Many teachers have knowledge of the proposed revised teacher tenure law in Missouri, and they learned of the upcoming legislation from professional teaching organizations.

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Walker, Weston D. "Retention and attrition of Missouri agriculture teachers /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060155.

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Stucker, Marcus Hutchinson Sandy. "Missouri kindergarten teachers' perceptions of early childhood experiences". Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6621.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Sandy Hutchinson. Vita. Includes bibliographical references.
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Watson, Donald Ray. "The Missouri teacher workforce : a model of turnover /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988712.

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Rhea, Marilyn Sue. "Field experiences in science teacher preparation programs of Missouri". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052240.

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Harrison, Barbara A. "Missouri secondary vocational education teachers' concerns regarding Internet adoption /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012975.

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Wutke, Michael A. "Missouri new-teacher attrition : why are they leaving the profession? /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164553.

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Widener, Becky J. "The influences of the Missouri Geographic Alliance on geography competence of students in Missouri public schools /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737856.

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Ko, Jang Wan. "Performance standards and labor market outcomes of postsecondary career and technical education in Missouri /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091938.

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Libros sobre el tema "Missouri Parents as Teachers"

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Honor, celebrate, and imagine a centennial history of Missouri PTA. Virginia Beach, Va: Donning Co. Publishers, 2012.

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Tesar, Jenny E. Parents as teachers. Nashville, Tenn: Southwestern Co., 1992.

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Evan, Forbes, ed. Internet for teachers & parents. Huntington Beach, CA: Teacher Created Materials, Inc., 1996.

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Parents are important teachers. Kansas City, Mo: Westport Pub., 1990.

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1931-, Richards Larry, ed. Parents: Round-the-clock teachers. Elgin, Ill: D.C. Cook Pub. Co., 1988.

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Robinson, Ann. Reading: Parents, children and teachers. London: National Children's Bureau, 1985.

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Parents and teachers: Power and participation. London: Falmer Press, 1996.

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1948-, Benjamin Susan J., ed. Survival kit for teachers and parents. 2a ed. Glenview, IL: Good Year Books, 1993.

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Swick, Kevin J. Parents and teachers as discipline shapers. Washington, D.C: NEA Professional Library National Education Association, 1985.

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1947-, Turner Elizabeth, ed. Dyslexia: A parents' and teachers' guide. Clevedon, England: Multilingual Matters, 1998.

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Capítulos de libros sobre el tema "Missouri Parents as Teachers"

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Sanders, Mavis G. "Teachers and Parents". En International Handbook of Research on Teachers and Teaching, 331–41. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_21.

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Wilmshurst, Linda y Alan W. Brue. "Teachers and Parents". En The Complete Guide to Special Education, 3–10. Third edition. | New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315111568-2.

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Happ, Christian y André Melzer. "‘Dear Researcher, Gamers, Parents, and Teachers …’". En Empathy and Violent Video Games, 45–56. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137440136_4.

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Gray, Lee-Anne. "Homework: Students, Parents, Families, and Teachers". En Educational Trauma, 103–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_10.

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Samsonov, Gil. "Rebellion against teachers, admiration for parents". En Netanyahu and Likud's Leaders, 61–71. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Israeli history, politics and society ; 67: Routledge, 2020. http://dx.doi.org/10.4324/9780429026119-7.

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Iseman, Jacqueline S., Stephan M. Silverman y Sue Jeweler. "Communication Between Teachers, Parents, and Professionals". En 101 school success tools for students with ADHD, 153–67. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232568-9.

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Ní Dhuinn, Melanie, Chris Byrne y Mark Prendergast. "Teachers’ and Parents’ Perspectives on Curriculum Reform". En Curriculum Change within Policy and Practice, 21–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_2.

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Wong, Melanie y Missy Morton. "Parents’ Lived Experiences of Teachers’ Construction of Giftedness". En Inclusive Education, 213–29. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-866-2_14.

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Huang, Hanyun. "Beyond the Survey: What Parents and Teachers Said". En Social Media Generation in Urban China, 113–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45441-7_7.

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Bedi, Jatinder S. "Focused Group Discussion with Students, Parents and Teachers". En India Studies in Business and Economics, 205–17. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1492-6_8.

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Actas de conferencias sobre el tema "Missouri Parents as Teachers"

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Sanrattana, Unchalee y Sirinan Surapaithun Saepung. "Career Perspectives of Autism’s Parents and Teachers". En 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.61.

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Marom, Ronit. "Joint educational committees (teachers and parents) – improving status of elementary school teachers". En ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.58.

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Kumvekera (Mukwewa), Roseline Torai y Richard Chinopwa. "PARENTS IN TEACHERS’ SHOES AT FIRST GRADE LEVEL". En 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1497.

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Jagiełło, Ewa. "COOPERATION BETWEEN THE TEACHERS OF KINDERGARTEN AND PARENTS – ACCORDING TO THE PARENTS’ OPINION (PART 1)". En 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0319.

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Tereshchenko, Vladimir V. "Perception of children reaching adulthood by parents and teachers". En The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-31.

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Stamin, Cristina Manuela. "Digital technologies in support of students, teachers and parents". En Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p185-187.

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The use of digital teaching-learning methods and technologies in the didactic activity contributes to the improvement of the quality of the instructive-educational process, having an active-participatory character and a real active-formative value on the student's personality. In the socio-cultural tradition, ICT is defined as a means of mediation for knowledge, and from a dialogical perspective, it is seen as a means of opening, deepening and broadening the aspirations of dialogue. We must not forget that learning does not only involve the accumulation of knowledge, but growth, enrichment, evolution. Some rules can be stated for the successful integration of ICT in teaching. First of all, we must be sure that we have control over the material, both in terms of content and format, even if you are supported by an ICT specialist. Then it is necessary to have a plan on paper, separate from the material on digital media, the purpose and form of the presentation should not be very clear. Above all, the focus must be on the student and his learning needs. The biggest danger in any teaching-learning project that includes ICT and to be more focused on technology / creativity, not on the student-receiver and his learning needs.
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Muthmainnah, Nur Hayati, Rina Wulandari y Arumi Savitri Fatimaningrum. "Developing the Material Guidebook on Parents Gathering to Improve Parents and Teachers’ Knowledge of Children Care". En 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.045.

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Vasikova, Jana. "Integration In Kindergarten: Yes Or No? (Teachers’ And Parents’ Views)". En 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.76.

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Maimon, Ronit Malka. "On Parents And Teachers' Attitudes Towards Parental Involvement In School". En ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.18.

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Chipysheva, Lyudmila Nikolaevna y Tatyana Viktorovna Bykova. "Active approach to pupils, parents and teachers interaction: knowledge observation". En VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80417.

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Informes sobre el tema "Missouri Parents as Teachers"

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Jacob, Brian y Lars Lefgren. What Do Parents Value in Education? An Empirical Investigation of Parents' Revealed Preferences for Teachers. Cambridge, MA: National Bureau of Economic Research, julio de 2005. http://dx.doi.org/10.3386/w11494.

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Vollet, Justin. Capturing Peers', Teachers', and Parents' Joint Contributions to Students' Engagement: An Exploration of Models. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5658.

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Pape, Barbara. Learning in the 21st Century: How the American Public, Parents, and Teachers View Students’ Potential and Their Learning Experience. Digital Promise, mayo de 2019. http://dx.doi.org/10.51388/20.500.12265/66.

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Learning in the 21st Century is the first in a series of surveys we plan to conduct to explore how teachers, parents, and the general public view learning and what impacts learning in order to help students reach their potential.
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Watkins, Susan y Adam Ashforth. An Analysis of the Political Economy of Schooling in Rural Malawi: Interactions among Parents, Teachers, Students, Chiefs and Primary Education Advisors. Research on Improving Systems of Education (RISE), mayo de 2019. http://dx.doi.org/10.35489/bsg-rise-wp_2019/031.

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima y Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), enero de 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, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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Roschelle, Jeremy y Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, diciembre de 2020. http://dx.doi.org/10.51388/20.500.12265/107.

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Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.
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Lavadenz, Magaly, Elvira Armas y Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson y Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, febrero de 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Thomson, Sue, Nicole Wernert, Sima Rodrigues y Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, diciembre de 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Tuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.

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This guide was developed for public health technicians working with the Ministry of Health as part of the Kenya Adolescent Reproductive Health Project Tuko Pamoja (We Are Together). It can be used by anyone wishing to broaden their understanding of adolescent reproductive health (RH) issues and improve communication with young people. Providing young people with support by talking with and listening to them as well as ensuring they have access to accurate information can help them understand the wide range of changes they are experiencing during adolescence. Although parents, teachers, religious and community leaders, and health-care providers are expected to educate adolescents about personal and physical development, relationships, and their roles in society, it may be difficult for them to do so in a comfortable and unbiased way. For these reasons, it is important to meet adolescents’ need for information and services. Adolescent RH education provides information about reproductive physiology and puberty; protective behavior; and the responsibilities and consequences that come with sexual activity. Providing young people with accurate RH information promotes sexual health and well-being, and supports healthy, responsible, and positive life experiences, as well as preventing disease and unintended pregnancy.
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