Gotowe bibliografie tematyczne / Teachers' assistants

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Gotowa bibliografia na temat „Teachers' assistants”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Teachers' assistants"

Siahaan, Sry Mora Yuni, and Adaninggar Septi Subekti. "Pre-Service English Teachers’ Professional Identity Development: A Case Study." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (December 3, 2021): 198. http://dx.doi.org/10.31002/metathesis.v5i2.4231.

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<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication ski

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Fortner, C. Kevin, David C. Kershaw, Kevin C. Bastian, and Heather H. Lynn. "Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers who Were Teaching Assistants First." Teachers College Record: The Voice of Scholarship in Education 117, no. 11 (November 2015): 1–30. http://dx.doi.org/10.1177/016146811511701104.

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Background/Context In response to a shortage of highly qualified teachers, states and school districts have enacted a number of policy innovations over the last two decades. While researchers have evaluated many of these reforms, little is known about the initial effectiveness of individuals with prior teaching assistant experience. We review existing literature related to teaching assistants and utilize administrative data to examine a number of characteristics of individuals who transition from work as teaching assistants to jobs as regular classroom teachers. Study Purpose Individuals who b

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Badrun, Fitriana, Anwar Ismail, and Ade Ismail. "TEACHERS' PERSPECTIVE ON TEACHING ASSISTANCE PROGRAM OF MERDEKA BELAJAR KAMPUS MERDEKA AT SMKN 1 TIDORE." Jurnal Bilingual 13, no. 2 (February 10, 2024): 112–18. http://dx.doi.org/10.33387/j.bilingual.v13i2.7494.

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This research aims to explore and analyse teachers’ perspectives on the teaching assistance program of Merdeka Belajar - Kampus Merdeka at SMK Negeri 1 Tidore Kepulauan. The research used qualitative method with questionnaire as the primer data and interview as the secondary data. The researcher selected three English teachers at SMKN 1 Tidore Kepulauan to involve in this research as a respondent. As a result, Teaching assistants in the MBKM program, supports school teachers with their English lessons. In addition, teaching assistants can adapt to the school and class environment and student b

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Slišković, Ana, and Darja Seršić. "Work Stress Among University Teachers: Gender and Position Differences." Archives of Industrial Hygiene and Toxicology 62, no. 4 (December 1, 2011): 299–307. http://dx.doi.org/10.2478/10004-1254-62-2011-2135.

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Work Stress Among University Teachers: Gender and Position DifferencesThe aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50 %), assistant professors (18 %), associate professors (17 %), and full professors (15 %). Fifty-seven percent of the sample were women. The participants answered a questionnai

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Lee, Jiwon, Sujin Moon, and Jung Bog Kim. "Improving online-based practical teaching competency of preservie science teachers through the learning assistant program." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (August 15, 2023): 13–27. http://dx.doi.org/10.22251/jlcci.2023.23.15.13.

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Objectives Learning Assistant (LA) program was developed for pre-service science teachers to improve their online-based practical teaching competency to conduct online science classes. Methods The online-based teaching competency is defined as instructional design, material development, instructional execution and instructional reflection competency, in order to improve it, LA training course consists of four stages: PCK, planning, practice, and reflection. LA supported course is a science liberal arts class in which learning assistants practice teaching, and consists of the stages of co

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Zrilić, Smiljana, and Antonija Jadrijević Tomas. "Satisfaction of Parents of Children With Difficulties with Participation Of Teaching Assistants." Društvene i humanističke studije (Online), no. 1(14) (February 4, 2021): 223–40. http://dx.doi.org/10.51558/2490-3647.2021.6.1.223.

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The paper presents the relevant assumptions for the successful implementation of inclusive education with special reference to the role of teaching assistants. In the extremely demanding role of teachers in the complex concept of inclusive education, it is necessary to include an assistant. This is one of the key prerequisites for quality inclusion, both in early and preschool education institutions and in school. Faced with the challenges of inclusive upbringing and education, teachers in overcrowded classrooms can not implement inclusion well without assistants. However, it is common not to

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Ananna, Debnath, and Rahman Marzia. "Teaching Assistants (TAS) for Enhancing Students Soft Skills :." DIU Journal of Business and Entrepreneurship 11, no. 01 (December 30, 2019): 70–78. http://dx.doi.org/10.36481/diujbe.v011i1.p31wxe46.

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In the developed countries around the world, for helping both the teachers and students in academia, the concept of Teaching Assistance is a very familiar one. Though this practice is very rare in Bangladeshi context, but it prevails in some of the leading private universities. Teaching assistants have to have an interest in education, a patient, non-judgmental attitude because the primary role of the teaching assistants is to work with teachers to raise the learning and attainment of students so that they can access the curriculum, participate in learning and experience a sense of achievement

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Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.

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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an invent

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Birkeland, Lise. "Ethics and the Special Education Assistant." Paideusis 17, no. 1 (October 21, 2020): 59–65. http://dx.doi.org/10.7202/1072468ar.

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The need for and responsibilities of Special Education Assistants (also known as Teacher Assistants, Teacher Aides, and Education Assistants) in British Columbia are increasing; yet time to consult, plan and receive direction is decreasing due to teachers’ burgeoning workloads and time constraints. Coupled with the fact that SEA’s often have more specific knowledge of the student’s label and educational interventions, these dynamics sometimes create a climate of misunderstanding and confusion of the roles and responsibilities of teachers and their assistants. At times, SEA’s feel unsupported a

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Jackson, Claire, Umesh Sharma, Delphine Odier-Guedj, and Joanne Deppeler. "Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review." Australian Journal of Teacher Education 46, no. 11 (November 2021): 69–88. http://dx.doi.org/10.14221/ajte.2021v46n11.5.

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With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’ perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key t

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Rozprawy doktorskie na temat "Teachers' assistants"

Nash, Maureen Anne. "Teachers and teaching assistants working together : the perceptions of teaching assistants within a national framework." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/578907/.

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This qualitative research study explores Teaching Assistants’ perceptions of their work within mainstream primary schools, reflected in the substantive research question: Working within a national framework – what are teaching assistants perceptions of their working lives? The voices of the TAs themselves are privileged within a field of study where research is mainly undertaken from the viewpoint of the researcher or other stakeholders in schools. This research is set within the context of national frameworks and the discourses surrounding the work of teaching assistants. Whilst this study se

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Stewart, June. "Classroom assistants their impact in Scottish primary schools /." Thesis, Connect to e-thesis, 2009. http://theses.gla.ac.uk/1121/.

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Thesis (Ed.D.) -- University of Glasgow, 2009.<br>Ed.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2009. Includes bibliographical references. Print version also available.

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Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.

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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Cassim, Nabeelah. "Perspectives of Grade 1 teachers on the need for teaching assistants." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60990.

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The Foundation Phase in education is the most important learning years for the learners, since what happens during these years determines later academic success. The focus of this study is to obtain Grade 1 teachers' perspectives on the need for teaching assistants in the classroom. In South Africa, teaching assistants are normally reserved for preschools, institutes for learners with special needs, schools that practice inclusive education and some private schools. It is therefore needed to gain information from Grade 1 teachers on how they perceive and experience the presence or absence of a

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Trouba, Jerome Charles. "The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.

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To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional development (Garet, et al., 2001). The workshop consisted of six two-hour seminars over a six week period followed by a classroom feedback component of either peer coaching or observation, for a total time commitment of 18 hours. The content of the workshop addressed teaching techniques specifically targeted to GMTAs. These ideas included elements of reflection, techniques for engaging students through active learning,

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Latulippe, Christine Lynn. "Environments that encourage mathematics graduate teaching assistants the effects of institution type and availability of training /." Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/latulippe/LatulippeC0507.pdf.

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Poole, Jon Richard. "Pedagogy of contentment: a multi-case study of graduate assistant teachers." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37235.

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Wasykowski, Joanne, and University of Lethbridge Faculty of Education. "Perspectives of teacher assistants working with students with diverse learning needs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.

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Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages o

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Grahn, Darlene, and University of Lethbridge Faculty of Education. "One education landscape : a study of the roles and perceptions of paraeducators." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/350.

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This study was designed to assess paraeducators' duties, roles, and responsibilities and to develop a greater understanding of how they perceive their jobs and what support they would consider important for job improvement. The sample population was comprised of both elementary and junior high school paraeducators, from four individual schools within one school division in southwest Canada. Three separate focus groups were completed, with fourteen participants in total. The study was undertaken using the methodology of focus groups. Responses from the groups were transcribed and coded in order

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Książki na temat "Teachers' assistants"

Victor, David. Teachers and assistants. London: North East London Polytechnic, 1987.

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Jonathan, Caswell, and Pinner Sherry, eds. SENAT: Special needs assistants & teachers. Morpeth: Northumberland County Council, Education Department, Psychological Services, 1995.

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L, Moore Emily, ed. Student affairs staff as teachers. San Francisco, Calif: Jossey-Bass, 2007.

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Burnham, Louise. Brilliant teaching assistant: What you need to know to be a truly outstanding teaching assistant. New York: Prentice Hall, 2011.

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Gielarowska, Danuta. Starsi asystenci--kim są? Warszawa: Państwowe Wydawn. Nauk., 1986.

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Educational Research Service (Arlington, Va.), ed. Using paraeducators effectively. Arlington, Va: Educational Research Service, 2002.

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Pickett, Anna Lou. Using paraeducators effectively in the classroom. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1993.

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Connecticut. General Assembly. Legislative Program Review and Investigations Committee. School paraprofessionals. Hartford: Connecticut General Assembly, Legislative Program Review and Investigations Committee, 2006.

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Burnham, Louise. Brilliant teaching assistant: What you need to know to be a truly outstanding teaching assistant. New York: Prentice Hall, 2011.

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Carrie, Cable, and Eyres Ian, eds. Primary teaching assistants: Curriculum in context. London: David Fulton, 2005.

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Części książek na temat "Teachers' assistants"

Anderson, Vikki, and Linda Lyn-Cook. "Teaching Assistants working with teachers." In Key Issues for Teaching Assistants, 63–74. 2nd edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315687766-8.

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Němec, Zbyněk. "“They Respect Me as a Person Who Can Help” Roma Teaching Assistants in the Czech Republic." In To Be a Minority Teacher in a Foreign Culture, 365–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_23.

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AbstractIn the Czech Republic, where Roma represent the largest ethnic minority, Roma teaching assistants have been an irreplaceable form of support for the education of socially disadvantaged students for more than two decades. This chapter draws on experience from various research projects that took place from 2012 to 2019, and focuses on the benefits of the work of Roma teaching assistants in the education of socially disadvantaged Roma students; data were obtained through semi-structured interviews and subjected to a thematic analysis, using basic elements of grounded theory. According to research, the main responsibilities of Roma assistants include assisting teachers in the education of socially disadvantaged Roma students during lessons, tutoring Roma students, providing psychosocial support for these students, organising leisure activities for these students, and supporting communication between the school and the Roma students’ families. Having a deep knowledge of Roma students, their needs and cultural specifics, Roma assistants can also represent an important information resource for teachers; the ethnicity of Roma assistants can also be beneficial in overcoming language barriers – if both the Roma assistant and the students or their parents speak Romani, the assistant can translate and interpret for teachers and other school staff. At a general level, cooperation of Roma assistants and non-Roma teachers can serve as a model for relations between Roma and non-Roma students and thus remove prejudices and barriers in society.

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Jackson, Claire, Umesh Sharma, and Delphine Odier-Guedj. "Secondary teachers' perspectives on their work with teacher assistants." In Teaching Assistants, Inclusion and Special Educational Needs, 158–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-13.

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McCann, Lynn. "The role of teaching assistants." In All About Autism: A Practical Guide for Primary Teachers, 87–93. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003280064-16.

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Oksanen, Susanna, Juulia Lahdenperä, and Johanna Rämö. "University Teaching Assistants’ Metaphors About Teachers’ Role." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 33–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_4.

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Östlund, Daniel, Thomas Barow, Kajsa Dahlberg, and Anette Johansson. "In-between special needs teachers and students." In Teaching Assistants, Inclusion and Special Educational Needs, 29–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-4.

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Vogt, Franziska, Annette Koechlin, Annina Truniger, and Bea Zumwald. "Teaching assistants and teachers providing instructional support for pupils with SEN." In Teaching Assistants, Inclusion and Special Educational Needs, 125–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-11.

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Wang, Bin. "Smart Teaching Assistants Empower Teachers to Do Well in Every Class." In Constructing Regional Smart Education Ecosystems in China, 227–29. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6225-9_34.

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David, Bertrand, René Chalon, and Xiaoheng Zhang. "Virtual Assistants (Chatbots) as Help to Teachers in Collaborative Learning Environment." In Lecture Notes in Networks and Systems, 135–46. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26876-2_13.

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du Boulay, Benedict. "The overlapping ethical imperatives of human teachers and their Artificially Intelligent assistants." In The Ethics of Artificial Intelligence in Education, 240–54. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429329067-12.

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Streszczenia konferencji na temat "Teachers' assistants"

Bjekić, Dragana, and Milica Stojković. "University Teachers’ Resilience." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.462b.

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This research focuses on resilience and perceived stress as important components of university teachers’ well-being. Resilience is generally conceptualized as a process and an outcome of successfully adapting to difficult / challenging life experiences and perceived stress as individual feelings or thoughts about the level of stress a person is experiencing at a given time period. In the context of the teaching profession and the current pandemic circumstances, we investigated university teachers’ resilience and perceived stress. The Brief Resilience Scale and Perceived Stress Scale in digital

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Gray, Kara E., David C. Webb, Valerie K. Otero, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Are Learning Assistants Better K-12 Science Teachers?" In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515186.

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Evashkovsky, Maya. "Exploring the Working Relationship of Teachers and Instructional Assistants." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688181.

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Cabanová, Mariana. "COOPERATION BETWEEN TEACHERS AND TEACHING ASSISTANTS AT MAINSTREAM SCHOOLS - ANALYSIS OF STUDENT TEACHERS’ REFLECTIONS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0440.

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Jadán-Guerrero, Janio, Alexandra Avila, Johann Jadán, and Isabel L. Nunes. "Using Intelligent Personal Assistants for Teaching English." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002172.

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The lack of practice to develop language skills is the main problem in learning foreign languages. The aim of the research is to establish methodological strategies with virtual assistants, for elementary school students through innovative and interactive classes, to develop the macro skills of the English language. The methodological design of this study is based on a mixed qualitative-quantitative approach, with the participation of an expert on "Virtual assistants in the English language", five teachers from the English area and 57 elementary school students from a private school in Ecuador

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Kušnírová, Veronika, Ivana Rochovská, and Marcela Čarnická. "ATTITUDES OF PRESCHOOL TEACHERS AND ASSISTANTS TOWARDS INCLUSIVE EDUCATION IN SLOVAKIA." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1469.

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Paula Cardoso Teixeira, Ana, Yuri Farias dos Santos, Edimar Rodrigues Junior, Paulo Victor Marajó, Priscila Silva Fernandes, Vitor Bremgartner da Frota, and Luis Rivero. "Protótipo de Alta Fidelidade de Assistente Virtual para Instituições de Ensino no Estado do Amazonas." In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p493-495.

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In educational institutions, the use of virtual assistants has beenencouraged due to the possibility of disseminating relevant information,assisting in communication between actors and providingsupport in organizing academic activities. Despite the existence ofseveral virtual assistants, these systems do not present real-timeinformation or data at a personalized level of detail. In addition,the systems that provide this information are not free of charge,making it difficult for institutions with low resources to adopt them.Considering the importance of assisting students and teachers duringaca

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Tregubov, Vladimir. "Voice Assistants with Artificial Intelligence for Improving Academic English." In 10th International Conference on Information Technology Convergence and Services (ITCSE 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110901.

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The article describes applications of using voice recognition technology based on artificial intelligence to the educational process. The author presents a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabula

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Chocarro, Raquel, Monica Cortinas, and Gustavo Marcos. "DO TEACHERS INTEND TO USE VIRTUAL ASSISTANTS? THE MODERATING EFFECT OF THE DIGITAL SKILLS AND THE AGE OF THE TEACHER." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0193.

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Cernian, Alexandra, Bogdan Tiganoaia, and Bianca Orbisor. "AN EXPLORATORY RESEARCH ON THE IMPACT OF DIGITAL ASSISTANTS IN EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-195.

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Digital assistants are currently expanding, and they are integrated into the daily lives of many users. In the implementation of digital assistants, various technologies are used, such as Artificial Intelligence, Big Data, Machine Learning, Natural Language Processing (NLP), etc. This article is an exploratory research in digital assistants used mainly for educational purposes. The progress of the EdTech sector has brought significant changes in the educational landscape. In this context, digital assistants are one of the technological advancements that could have a high impact on education. I

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Raporty organizacyjne na temat "Teachers' assistants"

Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers h

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Armas, Elvira, and Magaly Lavadenz. Bilingual Teacher Residencies in California: Findings and Recommendations for Policy and Practice. Center for Equity for English Learners, January 2024. http://dx.doi.org/10.15365/ceel.policy.14.

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This research brief presents a study that explores one type of teacher residency program, bilingual teacher residencies (BTRs). The Center for Equity for English Learners at Loyola Marymount University (LMU CEEL) partnered with the Californians Dedication to Education Foundation (CDEF) to investigate BTRs participating in CDEF’s California Teacher Residency Lab (The Lab). To expand the knowledge base around bilingual teacher residencies and provide policy and practice recommendations, researchers conducted interviews with a sample of BTR grantee program leaders to capture and analyze their per

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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technol

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion wa

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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical cla

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Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, May 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.

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This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used

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