Thematische Bibliographien / Teachers’ age

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Auswahl der wissenschaftlichen Literatur zum Thema „Teachers’ age“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 12. Februar 2022

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Zeitschriftenartikel zum Thema "Teachers’ age"

Bhandari, Laxmi Prasad Bhandari. „Correlates of Job Satisfaction of Community School's Teachers of Phidim Municipality, Nepal“. Dristikon: A Multidisciplinary Journal 11, Nr. 1 (17.08.2021): 100–114. http://dx.doi.org/10.3126/dristikon.v11i1.39143.

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Teachers' satisfaction is a significant concern of the overall education system of a country. This study examines the factors influencing job satisfaction of community school teachers' of Phidim Municipality. More specifically, this paper aims to investigate whether the sex of the teacher, income, nature of the job, age, birthplace, religion and educational status affect teachers' job satisfaction or not. This study is a cross sectional survey where sample size is determined by using Slovin's formula and the data were drawn from a self-administered questionnaire from randomly selected community school teachers. The percentages, Chi-Square test, and binomial logistic regression model were used for univariate, bivariate, and multivariate analysis using SPSS. The yearly income, age of teachers, and nature of job were found significantly associated with teachers' satisfaction under bivariate analysis whereas the binomial logistic regression justified the association of teachers' satisfaction to income of teachers and nature of their job only. The association of teacher's satisfaction to the sex of respondent, religion, educational status, and birthplace were found not significant using both bivariate and multivariate analysis. It is the conclusion that the permanency of job and reasonable salary must be managed mainly to make teacher's satisfied. In the present Nepalese context, the adjustment of teacher's salary as per the changing cost of living figure is necessary for teacher's job satisfaction. Likewise, the formulation of the teacher service commission as constitutional body, and regular operation of examination for teacher's permanent recruitment can enhance teacher's job satisfaction.

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Mahfud, Choirul. „THE ROLE OF ISLAMIC EDUCATION TEACHERS OF EARLY AGE IN THE ERADICATION OF ILLITERACY IN INDONESIA“. NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan 5, Nr. 1 (01.04.2018): 1–15. http://dx.doi.org/10.51311/nuris.v5i1.94.

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Teachers are educational heroes. Progressive retreat of educational practices in a country is also determined by the role of the teacher. In this context, it is necessary and important to evaluate and discuss further how the portrait of reality (das sollen) and ideality (das sein) concerning teachers of Islamic religious education of early age in Indonesia. Therefore, this study focuses on the teacher's problem between ideality and reality. This study was written using qualitative data that derived from references and literature books, news, journals and opinions in mass media and other relevant sources in this study. This research focuses on the following important questions: Firstly, what and how is the role of early Islamic education teacher in literacy eradication in Indonesia? Second, how are the supporting factors and obstacles to the role of early Islamic education teachers in literacy eradication in Indonesia? Thirdly, what are the solutions and policy recommendations on the role of Islamic education teachers in literacy eradication in Indonesia? Keywords: PAI Teachers, Illiteracy, Ideality and Reality

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Marucci, Eleonora, Beau Oldenburg und Davide Barrera. „Do teachers know their students? Examining teacher attunement in secondary schools“. School Psychology International 39, Nr. 4 (August 2018): 416–32. http://dx.doi.org/10.1177/0143034318786536.

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Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.

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Winn, Maisha T. „Building a “Lifetime Circle”: English Education in the Age of #BlackLivesMatter“. Urban Education 53, Nr. 2 (27.12.2017): 248–64. http://dx.doi.org/10.1177/0042085917747114.

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This article argues that, to prepare teachers in the era of #BlackLivesMatter, there must be a radical reframing of teacher education in which teachers learn to disentangle their teaching from the culture of Mass Incarceration and the criminalization of Black and Brown people in the context of the United States in their practice. Using a restorative justice paradigm, I seek to understand in what ways, if any, teacher training, specifically of English teachers, can address issues of Mass Incarceration and how teacher preparation can support preservice teachers to resist colonizing pedagogies and practices that privilege particular ways of knowing and being that isolate particular youth.

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Okoth, Ursulla Achieng. „Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya“. European Scientific Journal, ESJ 14, Nr. 19 (31.07.2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.

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Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.

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Čopková, Radka. „Perceived Teachers’ Justice and Perceived Teachers’ Authority“. Acta Educationis Generalis 10, Nr. 3 (01.12.2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.

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Čopková, Radka. „Perceived Teachers’ Justice and Perceived Teachers’ Authority“. Acta Educationis Generalis 10, Nr. 3 (01.12.2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.

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Rahida Aini, Mohd Ismail, Arshad Rozita und Abas Zakaria. „Can Teachers’ Age and Experience influence Teacher Effectiveness in HOTS?“ International Journal of Advanced Studies in Social Science & Innovation 2, Nr. 1 (April 2018): 144–58. http://dx.doi.org/10.30690/ijassi.21.11.

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Afdal, Hilde Wågsås, und Geir Afdal. „The making of professional values in the age of accountability“. European Educational Research Journal 18, Nr. 1 (11.10.2018): 105–24. http://dx.doi.org/10.1177/1474904118797733.

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Changing conditions in the realm of teacher professionalism have consequences for teachers’ professional values and ethics. To a large degree, the literature concludes that increases in accountability policies seem to result in more restricted space for teachers’ professional values and ethical autonomy. Less attention has been given to which kinds and forms of ethics and value logics teachers negotiate and prefer in situations involving accountability policies. In this paper, we analyze how the Union of Education Norway negotiated teacher values in the process of developing their professional ethics code and the final code text. Previous research has shown clashes and struggles between two value systems, or as a change from traditional professional to neoliberal values. However, based on the analyses in this article, a third relation is suggested—one where increased accountability creates a paradoxical situation for teachers’ professional values and ethics—in which the professional ethics of opposition may analytically empty teacher practice of ethical aspects and where professional ethics of engagement may lead to decreased conditions for ethical engagement.

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Anggeraini, Yentri. „LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES“. Research and Innovation in Language Learning 3, Nr. 3 (31.10.2020): 163. http://dx.doi.org/10.33603/rill.v3i3.3444.

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The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from You Tube as the digital media. Lack of training for teachers, lack of time, and lack of facilities were the challenges for the English teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. Findings suggest that English teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology.

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Dissertationen zum Thema "Teachers’ age"

Senjov-Makohon, Natalie. „Digital immigrant teachers learning for the information age“. full-text, 2009. http://eprints.vu.edu.au/2063/1/senjov_makohon.pdf.

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This study investigated how experienced teachers learned Information and Communication Technologies (ICT) during their professional development. With the introduction of ICT, experienced teachers encountered change becoming virtually displaced persons – digital immigrants; new settlers – endeavouring to obtain digital citizenship in order to survive in the information age. In the process, these teachers moved from learning how to push buttons, to applying software, and finally to changing their practice. They learned collectively and individually, in communities and networks, like immigrants and adult learners: by doing, experimenting and reflecting on ICT. Unfortunately, for these teachers-as-pedagogues, their focus on pedagogical theory during the action research they conducted, was not fully investigated or embraced during the year-long study. This study used a participant observation qualitative methodology to follow teachers in their university classroom. Interviews were conducted and documentation collected and verified by the teacher educator. The application of Kolb‘s, Gardner‘s, and Vygotsky‘s work allowed for the observation of these teachers within their sociocultural contexts. Kolb‘s work helped to understand their learning processes and Gardner‘s work indicated the learning abilities that these teachers valued in the new ICT environment. Meanwhile Vygotsky‘s work – and in particular three concepts, uchit, perezhivanija, and mislenija – presented a richer and more informed basis to understand immigration and change. Finally, this research proposes that teachers learn ICT through what is termed a hyperuchit model, consisting of developments; action; interaction; and reflection. The recommendation is that future teacher university ICT professional learning incorporates this hyperuchit model.

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Standen, Richard Phillip, und standen@hn ozemail com au. „The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School“. Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030730.102127.

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The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the schools assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teachers practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teachers beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teachers orientation. These recognisably different labels demonstrated that each teachers four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teachers orientation is with the ethos underpinning the innovation.

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Lynch, Dale P. „Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms“. Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2943.

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The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and implementing instruction are also noted. Educators were asked to respond to 36 likert-type items regarding their beliefs about developmentally appropriate practices. Respondents were also asked to respond to 27 likert-type items related to their instructional practices based on developmental appropriateness. Data were analyzed using an oblique factor analysis. Findings include a difference between multi-age and single-age classroom teachers regarding developmental education.

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Curtis, Diane M. Smith. „On becoming a competent multi-age practitioner“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ54878.pdf.

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Zeelie, Shani Antoinette. „Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the PIRLS Literacy 2016 results which revealed that South African Grade 4 learners achieved the lowest reading literacy scores out of the 6 participating countries. This study is a secondary analysis utilising standard multiple regression analysis of the PIRLS Literacy 2016 achievement data and the contextual data from the teacher and school questionnaires. The study’s results revealed that there is no statistically significant relationship between South African teachers’ participation in either formal or informal professional development and learners’ reading literacy achievement. Based on the literature however, the emphasis was placed on the educational significance of teachers’ participation in effective professional development activities.
Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
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Jacobson, Gilbert R. „An analysis of the decisions of New York State school districts to accept or reject the State's early retirement incentive plan /“. Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10692265.

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LaFever, Kathryn S. „Interdisciplinary Teacher Education: Reform In the Global Age“. Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228748083.

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Simerly, Jennifer A. „Teachers’ Perceptions of Students’ Readiness for Kindergarten“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2369.

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The increase in the number of parents who decide not to enroll their children into a formal kindergarten once they become of age has triggered questions of what impacts readiness. The act of redshirting has doubled since 1980. Redshirting is simply delaying a child’s entry into kindergarten by 1 year after they become age eligible to enroll. Parents want to make sure that with high stakes testing, a more demanding curriculum, and an increase in rigorous standards that their children are ready to start kindergarten with the best opportunity for success. The purpose of this study was to examine how preschool and kindergarten teachers perceive age, gender, prior preschool experience, and socioeconomic status impact a child’s readiness for kindergarten upon school entry. The study was also an examination of perceptions of preschool and kindergarten teachers as to whether or not readiness can be determined by a readiness test. The design method chosen for this study was nonexperimental quantitative. Teachers responded to an online survey. The survey was distributed via email to preschool and kindergarten teachers who were employed in 2 rural east Tennessee counties. This study included the responses of 46 participants who chose to respond to the survey.

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Foley, Virginia P. „Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5990.

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Camilli, Valerie Mae Lundquist. „"Squeezin' in" : transition effects when students move from multi-age to single grade classrooms /“. ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270511&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Bücher zum Thema "Teachers’ age"

Western Australia. Education Department. Human Resource Policy & Planning. Age profile: Issues paper. East Perth, W.A: The Dept., 2000.

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Wijeysingha, E. For a better age. [Singapore: Candid Creation Pub., 2009.

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Changing teachers, changing times: Teachers' work and culture in the postmodern age. Toronto: OISE Press, 1994.

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Hargreaves, Andy. Changing teachers, changing times: Teachers' work and culture in the postmodern age. New York: Teachers College Press, 1994.

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Changing teachers, changing times: Teachers' work and culture in the postmodern age. London: Cassell, 1994.

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Coming of age: Teachers in Iowa, 1954 to 1993. Des Moines, Iowa: Iowa State Education Association, 1993.

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Stewart, Linda, und Davis Laura. Teachers as avatars: English studies in the digital age. New York: Hampton Press, 2011.

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inc, National Evaluation Systems. Teachers: Supply and demand in an age of rising standards. Amherst, MA: National Evaluation Systems, 2000.

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Keane, William G. Win win or else: Collective bargaining in an age of public discontent. Thousand Oaks, Calif: Corwin Press, 1996.

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Sustrin, Sheila. The teacher who would not retire. West Bay Shore, NY: Blue Marlin Publications, 2002.

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Buchteile zum Thema "Teachers’ age"

Harwood, Debra, Dane Marco Di Cesare und Karen Julien. „Teachers’ digital practices in the classroom“. In Early Learning in the Digital Age, 165–79. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526463173.n12.

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Masterman, Liz. „The Challenge of Teachers’ Design Practice“. In Rethinking Pedagogy for a Digital Age, 120–33. Third Edition. | New York : Routledge, 2020. | “Second edition published by Routledge 2010”--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351252805-8.

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Anushalalitha, T. „Open Education Resources and New Age Teachers“. In Lecture Notes in Networks and Systems, 742–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23162-0_67.

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Fan, Xiying, und Gang Wu. „Foreign Language Teachers’ Professional Development in Information Age“. In Communications in Computer and Information Science, 233–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-18134-4_37.

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Philipp, Anja, und Heinz Schüpbach. „Age-Related Differences in the Emotion Regulation of Teachers in the Classroom“. In Age-Differentiated Work Systems, 149–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35057-3_7.

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Li, Jun. „The Chinese Model of Teacher Education: The Humanist Way for Chinese Learners, Teachers and Schools“. In Chinese Education Models in a Global Age, 249–64. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0330-1_18.

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Mantulenko, V. V., E. Z. Yashina und S. I. Ashmarina. „Personal Brand of University Teachers in the Digital Age“. In Lecture Notes in Networks and Systems, 62–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27015-5_8.

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Agostinho, Shirley, Sue Bennett, Lori Lockyer, Jennifer Jones und Barry Harper. „Learning Designs as a Stimulus and Support for Teachers’ Design Practices“. In Rethinking Pedagogy for a Digital Age, 105–19. Third Edition. | New York : Routledge, 2020. | “Second edition published by Routledge 2010”--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351252805-7.

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Ryan, W. F. „Navigation and the Modernisation of Petrine Russia: Teachers, Textbooks, Terminology“. In Russia in the Age of the Enlightenment, 75–105. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20897-5_5.

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Mamlok-Naaman, Rachel, Ron Blonder und Avi Hofstein. „Chemistry Teachers Enhance Their Knowledge in Contemporary Scientific Areas“. In Chemistry Education and Sustainability in the Global Age, 85–96. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_8.

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Konferenzberichte zum Thema "Teachers’ age"

Jegede, Philip. „Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria“. In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.

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Izzati, Dr. „Study Learning Style for Early Childhood Age“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.23.

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Yamamoto, Junko. „PRESERVICE TEACHERS' ADOPTION OF A MAKERSPACE“. In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l029.

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Koptseva, Tatiana A. „Innovative Forms Of Art Teachers’ Activities“. In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.51.

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Khasanova, R. F. „To The Question Of Foreign Language Teachers’ Certification“. In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.112.

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Savchenkov, Alexey V. „Aspects Of Formation Of Teachers Professional Stability“. In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.80.

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Sinelnikov, Igor Yu X. „Teachers Readiness For Interdisciplinary Interaction: Realities And Prospects“. In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.81.

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Bahktiyarova, V. F. „Organizational And Methodological Support For Certification Of Teachers Of Islamic Education“. In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.16.

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Drennan, Gail. „VALUE ADDED TEACHERS: THE LEGACY OF EDUCATIONAL TECHNOLOGY COACHES“. In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l042.

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Osadchuk, Olga L. „Shaping Subject Position Of Future Teachers In Dialogic Communication“. In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.65.

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Berichte der Organisationen zum Thema "Teachers’ age"

Figlio, David, Morton Schapiro und Kevin Soter. Are Tenure Track Professors Better Teachers? Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19406.

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Lavadenz, Magaly, Elvira Armas und Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Mahler, Patten Priestley. Are Teacher Pensions "Hazardous" for Schools? W.E. Upjohn Institute, Dezember 2017. http://dx.doi.org/10.17848/wp18-281.

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Jukes, Matthew C. H., Yasmin Sitabkhan und Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez und Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).

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Clotfelter, Charles, Helen Ladd und Jacob Vigdor. Are Teacher Absences Worth Worrying About in the U.S.? Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13648.

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Barrentine, Scott. Analyzing the Online Environment: How are More Effective Teachers Spending Their Time? Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5727.

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili und Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili und Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Fitzpatrick, Maria Donovan. How Much Are Public School Teachers Willing to Pay for Their Retirement Benefits? Cambridge, MA: National Bureau of Economic Research, Oktober 2014. http://dx.doi.org/10.3386/w20582.

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