Gotowe bibliografie tematyczne / Interstate teachers

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Gotowa bibliografia na temat „Interstate teachers”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 12 lutego 2022

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Artykuły w czasopismach na temat "Interstate teachers"

Kuo, Nai-Cheng. "Rethinking edTPA: The Use of InTASC Principles and Standards." Journal of Educational Issues 4, no. 1 (March 19, 2018): 47. http://dx.doi.org/10.5296/jei.v4i1.12691.

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The Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers 1.0, developed by the Council of Chief State School Officers (CCSSO, 2013) in the United States, provide a set of expectations for essential knowledge, critical disposition, and performance needed for high-quality teaching. In this article, there are two parts. Part I addresses issues found in a current mandatory policy—edTPA. Part II explores how teacher educators can use the national teacher education standards to create a learning community where the voices

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Buckley, Paul. "Controversial and Difficult Issues in Aboriginal Teacher Education – Some Western Educators' Views of Aboriginal Teacher Training." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 26–34. http://dx.doi.org/10.1017/s1326011100002222.

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The interviews and discussions which are the main focus of this paper were conducted with five experienced teachers involved with Aboriginal education in remote rural schools in the Northern Territory – the minimum experience being five continuous years and the most being 15 years. Although the teachers have had greater experience working in the southern regions of the Northern Territory, many have experience in the Top End, interstate or overseas experience in indigenous and special education. As all ofthe teachers are stationed in the Northern Territory and all are currently teaching or supp

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Ikmal, Happy. "Pengembangan Profesional Awal Guru Pendidikan Agama Islam dan Strategi untuk Melanjutkan Pengembangannya." Progressa: Journal of Islamic Religious Instruction 3, no. 1 (May 27, 2019): 35–44. http://dx.doi.org/10.32616/pgr.v3.1.160.35-44.

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Teaching is lifelong learning. Turning on all the time, new and old teachers, beginners or professionals will still grapple with how to improve many aspects of teaching, each year demanded to show more improvement. Every idea considers continuing professional development throughout your career. This article examines the following questions: 1. How to start assessing a teacher's professional skills? 2. Do teachers need to understand the standards used by others to assess their professional skills? 3. What model is used to describe the teacher's journey from 'beginner' to 'expert'? 4. How do exp

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Darling-Hammond, Linda, and Gary Sykes. "Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge." education policy analysis archives 11 (September 17, 2003): 33. http://dx.doi.org/10.14507/epaa.v11n33.2003.

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Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qua

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Costrell, Robert M., and Michael Podgursky. "Distribution of Benefits in Teacher Retirement Systems and Their Implications for Mobility." Education Finance and Policy 5, no. 4 (October 2010): 519–57. http://dx.doi.org/10.1162/edfp_a_00015.

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While it is generally understood that defined benefit pension systems concentrate benefits on career teachers and impose costs on mobile teachers, there has been very little analysis of the magnitude of these effects. The authors develop a measure of implicit redistribution of pension wealth among teachers at varying ages of separation. Compared with a neutral system, we find that often about half of an entering cohort's net pension wealth is redistributed to teachers who separate in their fifties from those who separate earlier, and we also identify some variation across six state systems. Th

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Borisenkov, Vladimir, Olga Gukalenko, and Viktor Pustovoitov. "Digitalization of education: trends in teacher training." E3S Web of Conferences 273 (2021): 12075. http://dx.doi.org/10.1051/e3sconf/202127312075.

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Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects

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Gentry, Roberta. "The Content of Beginning Special Educators' Conversations with Their Electronic Mentors." Journal of International Special Needs Education 19, no. 1 (April 1, 2016): 34–45. http://dx.doi.org/10.9782/jisne-d-15-00030.1.

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Abstract This exploratory study examined the frequency and content of text-based interactions between special education mentors (n=22) and mentees (n=50) within the Electronic Mentoring for Student Success Program (eMSS). Perceived outcomes of participants, based on an open ended survey question, were also analyzed. The Interstate Teacher Assessment and Support Continuum (InTASC) Model Core Standards (2011) were used to qualitatively code the conversations between novice teachers and their mentors. Support for all standards was found with learning environments (n=850), professional learning an

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Marinenko, O. P. "The Role of University Teachers in the Assistance to International Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 4 (April 21, 2019): 124–33. http://dx.doi.org/10.31992/0869-3617-2019-28-4-124-133.

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The idea of providing additional assistance and support to international students is being widely popularized in the global scientific community. This is due to the fact that the number of these students is constantly increasing and they have to encounter numerous problems. There are three main areas of international students’ assistance: didactic assistance focused on the learning process; psychological assistance as the prevention and solution of psychological and emotional problems; sociocultural assistance dealing with adaptation to new environment. This article presents the results of the

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Prakasam, Geetha Rani. "Does financing universal elementary education reduce interstate disparity?" International Journal of Development Issues 14, no. 1 (April 7, 2015): 73–96. http://dx.doi.org/10.1108/ijdi-07-2014-0054.

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Purpose – The purpose of this paper is to examine resource allocation under the centrally sponsored scheme Sarva Shiksha Abhiyan (SSA) and its impact on development of elementary education in India. First, the author describes the current educational disparity across states in terms of state funding. Second, the author shows that interstate disparities in education resources have more to do with capacity of states to finance elementary education. For this, the author examines funding mechanism under SSA, focusing on principles of adequacy and absorptive rates. Third, the author analyzes the im

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Wilkerson, Judy R., Lasonya L. Moore, W. Steve Lang, and Jingshun Zhang. "Comparison of Students in Teacher Education from China and the USA: An Assessment of Dispositions." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 109–26. http://dx.doi.org/10.26803/ijlter.19.11.7.

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This study explored whether differences in teacher candidate dispositions exist between Chinese and American students, while continuing validation of the updated Beliefs About Teaching Scale (BATS2). BATS2 incorporated the Rasch model of item response theory on Thurstone dichotomous items to measure commitment to the Interstate Teacher Assessment and Support Consortium Standards (InTASC) along the levels of the Bloom/Krathwohl affective taxonomy. This research is a unique combination of theories and practice – standards-based items, affective taxonomy, and modern measurement theory. Differenti

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Rozprawy doktorskie na temat "Interstate teachers"

Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.

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[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earlie

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Gould, Tate O'Gara Malloy Carol E. "A longitudinal analysis of the effects of collective bargaining on interstate teacher salary differences from 1960 to 2000." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1111.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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Książki na temat "Interstate teachers"

Kashirkina, Anna, and Andrey Morozov. Russia, Euroasian economic union and World Trade Organization. ru: INFRA-M Academic Publishing LLC., 2014. http://dx.doi.org/10.12737/6432.

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The monograph is the first scientific publication, considering the complex international legal issues of the integration of rapprochement of the Russian Federation, Belarus and Kazakhstan after the signing of the Heads of State May 29, 2014 the Treaty on the Eurasian Economic Union. The monograph is held international legal analysis of the contractual framework prior Eurasian Economic Union integration union – Customs Union. The position of the new interstate integration association – the Eurasian Economic Union – as a subject of public international l

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Dunn, Sheila G. Case stories for elementary methods: Meeting the INTASC standards. Boston: Prentice Hall, 2009.

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1951-, Darling-Hammond Linda, and Educational Resources Information Center (U.S.), eds. The validity of National Board for Professional Teaching Standards (NBPTS)/Interstate New Teacher Assessment and Support Consortium (INTASC) assessments for effective urban teachers: Findings and implications for assessments. [College Park, MD: NPEAT, University of Maryland, College of Education, 2000.

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Case Stories for Elementary Methods. Prentice Hall, 2008.

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Streszczenia konferencji na temat "Interstate teachers"

Novikov, A. N., та M. S. Novikova. "МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ". У Geosistemy vostochnyh raionov Rossii: osobennosti ih struktur i prostranstvennogo razvitiia. ИП Мироманова Ирина Витальевна, 2019. http://dx.doi.org/10.35735/tig.2019.20.67.004.

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География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его о

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