Relevant bibliographies by topics / College teachers

Academic literature on the topic 'College teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "College teachers"

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Chhetri, Ashmita Dahal. "Practices of Teachers' Motivation in Community College." Nepalese Journal of Management Research 2, no. 1 (September 9, 2022): 27–36. http://dx.doi.org/10.3126/njmgtres.v2i1.48261.

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This paper entitled, "Practices of Teachers’ Motivation in Community College” was conducted in Chitwan district of Nepal. Exploring what practices are enacting while motivating the teachers in community colleges from an unexplored context provides important and critical information for scholars. In this context, this study explored the motivational practices for teacher’s motivation in community colleges in Nepal. Three out of twelve community colleges of Chitwan district were selected for this study. Teachers were taken as the respondents for the study. This study adapted focused interview design of qualitative approach. The verbal data or information generated from different respondents using semi-structured and open-ended interview questionnaires were analyzed and interpreted with reference to Herzberg's dual factor theory and Stacy Adams equity theory. Finding of the study, revealed that community college in Nepal are attempting to motivate their teachers to adopt widely used good practices as in other organizations of similar nature. However, they are unable to implement those practices as per the expectations of their teachers due to insufficient resources and lack of systematized procedures. Those college are seeking more support from their affiliating universities, University Grand Commission and also from the state, province and local government.
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Juliana Purba, Friska, Kelly Sinaga, Debora Sitinjak, and Candra Y. Tahya. "21st Century chemistry teacher: Analysis of TPACK of pre-service chemistry teachers in teachers college." jurnal Pendidikan Kimia 15, no. 2 (August 30, 2023): 76–81. http://dx.doi.org/10.24114/jpkim.v15i2.43788.

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This research is aimed to analyze chemistry pre-service teachers' profile of the TPACK (Technology Pedagogy and Content Knowledge) competencies in Teachers College. The method used in this study was a mixed method using TPACK’s questionnaire and interview. This study revealed that Content Knowledge (CK), Technology Knowledge (TK), Pedagogy Knowledge (PK), Pedagogy Content Knowledge (PCK), and Technology Pedagogy Knowledge (TPK) components of TPACK of pre-service teachers are excellent. The Technology Content Knowledge (TCK) component needs to be improved throughout training courses that enabled the pre-service teacher to utilize, design, and apply various chemistry-based computer applications. The component of TPACK will continue to develop with the support of institutions and teaching experience. Strengthening the components of TPACK is important for a chemistry teacher to embrace 21st century learning.
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Marlina, Rina, Desyandri Desyandri, and Farida Mayar. "Teacher Role as a Facilitator in Teaching Collage in ES." International Journal of Educational Dynamics 5, no. 2 (June 5, 2023): 211–17. http://dx.doi.org/10.24036/ijeds.v5i2.414.

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The important teacher's role as a facilitator in teaching college in elementary schools is to facilitate the development of students' creativity and understanding. The purpose of this article is to investigate the teacher's role as a facilitator in teaching college in elementary schools and identify approaches, strategies, and best practices in facilitating effective college learning. The research method used in this study was interviews with five teachers and an analysis of the relevant literature. The results of the study show that the facilitator's approach is very important in directing students in the creative process and exploring collage techniques. Effective strategies and practices include providing concrete examples, using step-by-step guides, and engaging students in reflection and discussion regarding their collage work. This study also revealed that teaching collage can improve students' understanding and skills in the art of collage and has a positive impact on students' self-confidence. This article provides practical guidance for teachers in teaching college in elementary schools, encourages the development of student's artistic potential, and establishes the teacher's role as an effective facilitator.
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Yook, Cheongmin. "College ESL Teachers’ Views on Teacher Effectiveness." Korean Journal of Applied Linguistics 28, no. 1 (March 31, 2012): 321. http://dx.doi.org/10.17154/kjal.2012.03.28.1.321.

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Wei, Changwu, and Jian-Hong Ye. "The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China." Healthcare 10, no. 11 (November 8, 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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Tadese Hailegnaw, Tesfaye, Vencie B. Allida, Petronilla Mwangi, Korso Gude, and Benson Kinuthia. "Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia." East African Journal of Education and Social Sciences 3, no. 3 (June 30, 2022): 122–28. http://dx.doi.org/10.4314/eajess.v3i3.186.

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The study investigated the challenges of implementing effective partnerships in a College of Teachers’ Education and schools in Hosanna town, Southern Ethiopia, using the study used a descriptive design. The study was conducted in Hosanna town which had two public secondary schools, one private secondary school and one College of Teacher’s Education. The total number of educators was 150. The researchers sampled 37 instructors and 41 school teachers to make a total of 78 respondents. While there are benefits of forming partnerships among Colleges of Teachers’ Education and schools, bridging the gap between theory and practices of trainees is one of the main established challenges. Other challenges include gaps between theoretical and practical parts of teacher education programs, lack of finance in implementing partnerships between the college and schools and lack of collaboration between college instructors and teachers. The study recommends that the Ministry of Education should allocate a budget for developing effective partnerships. The regional education office should give training to develop trust among partners. Training should be given to change the pattern of the top to down work order and solve the cultural differences between the colleges and schools.
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Lederman, Norman G., and Margaret L. Niess. "Training College Teachers." School Science and Mathematics 99, no. 8 (December 1999): 413–17. http://dx.doi.org/10.1111/j.1949-8594.1999.tb17503.x.

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Abdullah, Tauqeer, Maria Ali, and Muhammad Sabten. "Unveiling the Dynamic Landscape of Job Satisfaction: A Multi-Dimensional Analysis of Teachers in Public and Private Colleges." International Journal of Innovation in Teaching and Learning (IJITL) 10, no. 1 (June 28, 2024): 62–82. http://dx.doi.org/10.35993/ijitl.v10i1.2964.

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Workplace satisfaction plays a crucial role in enhancing job performance and overall productivity. This study aimed to investigate and compare the factors influencing job satisfaction among private and public college teachers in District Bhakkar, Punjab, Pakistan. The research focused on understanding the distinct elements contributing to job contentment within these educational sectors. The study population encompassed all private and public college teachers in District Bhakkar. A sample of 346 college instructors participated, comprising 201 from public colleges and 145 from private colleges. This quantitative research utilized a self-developed questionnaire employing a 5-point Likert scale to collect primary data. The findings revealed a notable difference in job satisfaction levels between public and private college teachers. Public college teachers reported higher levels of satisfaction in areas such as job autonomy, respect, recognition, salaries, personal growth, promotions, and job training, compared to their counterparts in private colleges. Interestingly, there was no significant disparity in job satisfaction perceptions between male and female college teachers. Based on these results, it is recommended that initiatives be undertaken by owners or management of private colleges to enhance teachers’ self-recognition, respect, job autonomy, salaries, rewards, personal growth and development opportunities, promotions, training provisions, and job security. Such measures can potentially improve overall job satisfaction among private college teachers, consequently enhancing their performance and job engagement. Keywords: Job Satisfaction, Intrinsic Factors, Extrinsic Factors, Education, Job Satisfaction Scale, Teacher, Student
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Xia, Nan, and Yanan Yang. "Comprehensive Evaluation for Teaching Quality of College Faculty." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 156. http://dx.doi.org/10.3991/ijet.v16i18.25663.

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The fair, objective, scientific, and comprehensive evaluation of teaching quality helps college teachers improve the quality of teaching, and enables colleges to realize their goals of talent training. Therefore, it is important to find a way to comprehensively evaluate the teaching quality of college teachers. Drawing on the theories of analytic hierarchy process (AHP), this paper sets up an evaluation index system (EIS) for teaching quality of college teachers, and determines the weight of each index. Taking the teachers of a college for example, the multi-level fuzzy comprehensive evaluation (FCE) was carried out to quantify the teaching quality of these teachers. The results show that AHP and FCE can quantify and qualify the teaching quality at the same time. The combined use of the two techniques is applicable to comprehensive evaluation of teaching quality, and the assessment of a single factor, offering a complete understanding of the teaching quality of college teachers. The research provides a scientific way to evaluate the teaching quality of college teachers, and a realistic tool to enhance the teaching quality in colleges.
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Dharmik Chauhan and Supriya Ranjan. "Mathematical Aptitude Analysis of Prospective Teachers at the Indian Institute of Teacher Education." Journal of Mathematics Instruction, Social Research and Opinion 3, no. 1 (December 6, 2023): 23–32. http://dx.doi.org/10.58421/misro.v3i1.160.

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In this study, the researcher wants to find the mathematical aptitude of future teachers. The sample taken for the study is the teacher trainees of different colleges under the Indian Institute of Teacher Education, and the technique used is a random sampling technique. An investigation that covers the entire population is challenging to carry out. The population's representative subjects must, therefore, be chosen. An examined and observed sample is a subset of a larger population. DIET Gandhinagar, DIET Ahmedabad, Centre for Education, M. N. Shukla College, A.G. teacher's college. The sample is drawn from the 168 prospective teachers (teacher trainees) enrolled; 84 are from the District Institute of Education and Training, and the remaining 84 are from other colleges. The data is collected through a questionnaire as the research tool. Collected data were analyzed by t-test. The findings denoted that there are some differences between mathematical aptitude concerning gender and based on colleges.
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Dissertations / Theses on the topic "College teachers"

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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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Nadler, Elsa G. "The evaluation of research for promotion and tenure an organizational perspective /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=425.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 169 p. Vita. Includes abstract. Includes bibliographical references (p. 140-154).
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Holohan, Ronald Hines Edward R. Palmer James C. "The power and professionalism of community college faculty." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720807.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 30, 2006. Dissertation Committee: Edward R. Hines, James C. Palmer (co-chairs), Paul J. Baker, Thomas Campbell. Includes bibliographical references (leaves 182-190) and abstract. Also available in print.
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Edwards, James Lee. "Connections : things that matter to teachers in small colleges /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733154170888.

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Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

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Truell, Allen Dean. "Job satisfation of the occupational-technical faculty in the Virginia community college system : an analysis based on Herzberg's motivation-hygiene theory /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170252/.

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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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Teepanont, Nipawan. "A Study of the Perceptions of the Role of Presidents in Teachers Colleges in Northeastern Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331674/.

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The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.
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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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Yang, Su-Yu Huang. "Early Childhood Education Students' Perceptions of the Most Important Attributes of Effective College Teachers in Taiwan." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278549/.

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This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.
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Books on the topic "College teachers"

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Education, American Association of Colleges for Teacher. Briefing book 1993. Washington, DC: AACTE, 1994.

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A, Talmadge Cornelia, and American Chemical Society, eds. College chemistry faculties. 7th ed. [Washington, D.C.]: American Chemical Society, 1986.

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Cummins, Peg. The history of Ardmore Teachers' Training College. Tauranga [N.Z.]: Bassdrum Books, 2008.

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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, and Frye Bill, eds. Teaching in college: A resource for college teachers. Cleveland, Ohio: Info-Tec, 1989.

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

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Thieme, Werner. Auswirkungen besoldungs- und dienstrechtlicher Vorschriften auf die Mobilität von Hochschullehrern in der Bundesrepublik Deutschland: Ein Rechtsgutachten. Bonn: Bundesminister für Bildung und Wissenschaft, 1989.

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Book chapters on the topic "College teachers"

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Hayes, Kecia, and 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, and 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, and 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, and 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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Hansen, David T., and Megan Jane Laverty. "Philosophy, Teaching, and Teacher Education at Teachers College, Columbia University." In The Importance of Philosophy in Teacher Education, 182–208. New York, NY : Routledge, 2020. | Series: Routledge international studies in the philosophy of education: Routledge, 2019. http://dx.doi.org/10.4324/9780429426827-11.

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Carberry, Adam R., Stacy S. Klein-Gardner, Pamela S. Lottero-Perdue, and 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, and 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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Conference papers on the topic "College teachers"

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Motsoeneng, Molefi. "THE EFFECTS OF TEACHER EDUCATION ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING COLLEGE LECTURERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end082.

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"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers to the universities. Minimum Requirements for Teacher Education Qualifications (MRTEQ) were adopted as the policy document for admission into the teaching profession. The reforms, however, excluded the training of (TVET) lecturers. TVET College lecturer training has not changed and most of the problems regarding lack of Content Knowledge (CK), PCK, and Subject Matter Knowledge (SMK) have not been attended to. This has negatively influenced the quality of lecturers at TVET colleges and resulted in a poor quality of TVET education. Semi-structured interviews collected the data regarding training in relation to courses currently being taught, as well as measuring CK, PCK, and SMK in those courses. The findings revealed that the lecturers were not competent in the courses they taught. Thus, the study strongly recommends more teacher training of the continuous professional development."
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Wang, Xiyan. "Teacher Self-Efficacy: Implication for Chinese College English Teachers Development." In 2013 International Conference on the Modern Development of Humanities and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.42.

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Litiņa, Sanita, and Karīna Svētiņa. "Digital Competence of Medical College Teachers According to DigCompEdu Framework." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.23.

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Over the last decade, learning and working in medicine have been increasingly influenced by digital tools and the “digital transformation” is now a popular topic. Today’s medical students are growing up in a digital age in which digital tools and devices are a regular part of their professional life. Digital transformation in healthcare is not just about technology but strategy and new ways of thinking. Developing digital competence is essential to health professional education to increase confidence in accessing the best evidence for clinical practice. Healthcare lecturers play a crucial role in promoting the acquisition of digital competencies and therefore need to be digitally competent themselves. This study aims to identify teachers’ digital competence at one medical college using the framework for the Digital Competence of Educators (DigCompEdu). A total of 47 medical college teacher participated. The results confirmed that the self-assessment instrument developed is reliable, valid, and thus suitable for measuring teachers’ digital competence. Generally, values are centred across the four major competence categories, and most participants obtain a score at the intermediate (B1) level. Investing in teacher training aimed at practical work with students is necessary, as the area showing the most significant weaknesses is Area 5: Empowering Learners. In particular, teachers also need to help their students use technologies in their education.
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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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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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Shan, Ronglin. "On the Development of College English Teachers in Local Minzu Colleges." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.114.

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Zhang, Xiaofang, and 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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Reports on the topic "College 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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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, March 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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4

Carver-Thomas, Desiree, and 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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Glennie, Elizabeth J., and 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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6

Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 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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7

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, May 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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8

Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, January 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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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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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 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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