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Добірка наукової літератури з теми "School Resources (Teacher Resources)"

Автор: Grafiati
Опубліковано: 22 червня 2021
Оновлено: 17 лютого 2022

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Статті в журналах з теми "School Resources (Teacher Resources)":

1

Staribratov, Ivaylo. "HUMAN RESOURCES MANAGEMENT IN SCHOOL." Education and Technologies Journal 11, no. 1 (August 1, 2020): 188–93. http://dx.doi.org/10.26883/2010.201.2262.

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The article discusses the main aspects of human resource management in secondary schools. Emphasis is placed on the differences between school management and business. The essential factors influencing the management of human resources in secondary schools are pointed out. The strong connection between the ability of principals to create a positive environment and attitudes for full-fledged work in school was studied. The article promotes the idea that good human resource management is important for the image of a school, not only from the point of view of the principal, but also of each teacher managing his class and communication with parents. Unfortunately, there is a lack of competence in this area, which leads to negatives in the management of schools.
2

McCarthy, Christopher Jay. "Teacher stress: Balancing demands and resources." Phi Delta Kappan 101, no. 3 (October 28, 2019): 8–14. http://dx.doi.org/10.1177/0031721719885909.

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Teacher stress takes a measurable toll the teaching workforce, as many teachers become burned out and decide to leave the profession. Christopher McCarthy explains that stress is a psychological process that results from how teachers appraise the balance between the demands in their classrooms and the resources they have to meet those demands. Understanding this imbalance may provide avenues for intervention for those 20-25% of teachers most vulnerable to stress. Such interventions include upstream structural efforts to calibrate demands across the school to better suit each teacher’s capacity and more targeted interventions aimed at teachers who are most at risk of stress.
3

Bruno, James E. "Teacher Absenteeism in Urban Schools." education policy analysis archives 10 (July 26, 2002): 32. http://dx.doi.org/10.14507/epaa.v10n32.2002.

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School reform efforts aimed at promoting equity and excellence at urban school settings are heavily dependent upon the quality of teaching personnel that are used to deliver the instructional program. Social Justice and other public policy issues related to equity and excellence at urban schools have begun to examine the impact that teacher absenteeism, and by extension the reliance on substitute teachers to deliver instructional might have on educational attainment. This study combines school district data gathering mechanisms on teacher absence rates at school sites with Geographical Information Systems (G.I.S.) to map the association between a school's geographical environmental space and the propensity for teacher absence. The disparity between teaching resources as delivered by the school district vs. teacher resources as actually received by students in the classroom via teacher absenteeism is examined in the context of schools located in positive (high income) and negative (low income) geographical space. The study concludes that there is a strong association between the geographical quality of the school site setting, teacher absenteeism, and the reliance on substitute teachers to deliver instructional programs. Disparity in teacher absenteeism rates across large urban geographical areas threatens the promotion of equity and excellence in the schools by attenuating or lessening the effect of school resources to support instruction and amplifying the risk factors of students in the classroom.
4

Knight, David S. "Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation." Educational Policy 33, no. 4 (July 22, 2017): 615–49. http://dx.doi.org/10.1177/0895904817719523.

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Ongoing federal efforts support equalizing access to experienced educators for low-income students and students of color, thereby narrowing the “teacher experience gap.” I show that while high-poverty and high-minority schools have larger class sizes and receive less funding nationally, school districts allocate resource equitably, on average, across schools. However, the least experienced teachers are still concentrated in high-poverty and high-minority schools, both across and within districts. I then show that additional state and local funding is associated with more equitable district resource allocation. The study offers recommendations for state and federal education policy related to the Every Student Succeeds Act.
5

Hameed, Gulnaz, and Intzar Hussain Butt. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices." Global Social Sciences Review III, no. IV (December 30, 2018): 127–41. http://dx.doi.org/10.31703/gssr.2018(iii-iv).09.

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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.
6

Brunner, Eric, Joshua Hyman, and Andrew Ju. "School Finance Reforms, Teachers' Unions, and the Allocation of School Resources." Review of Economics and Statistics 102, no. 3 (June 2020): 473–89. http://dx.doi.org/10.1162/rest_a_00828.

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School finance reforms caused some of the most dramatic increases in intergovernmental aid from states to local governments in U.S. history. We examine whether teachers' unions affected the fraction of reform-induced state aid that passed through to local spending and the allocation of these funds. Districts with strong teachers' unions increased spending nearly dollar-for-dollar with state aid and spent the funds primarily on teacher compensation. Districts with weak unions used aid primarily for property tax relief and spent remaining funds on hiring new teachers. The greater expenditure increases in strong union districts led to larger increases in student achievement.
7

Miles, Karen Hawley. "Freeing Resources for Improving Schools: A Case Study of Teacher Allocation in Boston Public Schools." Educational Evaluation and Policy Analysis 17, no. 4 (December 1995): 476–93. http://dx.doi.org/10.3102/01623737017004476.

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Increasingly, discussions of education reform end up in debate over how much money will be required to fund it. Although educators often argue for more funds and critics counter that school spending is already at an all-time high, neither group has looked systematically at the use of existing resources. This analysis addresses how school systems might reconsider their use of teachers, their most important and expensive resource, to support reform. A case study of Boston Public Schools shows how the specialization and fragmentation of teaching resources reduced the individual attention most students received and limited a school's flexibility to respond to student needs. The analysis develops three measures that might be used as indicators of the size of opportunity for freeing teaching resources. It identifies four practices that together account for over 40% of Boston's teaching resources and could provide significant opportunity to redirect resources to support reform.
8

Ajayi, Olufemi Abiodun, and Dauda Kelvin Sikiru. "Evaluation of the Primary School Component of Universal Basic Education in Lagos East Senatorial District of Nigeria." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 4, no. 1 (May 31, 2021): 64–77. http://dx.doi.org/10.53449/ije.v4i1.145.

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The study evaluated Universal Basic Education (UBE) programme at the primary school level in Lagos East Senatorial District of Nigeria. It used the descriptive design of survey type and CIPP evaluation model. The sample comprised 450 teachers and 45 head teachers using multistage sampling technique. Educational Resources Inventory Scale (ERIS) (r = 0.78) and Learning Resources Utilization Scale (LERUS) (0.69) were used in data collection. Frequency counts, simple percentages, median, mean and standard deviation were used to answer the research questions. Results of analysis showed that writing materials, multimedia learning aids, good and conducive classroom, measuring instruments like ruler, compass and instructional materials were the adequate (Median = 3.00) educational resources in primary schools located in the District. The result further showed a progressive increase (Mean > 58.04) in enrolment of pupils. Teachers were found to be adequate (Mean = 10.62) in number when compared to the national standard of 1:40 teacher-pupil ratio. However, funds for the smooth running of the schools were grossly inadequate (Mean = 1.00). Lastly, the finding revealed that teachers adequately utilized (Median = 3.00) the available educational resources in the schools. The conclusion was that resource and fund gap still widely exist among primary schools in the District. It was therefore recommended that government should be more alive to its responsibility of providing requisite educational resources in all public primary schools supported with an initiative to make funds available.
9

Smith, Rebecca L. "Denver Museum of Natural History Prehistoric JourneySm: Teacher Resources and School Programs." Paleontological Society Papers 2 (October 1996): 183–88. http://dx.doi.org/10.1017/s1089332600003259.

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Prehistoric Journey, the museum's newest permanent exhibition, offers students and teachers the opportunity to explore the history of life on Earth through spectacular fossil specimens, interactive exhibits, and re-created environments depicting crucial points in life's history. A rich array of educational resources and programs are offered in conjunction with this exhibition. Opportunities for K-12 students include guided and unguided visits for school groups, Classroom Adventures on prehistoric subjects, an outreach assembly program, and the Prehistoric Universe show in Gates Planetarium. Teacher resources include teacher workshops, the comprehensive Prehistoric Journey Educators' Sourcebook, the Prehistoric Journey Previsit Video for Teachers (including portions for students in Spanish), and the Prehistoric Journey: A History of Life on Earth exhibit book. Prehistoric Journey educational materials and programs are correlated with the Colorado Standards for Science Teaching. All of these resources and programs, ordering information, and registration procedures are described in the museum school brochure which is mailed to Colorado schools and teachers in August (with an update in January). If you are not currently receiving this brochure, please call (303) 370-6314 to be placed on the mailing list.
10

Piyaman, Patnaree, Philip Hallinger, and Pongsin Viseshsiri. "Addressing the achievement gap." Journal of Educational Administration 55, no. 6 (September 4, 2017): 717–34. http://dx.doi.org/10.1108/jea-12-2016-0142.

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Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning. Design/methodology/approach This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools. Findings The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools. Social implications The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils. Originality/value These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.
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Статті в журналах Дисертації Книги

Дисертації з теми "School Resources (Teacher Resources)":

1

Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.

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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.
Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.
2

Eggemeyer, Valerie. "Art Museum Resources and Teacher Use." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5285/.

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I proposed that both Bruner's (1963) idea of the spiral curriculum and Yenawine's (1992) theories of teaching for visual literacy in the museum set the stage for significant learning for students when used together. If school teachers lay a foundation of knowledge about a museum object, especially through museum resources, then the student may transform and apply this 'prior knowledge' (explicit memories from the classroom) while on the museum visit tour. When docents utilize Yenawine's (1992) methods toward the goal of visual literacy, the semantic knowledge of the classroom is then fused with museum learning, building stronger memories and facilitating deeper understanding as students learn about museum objects. This research explored the correlation of these two theories in a qualitative manner based on observations of actual museum visit preparation in classrooms in Casper, Wyoming, and how it related to a museum tour at the Nicolaysen Art Museum and Discovery Center. The research revealed that conditions do exist within the community that would facilitate Bruner's (1963) idea of a learning spiral, yet not in the manner envisioned. The observed conditions toward a spiral was accomplished through the participant teachers relating the museum exhibit to their operational curriculum in a variety of curricular areas, such as language arts and science, when docents related the tour to classroom learning, and not through museum resources or Yenawine's (1992) methods toward increasing visual literacy, as was previously considered.
3

Placencia, Nikki J. "Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397764560.

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4

Garry, Candi Pierce. "Selection or Censorship? School Librarians and LGBTQ Resources." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406589992.

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5

Amin, Nidhal Abdul-Ali. "Pupil and teacher perceptions of the teaching of history in some Baghdad secondary schools." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:16435.

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6

Gerosimou, Elina. "Understanding primary school teachers' professional development needs for fostering inclusion in Cyprus." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:5753.

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The aim of this study was to develop an understanding about primary school teachers' professional development needs, for fostering inclusion in Cyprus. The study focused on teachers' experiences and the meanings that they hold about them. In particular, an exploration of teachers' views about inclusion was made, along with an investigation of the factors that enable or prevent them from promoting inclusion. Also, teachers' views about their professional development needs and their responses towards available professional development opportunities were explored. The research involved a collective type of case study in two primary schools of Cyprus, over a period of six months. The first school shared similar characteristics with other primary schools of Cyprus and was the main school of the study. The second school was part of a new government initiative and was used as complementary, in order to enhance the understandings gained from the main school. All of the methods that were used in this study had a qualitative nature: participant observations, critical incidents, informal conversational interviews, semi-structured interviews and document collection. Through the process of analysing and interpreting the data, the overall understanding gained was that teachers' professional development needs are related to three areas of need. These areas relate to the dominant value systems, pedagogy, and the unique contexts. It is argued that they are influencing one another and are interacting with each other. Thus, by addressing these areas of need, in a number of ways suggested by the findings of this study, this is likely to enable teachers in Cyprus to foster inclusion.
7

Jantawat, Piroon. "An evaluation of continuing professional development for public secondary school teachers in Chiang Mai, Thailand." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:10449.

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Continuing Professional Development (CPD) for teachers is considered as an essential requirement in Education. In Thailand, the government has made an attempt to develop teachers through a scheme of CPD, which is seen as not yet reaching its intended goals. The aim of this study, therefore, is to examine the provision of CPD in Thailand and to search for practical ideas for CPD of teachers in the country. An investigation was carried out of the perceptions of public secondary school teachers and school administrators toward CPD for teachers in Chiang Mai, Thailand. The objectives were to highlight teachers' perception ofCPD, to study the needs of teachers, to explore the opportunities of CPD available for teachers, to reveal influential factors upon teachers, to investigate the problems and obstacles facing teachers, and to examine schools' problems, supports and school administrators' opinions toward CPD for teachers. The major fmdings were: 1) the teachers saw CPD as an important part of the teaching career; 2) the needs of teachers for CPD were high; 3) teachers do not have equal opportunities in CPD; 4) teachers were influenced by school administrators and education policy; 5) fmance is a major problem for teachers 'in CPD; 6) schools did not give enough support to teachers in CPD because the schools were lack of budget and planning, and school administrators viewed teacher development as an unimportant issue. Based on these findings, it is recommended that: the management system of CPD must be improved; follow,.up assessment activities should be conducted; opportunities of CPD should be widely opened to all teachers; and promotion, genuine supports, clear information and achievable incentives should be offered in order to encourage teachers to engage in continuing professional development.
8

Dodson, Sharon Elizabeth. "Resources elementary school teachers perceived as helpful when considering student retention." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2463.

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Purpose . The purpose of this study was to determine which resources elementary school classroom teachers perceived as helpful when considering student retention. This study has investigated several central research questions pertaining to student retention: (a) what resources general education teachers use when considering retaining a student in grade; (b) what resources are considered the most helpful; (c) whether the years of teaching experience one has relates to the resources used; (d) whether the years of experience teaching and helpfulness ratings (of the resource) are correlated; (e) whether resources used by two grade level groups (primary K–3 or intermediate 4–6) differ; (f) whether the helpfulness ratings vary between the two grade groups; (g) whether the resources used by those teachers who have and have not retained a student differ; (h) whether helpfulness ratings vary between those who have and have not retained a student; and (i) if there were any additional resources used by the teachers, when considering student retention, that were not included in the survey which had been generated by researcher. Procedure . The sample included 134 Title One elementary school teachers currently teaching grades kindergarten through sixth grade in a particular school district. Data for the study was collected through a survey designed by the researcher. Data collected were statistically analyzed using the Statistical Packages for the Social Sciences (SPSS) on a personal computer. A series of proportions, confidence intervals, rankings, means, and standard deviations were computed for each item. Also, independent sample t tests, Chi Square, and Pearson correlations were conducted as appropriate for each research question. Findings . The majority of teachers used “Parent Correspondence,” “Co-op Meetings,” and “Student Grades” as a resource when considering student retention. Teachers found “Student Grades” and “Consultation with Peers” to be the most helpful resources. Statistically significant findings were identified when the data was analyzed according to years of teaching experience and their helpfulness ratings. When analyzing the data according to grade groups (primary K–3 or intermediate 4–6) the helpfulness ratings statistically varied. Some statistical differences were found when teachers who have and have not retained a student were compared. Comparing teachers who had and had not retained a student, the helpfulness of one resource “Student Grades” was found to vary. Conclusions and recommendations . Were provided.
9

Baker, Richard. "The perspectives of pupils, parents and teachers, in a secondary school, regarding the role of homework." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:11082.

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Homework has long been a subject of discussion. This research reflects upon previous research in this area and endeavours to clarify some of the more significant issues surrounding homework. Using a case study based upon Cromer High School in Norfolk, five cohorts of pupils and their parents were surveyed about their attitudes towards homework, and the practicalities of how they complete it on a day to day basis. The teachers in the school were surveyed separately. The GCSE results of all five cohorts, and their value-added scores were provided through the Vellis project at the University of Durham. Two groups of pupils were identified; one group who had achieved far better GCSE grades than might have been expected, and a second group who underachieved at GCSE. Both groups were then compared with the whole pupils' cohort in relation to their data about homework. The main findings are that: 1. There is evidence that homework helps to produce better results at GCSE. 2. Pupils expressed a view that greater clarity of purpose in setting homework would be welcomed. 3. Homework is perceived by the majority of pupils of all ages as easy and lacking in challenge. 4. A majority of pupils values the recognition of good work through the Merit Mark scheme. 5. There is a wide variation in the amount of time pupils report spending on homework. A great number of pupils report spending less time on homework than the school policies indicate. 6. The Pupil Planner is shown to be a successful tool appreciated by many. 7. The use of work space appropriate for homework and the availability of useful resources both indicate a wide variation. 8. Parents request advice on how to support and encourage pupils with homework tasks. 9. A number of teachers are unaware of the school's and/or their department's Homework Policy. 10. Responses of pupils and teachers indicated that there is a discrepancy in how feedback is viewed and understood. The conclusions indicate that there is evidence that homework has a beneficial effect upon student attainment as identified in terms of a value added approach. There are, however, still many issues relating to homework which the evidence gathered in this study suggests needs further exploration, discussion and agreement between pupils, parents and teachers.
10

Al-Mohaissin, Ibrahim Abdullah. "Introducing computers into secondary school science teaching in Saudi Arabia : teachers' views, some problems and possible solutions." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:5385.

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The main aims of the study were to investigate the possibility of introducing computers for science teaching into Saudi Arabian secondary education, to identify problems which might attend their introduction, and to suggest possible solutions. A preliminary study was carried out in March and April 1991. Interview schedules were used to interview 17 science teachers, 7 computer studies teachers and 3 trainers. The findings of this study were used to confirm the structure and scope of the main study. The main study was carried out between January and April 1992. 266 science teachers (ST), 15 science advisors (STA), 16 science teacher trainers (STT), and 38 computer studies teachers (CST) were included in the study. Each of the four samples showed strongly favourable attitudes toward the introduction of computers into the science classroom. On the other hand lack of awareness about using computers to aid science teaching was detected among the three science samples. The findings of STs showed that the ownership of a personal computer (PC) is the strongest related variable to attitudes toward the introduction of computers into science teaching. Other variables significantly related to most of the scales and factors, included length of experience, and computer knowledge. Few science teachers' activities show significant relationships with their attitudes generally. The findings of STTs showed that the ownership of PC and knowledge about wordprocessors in teaching were significantly related to attitudes. Little relationship between computer knowledge and attitudes was found. No significant relationships were found between any variable and attitudes for both STAs and CSTs samples. The final two chapters conclude with some problems facing the introduction of computers into Saudi Arabian secondary school science teaching, with suggestions for proposed course-design for science teachers, science teacher trainees and science trainers. Some other features related to teachers' computer training are also covered.
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Книги з теми "School Resources (Teacher Resources)":

1

Watkins, Chris. Mentoring: Resources for school-based development. Harlow: Longman, 1993.

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Paschal, Margaret Sessions. Middle School Teacher Plans And Resources for a Land Remembered. Sarasota, Florida: Pineapple Press, Inc., 2005.

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Beaver, Cheryl. Resources for preparing middle school mathematics teachers. Washington, DC: Mathematical Association of America, 2013.

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4

Krantz, Steven G. Resources for Preparing Middle School Mathematics Teachers. Edited by Cheryl Beaver, Laurie Burton, Maria Fung, and Klay Kruczek. Washington: The Mathematical Association of America, 2009. http://dx.doi.org/10.5948/9781614443155.

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Dougherty, Timothy P. Web guide.: Teacher-selected Internet resources, with ideas for classroom use. Edited by Kuzmich John 1943-, Housley Kathleen 1950-, and Classroom Connect Inc. 7th ed. El Segundo, Calif: Classroom Connect, 1998.

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6

McLachlan, Angela. French in the primary school: Ideas and resources for the non-linguist teacher. London: Continuum International, 2008.

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Kellough, Richard D. Secondary school teaching: A guide to methods and resources. 4th ed. Upper Saddle River, N.J: Pearson, 2011.

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Kellough, Richard D. Secondary school teaching: A guide to methods and resources. 4th ed. Upper Saddle River, N.J: Pearson, 2011.

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9

Bafile, Cara. Web guide.: Teacher-selected Internet resources, with ideas for classroom use. El Segundo, Calif: Classroom Connect, 1998.

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10

Kellough, Richard D. Secondary school teaching: A guide to methods and resources. 3rd ed. Upper Saddle River, N.J: Pearson Education, 2007.

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Частини книг з теми "School Resources (Teacher Resources)":

1

Biddulph, Mary, David Lambert, and David Balderstone. "Resources." In Learning to Teach Geography in the Secondary School, 154–86. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429426780-7.

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2

Gaskell, Michael S. "Treating the Trauma – Resources and Teacher Sensitivity." In Leading Schools Through Trauma, 39–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003162971-3.

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Qi, Chunxia, Xinyan Zhang, and Danting Huang. "Textbook Use by Teachers in Junior High School in Relation to Their Role." In Research on Mathematics Textbooks and Teachers’ Resources, 29–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4_2.

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4

Shevitz, Betty Roffman, Marisa Stemple, Linda Barnes-Robinson, and Sue Jeweler. "Resources for Teachers and Parents of Smart Kids With Learning Difficulties." In 101 school success tools for smart kids with Learning Difficulties, 247. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232551-6.

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5

Vomvoridi-Ivanović, Eugenia, Maura Varley Gutiérrez, Gabriel Viego, Ksenija Simić-Muller, and Lena Licón Khisty. "Teacher Development in After-School Mathematics Contexts: Insights from Projects that Capitalize on Latinas/os’ Linguistic and Cultural Resources." In Explorations of Educational Purpose, 251–63. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4304-5_17.

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6

Zhang, Jiahua, Yubing Ai, and Jianping Zhang. "Research on Strategies of Digital Resources Construction in Teachers’ Distance Training for Primary and Secondary School." In Lecture Notes in Electrical Engineering, 383–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28744-2_49.

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7

Xiong, Caiping, Xuejun Wang, Xiangyang He, and Wenzheng Yang. "Promoting a Balanced Development of High Quality Teacher Resources with Network Technology." In Transforming K-12 Classrooms with Digital Technology, 291–305. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4538-7.ch016.

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In China, the availability of high quality teacher resources varies from region to region and differs even among different schools in the same region. Two approaches were taken to solve this resource problem (i.e., traditional educational support and traditional instructional research). The former approach was attempted to relieve the shortages of high quality teacher resources in resources-poor schools by sending excellent teachers to assist in instruction and school management. The latter approach was intended to improve teachers’ teaching skills within resources-poor schools by conducting instructional research on the spot. However, both had little effect. What can be done to increase the availability of high quality teacher resources? What is the most effective way to improve the teachers’ teaching skills? How does one find new ways to solve the problem of imbalanced allocation of high quality teacher resources? These questions have puzzled the educational professional for a long time. This chapter introduces two innovated approaches to develop high quality teacher resources by using network technology. Network-based educational research approaches allow the teachers in resource-rich schools to teach the students of resource-poor schools through network video conference systems without leaving his or her own school. The network-based instructional research approach enables the teachers of both resource-rich and resource-poor schools to build alliances according to disciplines and to collaborate on instruction by network videoconference systems.
8

"Resources." In Learning to Teach Geography in the Secondary School, 178–216. Routledge, 2015. http://dx.doi.org/10.4324/9781315771274-7.

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"Distributing The Pie: Allocating Resources Through Labor-Management Agreements." In School Finance and Teacher Quality, 242–59. Routledge, 2014. http://dx.doi.org/10.4324/9781315855479-16.

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10

"P Resources for Teachers." In The High School Theatre Teacher's Survival Guide, 175–82. Routledge, 2013. http://dx.doi.org/10.4324/9781315060057-33.

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Тези доповідей конференцій з теми "School Resources (Teacher Resources)":

1

Nechytailo, Tetiana, Halyna Fesun, Tetiana Kanivets, and Alla Simak. "Psychological Features of Manifestation of Coping-Resources of Schoolteachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/20.

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The article is devoted to the psychological peculiarities of the manifestation of coping-resources of educators. The teaching profession belongs to the category of professions especially vulnerable to stress, since the teacher has to solve various professional tasks in the absence of time and information, constant open contact with people, which entails considerable emotional energy. The professional activity of a modern teacher requires constant and maximum mobilization of their personal resources. Maintaining or enhancing a person's stress resistance is associated with finding and using resources well enough to help the educator overcome the negative effects of stressful situations. The article reveals such characteristics of personality and social environment that facilitate or make possible adaptation to life stresses, promotes the development of a means of overcoming it, and increases stress resistance. These personal structures help a person cope with threatening circumstances and facilitate adaptation. The author analyzes the scientific and psychological approaches to understand personal resources, determinants of the choice of coping-strategies, and the influence of the characteristics of professional activity on the behavior of the individual. Questions about structure, functions, and types of coping behavior are raised. According to the majority of modern researchers, the generalized classification of the methods of mastering stressful circumstances is analyzed: coping aimed at evaluation; problem-oriented coping; coping aimed at emotions. Also presented were the most up-to-date and most modern models of coping resources, which can be viewed from different angles to look at the choice of coping-resources by the personality of the teacher, taking into account the conditions of his professional activity. The organization and methods of conducted research of the features of manifestation of coping-resources in teachers are described. The presented quantitative and qualitative results are disclosed according to the stages of the study. In particular, the analysis of teacher’s coping-strategies depending on the level of emotional burnout, ways of overcoming difficult life situations, as well as the methods of coping-behavior of the respondents. Relationships between teachers' coping-resources and emotional and mental stress as well as the monotony of professional activities are also identified. Adaptive and non-adaptive coping behaviors are differentiated in terms of cognitive, emotional, and behavioral coping strategies are analyzed separately. Based on the theoretical analysis of the scientific literature and empirical research, the author substantiates the relevant conclusions and recommendations for school educators on the effective use of their own coping resources.
2

Khairova, Irina, and Emilia O. Gabdullina. "The Use of Digital Learning Resources in the Implementation of Individual Educational Route of Primary School Students." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0989.

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3

Jurčec, Lana, Tajana Ljubin Golub, and Majda Rijavec. "TEACHERS' WELLBEING: THE ROLE OF CALLING ORIENTATION, JOB CRAFTING AND WORK MEANINGFULNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact035.

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"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such as increased job satisfaction, psychological well-being and sense of meaning. This study adds to literature by exploring simultaneously the role of both calling orientation and job crafting in primary teacher’s wellbeing. The aim of the study was to explore the relationship between teachers calling orientation, job crafting, work meaningfulness and well-being. In light of the literature on work meaningfulness and psychological well-being, a serial mediation model was proposed with job crafting and work meaningfulness mediating the relationship between teacher calling orientation and teacher flourishing. The sample consisted of 349 primary school teachers (95% female) from public schools in northern western region of Croatia. They have on average 22 years of teaching experience (ranged from 0-43 years). Self-report measures of calling orientation (Work-Life Questionnaire), job crafting (Job Crafting Scale), work meaning (Work Meaningfulness scale) and flourishing (Flourishing Scale) were used. The findings revealed that the job crafting via increasing structural job resources mediated the relationship between calling orientation and work meaningfulness. Furthermore, the results supported the proposed serial mediation between calling orientation and flourishing via increasing structural job resources and increasing work meaningfulness. Based on these findings, several practical implications can be noted. First, interventions aimed at helping teacher view their job as a calling should be promoted in schools. Second, teachers should be encouraged to cultivate job crafting as it is an important path to meaningfulness in work context and overall psychological wellbeing. This is specially the case for increasing structural job resources, such as autonomy and variety at work."
4

Alperi, Muzanip, and Dewi Handayani. "Quality Mapping Analysis of Methods, Media and Learning Resources Usage at Junior High School." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.76.

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5

Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.

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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
6

Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertis-ing films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orches-tration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software. This paper that was presented at the conference was previously published in the Journal of IT Education: Research
7

Chuykova, T. S. "Psychological resources of professional selfrealization of a teacher of a higher school under conditions of pre-employment." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.694.707.

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The article presents an analysis of psychological resources that are important for the productive professional implementation of university teachers in modern conditions of employment. These conditions are noted by such features as job insecurity, job intensification and flexibilization. As psychological resources, the author considers such complex phenomena as resilience, hardiness, personal potential, as well as more narrow personality characteristics: optimism, self-efficacy, mindfulness. As the conditions that help a person cope with stresses, the author’s attention turns to the physical and social aspects of a person’s life support in difficult life circumstances: physical fitness, the presence of social support. The author shows that these psychological characteristics, phenomena and conditions can be involved in the prevention of psychological, somatic and social consequences of experiencing job insecurity among teachers of higher education.
8

SERB (TANISLAV), Maria Cristina. "Digitalization – a Key Factor in the Personal Professional Development of Human Resources in Educational Organizations." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/28.

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In the European Union, we are trying to achieve an extended common area of education, that will have to face the challenges of a more global economy. The current European context offers the possibility of harmonizing VET education systems in the component countries and also the perspective of ensuring the education quality. Present-day researches show that students’ emotional development is decisive for school and life success or mental health. An important role in this process is played by the human resource in VET education. The teacher must be able to provide the opportunity for students to identify, use, understand and manage emotions, in order to communicate effectively, to empathize with those around us, to overcome challenges and to prevent and mitigate conflicts. This research presents an analysis of the role of digitalization in the personalprofessional development of human resources in educational organizations. Mindfulness practices are an important factor in intensifying focus and clarity of mind, processes that can help improve cognitive functions, ultimately having an impact on improving the balance between personal and professional life. This research presents the most important results regarding the need for personal-professional development of teachers through the processes digitalization. The data obtained are the result of applying a questionnaire on a representative sample of teachers from pre-university VET education, from Dambovita county. These served to shape a system of factors with a role in increasing the quality of the teaching process.
9

Bondarenko, I. N., I. Yu Tsyganov, and L. N. Makushina. "Psychological resources of high school students’ academic performance with different individual regulatory profiles." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.85.103.

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The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.
10

Vernia-Carrasco, Ana Mercedes, Victoria Pastor-Fuentes, and Miguel A. López-Navarro. "Preliminary study on the awareness of the SDGs in future primary school teachers." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11023.

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This preliminary study has been carried out with the objective of knowing the sensitivity and implication of future primary school teachers regarding the 17 Sustainable Development Goals. The questionnaire used was translated from the work of Niklas Gericke et al. (2018), some questions elaborated on the basis of UNESCO's definition of sustainable development, aimed at knowing the awareness that people show towards sustainability. In the proposal of these authors, knowledge, attitudes and environmental, social and economic behavior were measured. In our study, whose representative sample has been 3rd grade students in primary school teacher, of the Jaume I University, the same parameters have been used. The results we found were positive to the extent that we showed that the sample has an acceptable knowledge, as well as an implication and responsibility on the subject. As conclusions, we can highlight the need to include the subject in teacher training, with the aim of improving, not only awareness and responsibility in the climatic situation, but also in people's quality of life, the use of Material resources in addition to promoting educational, social and personal values, as a way of prevention and positive actions connected with the 17 SDGs.

Звіти організацій з теми "School Resources (Teacher Resources)":

1

Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 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!
2

Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, February 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
3

Carneiro, Pedro, Oswald Koussihouèdé, Nathalie Lahire, Costas Meghir, and Corina Mommaerts. Decentralizing Education Resources: School Grants in Senegal. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21063.

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4

Lahire, Nathalie, Corina Mommaerts, Costas Meghir, Oswald Koussihouèdé, and Pedro Carneiro. Decentralizing education resources: school grants in Senegal. Institute for Fiscal Studies, March 2015. http://dx.doi.org/10.1920/wp.cem.2015.1515.

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5

Hanushek, Eric, Steven Rivkin, and Lori Taylor. Aggregation and the Estimated Effects of School Resources. Cambridge, MA: National Bureau of Economic Research, April 1996. http://dx.doi.org/10.3386/w5548.

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6

Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, April 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Albornoz, Facundo, Samuel Berlinski, and Antonio Cabrales. Motivation, Resources and the Organization of the School System. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0000496.

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Lovett, C. Denver. Manufacturing technology learning modules - sharing resources for school outreach. Gaithersburg, MD: National Institute of Standards and Technology, 1999. http://dx.doi.org/10.6028/nist.ir.6313.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Elacqua, Gregory, Analia Jaimovich, and Alonso Román. The Effects of Accountability on the Allocation of School Resources: Regression Discontinuity Evidence from Chile. Inter-American Development Bank, October 2019. http://dx.doi.org/10.18235/0001979.

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