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Thematische Bibliographien / Peabody College for Teachers / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Peabody College for Teachers“

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Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 29. Juli 2024

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1

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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3

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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4

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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5

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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6

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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10

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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11

Saracho, Olivia N., und Bernard Spodek. „Matching Preschool Children's and Teachers' Cognitive Styles“. Perceptual and Motor Skills 78, Nr. 2 (April 1994): 683–89. http://dx.doi.org/10.2466/pms.1994.78.2.683.

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The study examined the significance of matching the cognitive styles of 3-, 4-, and 5-yr.-old preschool children and their teachers. 150 female teachers and their children were administered several instruments to measure cognitive style, intelligence, and the teachers' assessment of their classroom children. They included the Peabody Picture Vocabulary Test, Articulation of the Body-concept Scale, and Teachers' Ranking Form. Analysis indicated that teachers assessed their matched and mismatched children's relative standing on a standardized test differently by age. For 3-yr.-olds, field-dependent teachers underestimated their mismatched children more than their other children, while field-independent teachers underestimated their matched children more. Teachers of 4-yr.-old children overestimated all children. For 5-yr.-olds, field-dependent teachers assessed their mismatched children more negatively than their matched children, while field-independent teachers assessed their mismatched children more positively than the field-dependent teachers.

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12

Sprunger, Edmund. „Pre-college Studio Teachers: Also Master Teachers“. American String Teacher 53, Nr. 2 (Mai 2003): 104. http://dx.doi.org/10.1177/000313130305300224.

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13

Wofford, Thomas. „Training teachers for college“. Physics Today 60, Nr. 2 (Februar 2007): 81. http://dx.doi.org/10.1063/1.2711649.

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14

Bess, James L. „College Teachers: Miscast Professionals“. Change: The Magazine of Higher Learning 22, Nr. 3 (01.06.1990): 18–22. http://dx.doi.org/10.1080/00091383.1990.9937629.

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15

Israel, Charles A., und Paul K. Conkin. „Peabody College: From a Frontier Academy to the Frontiers of Teaching and Learning“. Journal of Southern History 70, Nr. 4 (01.11.2004): 947. http://dx.doi.org/10.2307/27648613.

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16

Thelin, John R. „Pedagogues and Protesters: The Harvard College Student Diary of Stephen Peabody, 1767-1768“. New England Quarterly 90, Nr. 3 (September 2017): 476–78. http://dx.doi.org/10.1162/tneq_r_00629.

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17

Loss, Catherine Gavin. „Building, Sustaining, and Expanding the Education Doctorate at Peabody College: An Administrative View“. Peabody Journal of Education 84, Nr. 1 (06.02.2009): 44–47. http://dx.doi.org/10.1080/01619560802679617.

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18

Hall, Larry D., Larry Lovell-Troy und Paul Eickmann. „Course Design for College Teachers“. Teaching Sociology 21, Nr. 4 (Oktober 1993): 418. http://dx.doi.org/10.2307/1319097.

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19

Rao, C. R. Prasad, und V. Ventkata Ramana. „Measuring Alienation among College Teachers“. Sociological Bulletin 35, Nr. 1 (März 1986): 45–67. http://dx.doi.org/10.1177/0038022919860103.

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20

Anonymous. „College teachers can upgrade skills“. Eos, Transactions American Geophysical Union 69, Nr. 34 (1988): 804. http://dx.doi.org/10.1029/eo069i034p00804-02.

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21

Riemer, Neal. „Decalogue for Prospective College Teachers“. Teaching Political Science 12, Nr. 3 (April 1985): 120–21. http://dx.doi.org/10.1080/00922013.1985.9942390.

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22

Pisetsky, David S., und Barbara White. „A college for its teachers“. Arthritis & Rheumatism 42, Nr. 4 (April 1999): 595–98. http://dx.doi.org/10.1002/1529-0131(199904)42:4<595::aid-anr1>3.0.co;2-u.

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23

Varzanova, Mariya А. „Supporting Innovative Activities of College Teachers“. Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 20, Nr. 4 (23.11.2020): 449–53. http://dx.doi.org/10.18500/1819-7671-2020-20-4-449-453.

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The article substantiates the urgency of supporting innovative activities development by secondary vocational education workers. The study is aimed at finding the causes of difficulties and justifying the support of innovative activities of teachers. Its purpose is also to determine the conditions and stages, and to identify the means of support. The scientific novelty of the article lies in the fact that a complex of organizational and pedagogical conditions that provide support for innovative activities is highlighted. It also includes diagnostics of innovative activities development level, motivational support, differentiated and individualized training of teachers, and organization of teachers' joint innovation activities. Based on domestic research, the stages of teachers support are identified. They include preparatory, motivational, self-diagnostic, goal-setting, and planning. Self-realization and intensification of teachers practical activities, independent innovation and a reflective-analytical stage are also emphasized. The means of accompaniment at each stage are listed: direct participation in innovation, research, implementation of innovative projects, contextual training, methodological and psychological support, introspection, and reflection. The author describes the results of diagnostics of teachers in relation to innovations, carried out using a set of techniques aimed at identifying individual characteristics of the perception of innovations. The most numerous groups are distinguished: teachers with a negative attitude, teachers who are neutral in relation to innovations, and teachers with a positive attitude; ready to implement innovations and teachers who are at a creative level.

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24

Huda, Tanzil, Indah Rakhmawati Afrida und Mariyae Chelong. „EFL COLLEGE TEACHERS’ AWARENESS ON CAR“. Journey (Journal of English Language and Pedagogy) 3, Nr. 1 (20.02.2020): 1–5. http://dx.doi.org/10.33503/journey.v3i1.712.

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Nobody can claim that all instructions are free from problems. Realizing that all instruction are potential to have problems, college teachers should do reflective practices. One of the do reflective practices which can be done integratively and sytematically with their instructions is classroom action research (CAR). The present study tried to investigate the lecturers’ perception on CAR. The study focused on the indentifi-cation of the lecturers’ awareness on CAR and digging up the the factors affected the lecturers perception on CAR. The study employed survey method which posited qualitative approach. The study revealed that the leacturers’ awareness on CAR was relatively low. It also indicated that there were some factors which affected the lecturers’ awareness on CAR i.e., 1) the lecturer’s prior education or pre-service education; 2) their involvement in scientific forums; 3) self-regulated learning by reading books on CAR.

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25

Theall, Michael. „What the Best College Teachers Do“. Journal of Higher Education 76, Nr. 2 (März 2005): 237–40. http://dx.doi.org/10.1080/00221546.2005.11778914.

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26

Torbert, Brison. „Power Networking for Community College Teachers“. Community College Review 18, Nr. 1 (Juli 1990): 39–42. http://dx.doi.org/10.1177/009155219001800105.

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27

Fisher, Bonnie F. „Commentary: Effective Training for College Teachers“. College Teaching 33, Nr. 3 (August 1985): 100. http://dx.doi.org/10.1080/87567555.1985.10532297.

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28

Thackray, Barbara M. „High School Teachers Need College Contact“. Physics Today 46, Nr. 4 (April 1993): 91–92. http://dx.doi.org/10.1063/1.2808890.

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29

Hardy, Joyce Phillips. „What the Best College Teachers Do“. Journal of Geography 106, Nr. 2 (02.08.2007): 89–90. http://dx.doi.org/10.1080/00221340701460639.

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30

Barnes, Lisa J. „What the Best College Teachers Do.“ Journal of Physical Therapy Education 22, Nr. 3 (2008): 94–95. http://dx.doi.org/10.1097/00001416-200810000-00018.

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31

Borg, Simon, und Yi Daphne Liu. „Chinese College English Teachers' Research Engagement“. TESOL Quarterly 47, Nr. 2 (21.09.2012): 270–99. http://dx.doi.org/10.1002/tesq.56.

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32

Gu, Yinghua. „Enhancement of College English Teachers’ Information Literacy in Information Environment“. International Education Studies 13, Nr. 4 (22.03.2020): 106. http://dx.doi.org/10.5539/ies.v13n4p106.

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The 21st century is an era of knowledge and information. Modern science and technology based on information technology has inspired profound changes in the world, including college education. Information literacy is an intrinsic element that often plays an important role in teaching and school management. In the information age, how to improve college teachers’ information literacy has become a major issue in the development of college education. This paper focuses on the study of college English teachers’ information literacy. It first studies the basic connotation of information literacy of college teachers which covers information awareness, information knowledge, and information ability. Then this paper takes college English teachers in North China Electric Power University as the research object, and adopts questionnaire survey and literature research to analyze the current situation of the information literacy of college English teachers. Based on the analysis of the basic connotation of teachers’ information literacy, and the current situation of college English teachers’ information literacy, this paper puts forward three strategies for improving college English teachers’ information literacy: enhancing college English teachers’ self-development consciousness, making use of group dynamics, and perfecting modern information technology training system.

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Shivakumar, P. T. „Role and perception of college teachers on social entrepreneurship: A case study of poornaprajna college teachers“. International Journal of Social and Economic Research 8, Nr. 4 (2018): 1. http://dx.doi.org/10.5958/2249-6270.2018.00025.9.

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34

Mondal, Naba Kumar, Suprakash Adhikari und Pritam Das. „Teacher Perfection Level about Environmental Education“. JOURNAL OF ADVANCES IN HUMANITIES 3, Nr. 2 (15.08.2015): 193–200. http://dx.doi.org/10.24297/jah.v3i2.5104.

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A study has been done to evaluate the status of consciousness about Environmental Education among the teachers of Technical college and General college in the district of Birbhum and Burdwan,West-Bengal . Study results revealed that in all aspect like of consciousness the technical college teachers showed better perfection than general college teachers. Finally it can be concluded that overall consciousness about Environmental Education of Technical college teacher much better performance than General college Teachers.

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Linge, Ashish, Vishal Dattatray Bapte und Baldeo Kakde. „Factors Affecting the Plagiarism Behavior of Faculties in Maharashtra“. DESIDOC Journal of Library & Information Technology 43, Nr. 06 (29.11.2023): 441–47. http://dx.doi.org/10.14429/djlit.43.06.18863.

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The study aims to determine the impact of awareness, knowledge, and attitude toward plagiarism on the plagiarism activity of college teachers in Maharashtra State, India. Two hundred seventy-two college teachers within Maharashtra State, India, participated in the survey. The study used purposive and snowball sampling techniques. The college teachers have a reasonable awareness and moderate knowledge of plagiarism. The college teachers bore a positive attitude toward plagiarism. The results of multiple regression analysis showed a significant influence of all three independent variables on the plagiarism activities of college teachers. Attitude towards plagiarism was forecasted as the highest predictor of plagiarism activities of college teachers, followed by knowledge of plagiarism.

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Chen, Yan, und Lingzhi Xu. „Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class“. Barnard Education Review 2, Nr. 1 (15.04.2021): 1–6. http://dx.doi.org/10.47744/ber.v2n1.2021.04.15.

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The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives, analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.

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Xin, Ruiqing. „Analysis of Research Features on College Teachers’ Ethics in China Based on CiteSpace Knowledge Map“. Advances in Education, Humanities and Social Science Research 1, Nr. 1 (10.05.2022): 122. http://dx.doi.org/10.56028/aehssr.1.1.122.

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This paper, based on the knowledge map drawn by the CiteSpace, found that the research on college teachers’ ethics has three features. First, papers are published on a great number of journals, with a small distribution on the core journals. Second, college teachers are the main researchers and research institutions are widely distributed, which indicates a requirement for an improvement of the continuity and depth of the research. Third, the research focused on four core topics themes: the current situation of college teachers’ ethics, the causes of problems on college teachers’ ethics, the integration of socialist values and the construction of college teachers’ ethics, which is the main, and the long-term mechanism of college teachers’ ethics construction

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Han, Mengqing, Nan Zhou und Zhenmin Qiao. „Analysis of Extension Strategies for Improving Adaptive Teaching Ability of College Teachers“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 15 (14.08.2020): 147. http://dx.doi.org/10.3991/ijet.v15i15.15927.

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In the new era, college teachers should improve their teaching ability, espe-cially in terms of adaptability. However, most college teachers lack sufficient adaptive teaching ability, failing to create an adaptive teaching environment. To solve the problem, this paper explores deep into the extension strategies for improving the adaptive teaching ability of college teachers. First, the problems of college teachers in adaptive teaching were identified, and the key aspects of adaptive teaching ability were enumerated theoretically. On this basis, several extension strategies were put forward to improve the adap-tive teaching ability of college teachers. To evaluate the improving effect, the authors developed an evaluation model for the adaptive teaching ability of college teachers based on the extension theory. Overall, this paper fully ex-plores the improvement of adaptive teaching ability of college teachers via theoretical analysis and modelling. The research results boast good applica-tion prospects.

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Su, Peng, Yan Wang, Ping Zhao, Mingli Gao, Xiwen Liu, Guiling Liu und Changtian Wang. „Analysis and Prediction of the Trend Features for Teaching Development Based on Knowledge Discovery“. International Journal of Emerging Technologies in Learning (iJET) 17, Nr. 05 (14.03.2022): 120–32. http://dx.doi.org/10.3991/ijet.v17i05.29845.

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The existing research on teaching development of teachers fails to effectively quantify the teaching development trend. This paper deeply mines the evaluation data on the teaching quality of college teachers, before analyzing and predicting the trend features for teaching development of college teachers based on knowledge discovery. Firstly, the knowledge features of the teaching development trend of college teachers were examined. Next, the fluctuation features of the time series on the teaching quality development of college teachers were described based on chaotic time series. In addition, a prediction model for teaching development of college teachers was established for weighted first-order chaotic time series, and used to simulate the nonlinear features of the time series on the teaching quality development of college teachers. The prediction model was proved effective through experiments.

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Kong, Fanwen. „Evaluation Model of Adaptive Teaching Ability of College Art Teachers“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 09 (15.05.2020): 143. http://dx.doi.org/10.3991/ijet.v15i09.14031.

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The existing evaluation models for the teaching ability of college art teachers are unadaptable, unsystematic and incomplete. To solve these problems, this paper puts forward a novel model to evaluate the adaptive teaching ability of college art teachers. Firstly, the teaching demand of college art teachers was analyzed in the knowledge age, highlighting the necessity to evaluate the adaptive teaching ability of college art teachers. Next, an evaluation system was established for the adaptive teaching ability of college art teachers in the knowledge age, and different types of evaluation indices were identified. On this basis, the grey relational analysis (GRA) was introduced to build an evaluation model for the adaptive teaching ability of college art teachers. The GRA-based evaluation model enjoys good operability and feasibility. To sum up, this paper fully integrates the evaluation system and evaluation model for the adaptive teaching ability of college art teachers. The research results have great significance in terms of theoretical innovations and practical applications.

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Guan, Lina. „A Study of Self-development of EFL Teachers in the Universities of Sichuan Province in China“. Theory and Practice in Language Studies 8, Nr. 7 (01.07.2018): 766. http://dx.doi.org/10.17507/tpls.0807.07.

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The quality of foreign language college English teachers will affect the quality of college English teaching. This article investigated 80 college foreign language teachers of SiChuan Province and writer found college English teachers had great pressures. They were eager to get the in-service training and they should be taught how to have self-development. Teachers should co-operate each other and break the isolation among them.

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Xu, Daoping. „Professional Development of College English Teachers from the Perspective of Self-Education“. Scientific and Social Research 6, Nr. 3 (30.03.2024): 276–81. http://dx.doi.org/10.26689/ssr.v6i3.6380.

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The English proficiency of college students is correlated with the professional development of college teachers. Self-education is a fundamental element of the professional development of college English teachers. The article describes the connotation, characteristics, and significance of self-education for the professional development of teachers. Besides, it describes effective strategies for the professional development of college English teachers under the threshold of selfeducation.

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Zhang, Xiaoxue, Jianpeng Fan und Ruixia Zhang. „How overqualification, job crafting, and workgroup emotional climate affect college teachers' innovation behavior“. Social Behavior and Personality: an international journal 52, Nr. 3 (06.03.2024): 1–11. http://dx.doi.org/10.2224/sbp.12526.

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College teachers are producers of scientific knowledge, and innovative behavior is important to this group, especially since overqualification is a common phenomenon. However, there is much debate about the effect of overqualification on innovation behavior. Therefore, we used statistical analysis software to explore the interaction mechanisms between overqualification and college teachers' innovation behavior using data from 368 questionnaires. Overqualification was found to be negatively related to college teachers' innovation behavior, and job crafting played a mediating role in this relationship. Further, workgroup emotional climate was positively related to college teachers' innovation behavior, and also had a moderating effect on the relationship between overqualification and college teachers' innovation behavior. This study can help scholars to further understand the influence of individual- and organization-level variables on college teachers' innovation behavior.

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Abel, Alyson D., C. Melanie Schuele, Karen Barako Arndt, Marvin W. Lee und Kathryn Guillot Blankenship. „Another Look at the Influence of Maternal Education on Preschoolers’ Performance on Two Norm-Referenced Measures“. Communication Disorders Quarterly 38, Nr. 4 (19.11.2016): 231–41. http://dx.doi.org/10.1177/1525740116679886.

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The purpose of this study was (a) to describe the performance of preschool children from families with college-educated mothers on two norm-referenced measures, the Preschool Language Scale–4 (PLS-4) and Peabody Picture Vocabulary Tests–III (PPVT-III), and (b) to compare the findings with Qi and colleagues who reported PLS and PPVT scores for children from lower income families. The study involved a secondary analysis of previously collected PLS-4 and PPVT-III data. Participants included 146 typically developing preschoolers who attended preschools serving primarily children from college-educated mothers. Mean standard scores on both measures were at the upper end or exceeded one standard deviation above the normative mean with distributions that approximated normal. Means also greatly exceeded the lower socioeconomic status (SES) group means reported by Qi and colleagues. These results suggest that subsample norms, based on SES, yield multiple distinct but overlapping distributions. Thus, test developers should consider providing subsample norms in addition to traditional population-based norms.

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Chen, Yan, und Lingzhi Xu. „Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class“. Barnard Education Review 2, Nr. 1 (15.01.2021): 1–6. http://dx.doi.org/10.47744/ber.v2n1.2021.01.15.

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The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives,analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.

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Wei, Changwu, und Jian-Hong Ye. „The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China“. Healthcare 10, Nr. 11 (08.11.2022): 2234. http://dx.doi.org/10.3390/healthcare10112234.

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UN Sustainable Development Goal 3 states that “Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development.” The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers’ well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China.

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Zhou, Renguo. „Correlations Between Teaching and Scientific Research Ability and Professional Development of College Teachers“. International Journal of Emerging Technologies in Learning (iJET) 17, Nr. 11 (07.06.2022): 60–72. http://dx.doi.org/10.3991/ijet.v17i11.32031.

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In the new era, the professional development (PD) of college teachers is significantly affected by their teaching and scientific research (TSR) ability. With a high TSR ability, teachers can enhance their professional literacy, explore the student behaviors in teaching practice, and optimize and improve the teaching mode. The research of college teachers’ TSR ability has just started, lacking systematic, in-depth exploration. There is no report on the TSR subjects, or the effect of TSR ability on PD, not to mention empirical analysis of the correlations between TSR ability and PD. Therefore, this paper probes into the correlations between the TSR ability and PD of college teachers. Firstly, the data correlation principles were introduced for TSR ability and PD of college teachers, and an evaluation index system (EIS) was established for college teachers’ TSR ability. Then, the scores of college teachers’ TSR ability in a region were associated with the scores of college teachers’ PD. On this basis, the nearest neighbor algorithm and the joint compatibility branch and bound (JCBB) algorithm were combined to derive an improved index data correlation model. Through experiments, the proposed model was proved effective, and the regional analysis results were obtained.

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Lin, Xinming, Zeyuan Hu und Jie Zheng. „An Analysis of College English Teachers’ Research Anxiety and the Suggestions for Their Sustainable Research Development“. SHS Web of Conferences 190 (2024): 01029. http://dx.doi.org/10.1051/shsconf/202419001029.

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With the development and progress of society and colleges and universities and higher research requirements, College English teachers’ research anxiety and pressure is increasing day by day. In this paper, the self-compiled survey with questionnaires and interviews of college English teachers’ research anxiety were used to investigate the research anxiety of college English teachers in one city in China, and the statistical software SPSS 19 was conducted for the survey and data analysis to find out both the subjective and objective factors leading to their research anxiety, and propose solutions for college English teachers to adapt and resolve their research anxiety: 1)to create conditions for college English teachers to improve their research ability; 2)improve the university research assessment system to make it more scientific and humanistic; 3)college English teachers’ own adjustments on their research efforts.

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Li, Xiao-yan, und Jian-hao Huang. „Effect of Teachers’ Charismatic Leadership Perceived by College Students on Their Entrepreneurial Intentions: The Mediating Role of Entrepreneurial Passion“. Higher Education Studies 13, Nr. 2 (15.04.2023): 74. http://dx.doi.org/10.5539/hes.v13n2p74.

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The present research examined the perceived teachers’ charismatic leadership and entrepreneurial intentions of college students. Based on the theory of emotional contagion, this study proposes a mediating model of entrepreneurial passion between college students’ perception of teachers’ charismatic leadership and entrepreneurial intentions. A questionnaire survey was conducted in 420 college students in Jiangsu Province, China. The results showed that college students’ perceived teachers’ charismatic leadership had a significant positive effect on entrepreneurial passion. Moreover, perceived teachers’ charismatic leadership of college students was found to have a significant positive predictive effect on entrepreneurial intentions, and entrepreneurial passion had a significant positive effect on entrepreneurial intentions. The mediation model analysis indicated that entrepreneurial passion played a partial mediating role between college students’ perception of teachers’ charismatic leadership and entrepreneurial intentions. The study results deepened our understanding of the inner influence mechanism of college students’ perception of teachers’ charismatic leadership and entrepreneurial intentions, in addition to providing a practical basis for college educators.

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Yuan, Jing. „Study on the Definition of Educational Responsibility of Teachers in Colleges and Universities in China in the New Era“. International Journal of Education and Humanities 10, Nr. 1 (16.08.2023): 127–30. http://dx.doi.org/10.54097/ijeh.v10i1.11101.

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With the rapid development of society and the advancement of education reform, the new era has put forward higher requirements and expectations for college teachers. The definition of educational responsibility of college teachers has become an urgent research issue in the current education field. This study aims to explore the role orientation of college teachers, clarify their responsibility and mission, and provide theoretical support and guidance for the development of college teacher education through the study of defining the educational responsibility of college teachers in China in the new era.

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