Thematische Bibliographien / Peabody College for Teachers

Auswahl der wissenschaftlichen Literatur zum Thema „Peabody College for Teachers“

Autor: Grafiati
Veröffentlicht am 27. Juli 2024
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Peabody College for Teachers"

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Koenig, Alan J., Catherine G. Mack, William A. Schenk und S. C. Ashcroft. „Developing Writing and Word Processing Skills with Visually Impaired Children: A Beginning“. Journal of Visual Impairment & Blindness 79, Nr. 7 (September 1985): 308–12. http://dx.doi.org/10.1177/0145482x8507900706.

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The Apple Education Foundation awarded a two-year joint project to Peabody College for Teachers and Tennessee School for the Blind (TSB) for the purpose of studying the development of word processing skills by visually handicapped students. Apple IIe microcomputers, printers, software, and specialized technological aids are now being used by students and teachers at TSB and by preservice teachers at Peabody College. This article discusses the project's conceptual framework, activities at the project site, and a module developed to introduce students to the Braille–Edit word processing system.
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Garcia, M., und R. K. Harley. „A Rural Program to Train Teachers of Visually Impaired Children“. Journal of Visual Impairment & Blindness 85, Nr. 5 (Mai 1991): 229–31. http://dx.doi.org/10.1177/0145482x9108500511.

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This article describes a model for training teachers of visually impaired children in rural areas at George Peabody College for Teachers and the innovative strategies used in the training program. The shortage of teachers of the visually impaired necessitates the development of training programs that are flexible and accessible to individuals who are employed in rural areas that need properly trained professionals.
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Shores, Richard E. „Overview of Research on Social Interaction: A Historical and Personal Perspective“. Behavioral Disorders 12, Nr. 4 (August 1987): 233–41. http://dx.doi.org/10.1177/019874298701200408.

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This article presents a review of research on social interaction that was conducted by the author, students, and colleagues, primarily at George Peabody College for Teachers of Vanderbilt University. The article traces the history and presents both successes and failures of our research in gaining information regarding the development of social interaction skills of handicapped (i.e., behaviorally disordered and mentally retarded) children. Several suggestions are made for future research and development areas. The article does not represent a comprehensive review, but rather a historical overview of a program of research conducted at Peabody. Each publication cited has incorporated related research from sources other than that completed at Peabody. In order to illustrate the progression of our program of research, the literature presented is consciously limited. The author presents this article as a personal perspective which should not necessarily be considered the perspective of other investigators involved in the research.
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Hoffschwelle, Mary S. „The Science of Domesticity: Home Economics at George Peabody College for Teachers, 1914-1939“. Journal of Southern History 57, Nr. 4 (November 1991): 659. http://dx.doi.org/10.2307/2210600.

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Conkin, Paul K. „Chapter 7: The Long and Painful Birth of George Peabody College for Teachers, 1897-1910“. Peabody Journal of Education 78, Nr. 1 (Januar 2003): 68–90. http://dx.doi.org/10.1207/s15327930pje7801_5.

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Pullinger, Kate, Amanda Havard und Melanie Hundley. „Conversation Currents: Digital Storyworlds: Transmedia Literature in the ELA Classroom“. Language Arts 91, Nr. 2 (01.11.2013): 126–31. http://dx.doi.org/10.58680/la201324288.

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As stories evolve into new, varied, and experimental formats in our current digital age, teachers, authors, storytellers, and readers are presented with myriad new conversations about the creation, discussion, and dissemination of literature. What does it mean to consume a story in the digital age? What do the terms we use to describe them—digital fiction, story worlds, transmedia, interactive fiction—really mean? In this conversation, author-educator-storytellers Kate Pullinger (Inanimate Alice) and Amanda Havard (The Survivors, Immersedition™), and language arts professor Melanie Hundley of Peabody College at Vanderbilt University discuss with LA the quintessential question of current literacies: As stories appear in varied digital formats, how will both new forms and content shape students’ discussions of narrative, their understanding of story, and their lives as readers?
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Lamberth, David C. „Original and Ongoing Theological Issues through One Hundred Years of the Harvard Theological Review“. Harvard Theological Review 101, Nr. 3-4 (Oktober 2008): 323–38. http://dx.doi.org/10.1017/s0017816008001879.

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The first words of the inaugural issue of the Harvard Theological Review in January 1908 were those of Francis Greenwood Peabody, Plummer Professor of Christian Morals and sometime Dean of the Faculty of Divinity, from 1901–1906. An ordained Unitarian minister, Peabo, as he was affectionately called by the undergraduates, was known most prominently around College haunts for having convinced the Corporation (the President and Fellows of Harvard College) to make Chapel attendance optional while he was Preacher to the University. More importantly, however, he was the main proponent of Social Ethics in both the College and the Divinity School and Harvard's own expositor of the Social Gospel some years before Walter Rauschenbusch made that term popular. Peabody was also a key professor of German thought and theology in the Divinity School.
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Kaff, Marilyn, James Teagarden und Robert H. Zabel. „Enthusiastic Collaboration“. Intervention in School and Clinic 52, Nr. 3 (28.07.2016): 188–91. http://dx.doi.org/10.1177/1053451216644822.

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Robert A. Gable is the Constance and Colgate Darden Professor of Special Education and Eminent Scholar at Old Dominion University, Norfolk, Virginia. He earned his PhD from George Peabody College of Vanderbilt University and was on the faculty at Peabody–Vanderbilt and the University of Pittsburgh prior to his appointment at Old Dominion University. Dr. Gable’s career includes experience as a classroom teacher and as administrator of several alternative education programs. He has published extensively on a variety of topics including academic assessment and instruction, functional behavioral assessment and positive behavioral plans and supports, collaboration and consultation in the schools, and practical ways to differentiate instruction for children and adolescents with learning and behavior problems.
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Lederman, Norman G., und Margaret L. Niess. „Training College Teachers“. School Science and Mathematics 99, Nr. 8 (Dezember 1999): 413–17. http://dx.doi.org/10.1111/j.1949-8594.1999.tb17503.x.

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Smrekar, Claire, und Kristin McGraner. „From Curricular Alignment to the Culminating Project: The Peabody College Ed.D. Capstone“. Peabody Journal of Education 84, Nr. 1 (06.02.2009): 48–60. http://dx.doi.org/10.1080/01619560802679641.

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Dissertationen zum Thema "Peabody College for Teachers"

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Zoghi, Cynthia Erfanian. „Labor markets in higher education /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992955.

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Sun, Xiaocheih. „Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.

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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.
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Timm, Linda R. Hines Edward R. „Peer review in promotion and tenure decisions in higher education court decisions, 1984-1990 /“. Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507289.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 22, 2006. Dissertation Committee: Edward R. Hines (chair), Joseph J. Goleash, Douglas H. Lamb, John R. McCarthy, Anita H. Webb-Lupo. Includes bibliographical references (leaves 154-165) and abstract. Also available in print.
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Ye, Xiaojin. „Grading criteria of college algebra teachers“. Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/11998.

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Master of Science
Department of Mathematics
Andrew G. Bennett
The purpose of my research is to identify what features of a graph are important for college teachers with the intention of eventually developing a system by which a machine can recognize those features. In particular, I identify the features that college algebra teachers look at when grading graphs of lines and how much disagreement there is in the relative importance graders assign to each feature. In the process, eleven students from college algebra classes were interviewed and asked to graph six linear functions of varying difficulty. Eleven experienced college algebra graders were asked to grade the selected graphs, and interviewed to clarify what features of the graphs were important to them in grading. Altogether, a general grading rule appears to be: slope is worth 4 points, y-intercept is worth 4 points, labeling of intercepts, points and graph is worth 1 point. After that, add 1 point if everything is correct. All graders considered slope and y-intercept to be very important. Only some of them considered labeling to be important. Anything else was a matter of a single point adjustment. Furthermore, the graders judged slope and intercept from two points(the y-intercept and the first point to the right). Returning to the students’ work, I saw that the students also placed extra importance on points to the right of the y-axis. I conclude that this grading style may have a role in students’ learning to think only about two points in a line (but nothing else), and that replicating human grading may not be the best use of machine grading.
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Kelly, Heather Ann. „Recommendations to improve the validity of the Delaware Faculty Activity Study“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.52 Mb., 193 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220792.

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Cognard-Black, Andrew James. „Nice work if you can get it determinants of academic employment and other workplace rewards among new doctorate recipients /“. Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1071587436.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xvi, 230 p.; also includes graphics. Includes abstract and vita. Advisor: Robert L. Kaufman, Dept. of Sociology. Includes bibliographical references (p. 209-214).
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Pearce, Jane. „Teacher identity in university classrooms: reflexivity and professional learning“. Thesis, Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Pearce, Jane. „Teacher identity in university classrooms : reflexivity and professional learning /“. Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Speybroeck, James van Hines Edward R. „Post-tenure review of faculty in the private and independent colleges and universities of Iowa“. Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064526.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Edward Hines (chair), Patricia H. Klass, John Rugutt, David Strand. Includes bibliographical references (leaves 110-121) and abstract. Also available in print.
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Broadhurst, Amy L. „Bridging the gap between policies and perceptions evaluating faculty service in the Department of Plant and Soil Sciences (Delaware) /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.29 Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220633.

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Bücher zum Thema "Peabody College for Teachers"

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Force, William W. A short history of George Peabody College for Teachers, 1974-1979. [Nashville, Tenn: W.W. Force], 1986.

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A, Talmadge Cornelia, und American Chemical Society, Hrsg. College chemistry faculties. 7. Aufl. [Washington, D.C.]: American Chemical Society, 1986.

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Johnson, Dana. Ottawa Teachers' College, Ottawa, Ontario. Ottawa: Minister of Supply and Services Canada, 1988.

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Vedanayagam, E. G. Teaching Technology for College Teachers. []: Stosius Inc/Advent Books Division, 1988.

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Lovell-Troy, Lawrence Allen. Course design for college teachers. Englewood Cliffs, N.J: Educational Technology Publications, 1992.

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Canada. Dept. of the Environment. Parks. Ottawa Teachers' College, Ottawa, Ontario. S.l: s.n, 1988.

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Donald, Greive, und Frye Bill, Hrsg. Teaching in college: A resource for college teachers. Cleveland, Ohio: Info-Tec, 1989.

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Bill, Frye, Hrsg. Teaching in college: A resource for college teachers. 3. Aufl. Cleveland, OH: Info-Tec, 1994.

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Teachers, Ontario Ontario College of. Annual report: Ontario College of Teachers. Toronto: Ministry of Education, 1998.

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R, Lord Thomas, French Donald P. 1952- und Crow Linda W, Hrsg. College science teachers guide to assessment. Arlington, Va: National Science Teachers Association, 2009.

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Buchteile zum Thema "Peabody College for Teachers"

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Hayes, Kecia, und Emily Zemke. „Teachers College Partnership Schools Consortium“. In Community Engagement in Higher Education, 185–208. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-007-9_11.

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Cleugh, M. F. „The Morale of Teachers“. In Discipline and Morale in School and College, 140–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175438-17.

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Cleugh, M. F. „Teachers' Views on Discipline“. In Discipline and Morale in School and College, 90–105. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175438-12.

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López, Miguel David Rojas, Ludym Jaimes Carrillo und Stefania Fernández García. „Levels of Trust in College Teachers“. In Advances in Human Factors, Business Management, Training and Education, 1091–99. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_99.

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Ahad, Nazirul Mubin, und Mohammad Hilmy Baihaqy. „Training MIB Among Teachers in Brunei’s Religious Teachers University College“. In Globalisation, Education, and Reform in Brunei Darussalam, 219–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77119-5_11.

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Li, Yulong. „EAP and EAP Teachers“. In Educational Change Amongst English Language College Teachers in China, 7–23. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3053-1_2.

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Novak, Elena, und Sonya Wisdom. „Using 3D Printing in Science for Elementary Teachers“. In Active Learning in College Science, 729–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_45.

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Smrekar, Claire, und Kristin L. Mcgraner. „From Curricular Alignment to the Culminating Project: The Peabody College Ed.D. Capstone“. In Educational Leadership Preparation, 155–71. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230113480_8.

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Carberry, Adam R., Stacy S. Klein-Gardner, Pamela S. Lottero-Perdue und Katherine L. Shirey. „Professional Learning for Pre-College Engineering Teachers“. In International Handbook of Engineering Education Research, 241–62. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003287483-15.

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Dorovolomo, Jeremy, und Billy Fito’o. „Student Teachers’ Perception of Citizenship Education at a Fiji Teachers’ College“. In Leadership, Community Partnerships and Schools in the Pacific Islands, 65–75. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_6.

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Konferenzberichte zum Thema "Peabody College for Teachers"

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Han, Zhiying. „College teachers' information literacy training research“. In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.420.

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Yang, Shuo. „On the Evaluation of College Teachers“. In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.77.

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Zhang, Xiaofang, und Jianhui Liu. „Scientific Incentive Mechanism of College English Teachers“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.154.

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Lv, Xin. „Role Positioning for College Oral English Teachers“. In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.59.

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Gao, Le. „The Influence of College Teachers' Cultural Quality on College Students' Cultural Quality“. In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.270.

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Soenarto, Sunaryo. „Community College: Expectation and Reality“. In International Conference on Technology and Vocational Teachers (ICTVT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.35.

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Junhua, Zhou. „Study on College English Teachers ESP Teaching Transformation“. In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.187.

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Junhua, Zhou. „Study on College English Teachers ESP Teaching Transformation“. In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.203.

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Zhou, Xiaoqiong. „The Necessity of College Teachers Managing towards lEcologyr“. In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.238.

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Su, Lina, und Ruixue Cui. „Hebei province college sports teachers� Continuing Education Research“. In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.189.

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Berichte der Organisationen zum Thema "Peabody College for Teachers"

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Cooper, Danielle. Who Cares About College Teachers? Ithaka S+R, November 2023. http://dx.doi.org/10.18665/sr.319935.

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22698.

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Boda, Phillip, und Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, Februar 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, Mai 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was to identify the evolution of digital mindset, literacy, and competences within the group of teachers in the institution. All data has been collected through surveys, interviews, and class observations with teachers. In addition, in this paper it will be shown how the teachers’ digital mindset and competences emerged maintaining high standards of quality. Finally, the document will report how the intervention carried out permitted these teachers to transfer their already-strong teaching skills to virtuality resulting in best instructional practices
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Glennie, Elizabeth J., und W. Zach Smith. Rapid Changes in Teaching and Learning: The Response of Teachers and Students in Dual Credit Courses to Online Learning During the COVID-19 Pandemic. RTI Press, November 2023. http://dx.doi.org/10.3768/rtipress.2023.pb.0027.2311.

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In spring 2020, the COVID-19 pandemic forced schools to switch quickly to online learning. Before then, Hawaiʻi had been expanding its dual credit program, in which high school students could take courses that would yield both high school and college credits. These dual credit programs require partnerships between high schools and colleges. RTI International conducted a multi-method analysis to examine the effect of this COVID-19–based transition to online learning on the dual credit, analyzing data from the state longitudinal data system and conducting surveys and focus groups of the University of Hawaiʻi’s instructors, high school coordinators, and high school staff involved with program. From spring 2020 to fall 2020, students took some dual enrollment courses even though offerings and enrollment declined; offerings and enrollment rebounded by spring 2021. The percentage of course-takers earning both high school and college credit remained about the same during this transition. Examining outcomes for student and school subgroups shows that male students struggled more than female students did with enrollment during this transition, and students in rural schools had a steeper decline in the rate of earning both high school and college credits. However, both groups did begin to recover by spring 2021.
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Carver-Thomas, Desiree, und Susan Patrick. Understanding Teacher Compensation: A State-by-State Analysis. Learning Policy Institute, April 2022. http://dx.doi.org/10.54300/443.847.

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Offering competitive teacher compensation is an important part of the puzzle to recruiting and retaining a strong and diverse teacher workforce. The maps and associated tables that follow show three teacher wage indicators for each state: (1) average annual starting salary for public school teachers, (2) average annual starting salary for public school teachers adjusted for cost-of-living differences across states, and (3) average weekly wage competitiveness—how much teachers earn relative to other college-educated workers in that state. Together, these indicators signal the overall wage conditions underlying efforts to attract and retain well-prepared teachers across a state. The final table in the series shows all three indicators for each state. Teacher starting salaries and cost of living vary by district, so within states (with the exception of Hawaii and Washington, DC, which each comprise a single school district), there are districts that will be higher or lower than their state average on these indicators.
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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta und Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, Januar 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.
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Ahmed, Badrun Nessa, und Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, März 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, Januar 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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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 technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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