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Academic literature on the topic 'College teachers Australia Attitudes'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "College teachers Australia Attitudes"

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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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AlMahdi, Osama, and Hanin Bukamal. "Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College." SAGE Open 9, no. 3 (July 2019): 215824401986577. http://dx.doi.org/10.1177/2158244019865772.

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This study explored pre-service teachers’ attitudes toward inclusive education. The Sentiments, Attitudes, and Concerns about Inclusive Education–Revised (SACIE-R) scale was completed by 138 teacher candidates in a teacher preparation program in Bahrain Teachers College. The findings revealed that candidate teachers needed more opportunities to interact with and teach children with disabilities during their school practicum; they also needed more preparation and knowledge about the educational policies related to these children. Not all the candidate teachers felt confident in their knowledge and skills when dealing with these children. The sentiments of the candidate teachers were generally positive and compassionate to children with disabilities. The attitudes of the candidate teachers were generally positive as well, but there were some apprehensions in regard to including children who show aggressive behavior toward others or those who require communicative technologies in regular classes. The participants had many concerns related to certain aspects of including students with disabilities in the regular classrooms. The findings indicated that there is no significant difference among the study sample in terms of their attitudes, concerns, or sentiments toward inclusion according to the academic year variable (orientation, Year 1, Year 2, Year 3, and Year 4) and the specialization variable (no specialization, Cycle 1). There was also a significant negative relationship between level of confidence in teaching students with disabilities and the sentiment aspect, and also with the concerns. There was a significant negative relationship between knowledge of the local policy that relates to children with disabilities and the sentiment aspect.
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Tugun, Vasfi. "Validity and Reliability Dissertation of the Scale Used for Determination of Perceptions and Attitudes of Teacher’s Proficiency in Tablet PC-Supported Education." Cypriot Journal of Educational Sciences 11, no. 2 (June 28, 2016): 51. http://dx.doi.org/10.18844/cjes.v11i2.617.

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It is important to determine the proficiency perceptions and attitudes of the teachers towards Technologies of learning about the tablets in order to integrate the mobile learning technologies and to use the tablet PCs in the educational environments in an efficient way. Therefore, proficiency perceptions and attitudes of the teachers towards the Tablet PC-Supported Education have great importance. There are scales for assessing the proficiency perceptions and attitudes of the teachers in tablet-supported education. There have been found findings about the Proficiency Perceptions and Attitudes of 264 teachers working in the College of Near East towards the Tablet-Supported Education. In this assertion, we mentionabout an appropriate scale, test and application. For the tests of validity and reliability, the data has been obtained from 264 teachers working in the College of Near East within the school years 2013-2014. AT the end of this, 2 extents (Extent 1: Proficiency perceptions of the teachers about tablet usage, Extent 2: Teachers’ attitudes towards Tablet-supported education) have been detected in the scale. Cronbach alpha (α) value belonging to the scale’s sub-extents was found as .949 for the proficiency perceptions of the teachers about tablet usage, and as .934 for the teachers’ attitudes towards the Tablet-supported education. Cronbach alpha (α) value of the general scale was found as .953.
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Chiou, Wen-Bin. "Using Cognitive Dissonance to Enhance Faculty Members' Attitudes toward Teaching Online Courses." Psychological Reports 99, no. 2 (October 2006): 465–71. http://dx.doi.org/10.2466/pr0.99.2.465-471.

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Adopting a reward strategy for inducing college faculty to teach online courses is expected to cause a positive shift of their attitudes. Based upon dissonance theory, a smaller reward will lead to greater attitude change, and this effect will be more pronounced in individualists. The results of an experimental study showed that individualist teachers exhibited greater attitude change under low reward than under high reward, but the reward effect was not prominent in collectivist teachers. Implications for enhancing college teachers' attitudes toward teaching online courses are discussed.
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Kostka, Marilyn J. "Practice Expectations and Attitudes: A Survey of College-Level Music Teachers and Students." Journal of Research in Music Education 50, no. 2 (July 2002): 145–54. http://dx.doi.org/10.2307/3345818.

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Two independent groups, one consisting of college-level studio music teachers (n = 127) and the other of music majors (n = 134), completed a written survey containing 10 questions about attitudes and expectations for practicing music. The questionnaire was designed to address four major areas of interest: (1) attitudes about specific music skills, (2) expectations concerning use of practice time, (3) expectations for routines and strategies for practicing, and (4) attitudes toward practice in general. Results indicated that teachers expected more weekly practice time to be taking place than was actually reported by students. Additionally, most teachers expected that students should follow a specific practice routine, but 55% of students indicated that they do not do so; and although nearly all teachers in the survey stated that they discussed practice strategies with students, 67% of students reported that practice strategies were not discussed in their studio lessons. Finally, teachers and students had widely differing views regarding their feelings about practice in general.
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Nouf, Alenezi, Alqallaf Bader, and Zainab Abbas. "Pre-Service Teachers’ Attitudes Towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait." International Education Studies 13, no. 2 (January 29, 2020): 11. http://dx.doi.org/10.5539/ies.v13n2p11.

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Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Alrabah, Sulaiman, Shu-hua Wu, Abdullah M. Alotaibi, and Hussein A. Aldaihani. "English Teachers' Use of Learners' L1 (Arabic) in College Classrooms in Kuwait." English Language Teaching 9, no. 1 (November 30, 2015): 1. http://dx.doi.org/10.5539/elt.v9n1p1.

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<p>This study investigated English teachers' use of learners' L1 (Arabic) in college classrooms in Kuwait. The purpose of the study was three-fold: (1) to describe the functions for which L1 was employed by the teachers, (2) to explore the affective, sociolinguistic, and psycholinguistic factors that may have led teachers to use L1 in L2 teaching, and (3) to measure the teachers’ attitudes toward using L1 in teaching English as a foreign language (EFL). 60 EFL teachers at the Language Center in a college in Kuwait agreed to participate in the study. Data collection methods included recorded interviews and a grounded survey that was derived from the data of the interviews. Data analysis methods utilized Ethnograph 6.0, a software program, in order to search for common patterns of L1 use in the teachers’ interviews. Analysis of the survey utilized the Microsoft Excel Software Program to generate the means, percentages, and standard deviations for each of the survey items. The survey results indicated that the teachers used L1 in L2 classrooms as a teaching tool and for classroom management. The participating teachers also indicated that affective, sociolinguistic, and psycholinguistic factors have contributed to their L1 use in L2 teaching. However, the results also showed that the participating teachers exhibited mostly negative attitudes toward L1 use in L2 teaching. This contradiction between classroom practice and attitudes entailed implications for language teacher education programs to better equip EFL bound graduates with appropriate teaching strategies and classroom techniques to use L1 in appropriate ways in the EFL classroom.</p>
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Simpson, Madeline L., Freda McCombs, Ellery Sedgwick, and Rosemary Sprague. "Teachers' Self-Disclosure Sought by College Students." Perceptual and Motor Skills 60, no. 3 (June 1985): 783–87. http://dx.doi.org/10.2466/pms.1985.60.3.783.

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Students in Psychology, English, and Natural Science were invited to submit questions for information deemed by them pertinent to success in a course. A 13-category classification of the 1030 items collected from 194 students showed dominance of personal and teacher-related questions. Mean number of questions for upper classmen were consistently lower than those for lower classmen, this being interpreted as a normative and developmental tendency. Types of questions were restricted to cultural norms that centered on personal traits, interests, attitudes, opinions, and work of the target person, rather than on interpersonal relationships, morality, sex, and personal concerns. Analysis of class-size effects indicated that students attending a large class asked significantly more questions than those attending a small class in one of the four categories assessed, grading practices. Lower classmen tended to ask more questions about acceptable classroom behavior than upper classmen.
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Wang, Minjuan, Donald A. MacArthur, and Bob Crosby. "A descriptive study of community college teachers’ attitudes toward online learning." TechTrends 47, no. 5 (September 2003): 28–31. http://dx.doi.org/10.1007/bf02763202.

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Dissertations / Theses on the topic "College teachers Australia Attitudes"

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Fazaeli, Ahmad. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities /." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030821.110738/index.html.

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Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998.
Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.
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Edries, Ahdielah. "Student and teacher-identified attitudes and needs at the Australian Islamic College." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1903.

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The Australian Islamic College is a co-educational Islamic Independent school with three campuses in Metropolitan Perth which cater for migrant students from war-torn countries and others with culturally and linguistically, diverse backgrounds. The purpose of this study was to identify the strengths and interests of Islamic students, across eight of Gardner’s intelligence domains, as perceived by the students, and to explore student and teacher attitudes and perceptions of current school practices, so that the College could better meet the needs of these students. This study is important for the Islamic Colleges because it is hoped that the study will lead to the provision of opportunities for students to increase their confidence, self-esteem and motivation, and to achieve better in academic and non-academic areas. Data relating to the research questions were collected from three sources: (1) a survey on Student Self-Views (eight scales) (N=321); (2) Teacher Guttman Scaling questionnaires (three scales) and open-ended responses (N=32); and (3) student Focus Group Interviews (N=4X=32). The student survey data were analysed using the Rasch Unidimensional Measurement Model computer program (RUMM 2020) to create eight linear, unidimensional scales measuring Student Self-Views for the Interpersonal, Intrapersonal, English, Mathematics, Art, Music, Sport and Drama domains. The Teacher Guttman scales measured perceptions of: (1) Priority Activities Providing Links to the Western Culture; (2) General Types of Resources Needed; and (3) School Needs for Professional Areas. The following valid inferences were drawn from the linear scales: (i) female students do not have statistically significantly higher mean measures for Interpersonal and Intrapersonal Self-Views than male students, (ii) males have statistically significantly higher Mathematical and Sports Self-Views than females; and (iii) females have significantly higher English, Art, Music, and Drama Self- Concept than males. Findings from the student interviews and teacher surveys have direct implications for staff; that is, teachers need to adapt their pedagogy to suit the multiple student needs in their classrooms, and take on a more active role in their students’ emotional well-being by enhancing the current pastoral care to include positive relations with the students’ parents. Staff should have consistent positive reinforcement and behaviour management strategies in their classrooms, collaborative learning needs to be introduced in subjects that are content-laden, and practical, ‘hands-on’ activities need to be increased in their classrooms. The findings from the interviews and open-ended responses suggest that there is a need for the Principal to foster inclusion of shared philosophies across the entire school community (parents, teachers, students and Islamic leaders), and to review
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Warmack, Wanda L. "Elementary education pre-service teachers' attitudes toward reading." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/WARMACK_WANDA_44.pdf.

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Richardson, Niall B. "Work intensification and professionalism : A study of teachers' perceptions in the state school system in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/788.

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The past two decades have witnessed the introduction throughout much of the Western world of what has become known as economic rationalism, and for some commentators, as economic liberalism. Grounded in neoclassical economic theory, and with close kinship to the Taylorist and Fordist principles of the early decades of the twentieth century, the vision of economic rationalism has led to measures which have tended to favour the business sector in Australia. Throughout the 1990s, the focus has been on the notions of competitiveness, competition, productivity, efficiency, and profit, while the notions of the individual, and of social justice and equity, have often appeared to become correspondingly less important. As a result, there has emerged an increasing differentiation between the interests of capital and labour or, more broadly, between commercial and social interests. The differentiation is becoming increasingly stark, and one aspect which has attracted attention is that of work intensification. The thesis revolves around three research questions, related to the issue of work intensification, and with a focus on teachers. For the sake of the study, teachers arc deemed to include principals and deputy principals who, especially in smaller schools, have both teaching and administrative duties. The study examines the extent of teacher work intensification. Consequently, the first question is: "To what extent does work intensification exist amongst teachers in Western Australian State Schools?"
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Kandies, Jerry. "Electronic mail : attitudes, self-efficacy, and effective communication /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10192006-115608/.

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Bohan, John Francis. "Values of Oregon Community College Faculty in Selected Instructional Areas." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/489.

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The following question was investigated for each of several biographical variables: Are there significant differences in the work values, as measured by the Ohio Work Values Inventory (OWVI), and personal values (terminal and instrumental), as measured by the Rokeach Value Survey (RVS), of instructors in Oregon community colleges? Comparisons were made by job status (part-time/full-time), teaching assignment, sex, number of years teaching, age, degree held, other employment of instructor, geographic location of college, and vocational certificate held. A multivariate ANOVA (followed by univariate ANOVAs and Modified LSDs as needed) was performed separately on the OWVI scales, the RVS Terminal Values, and the RVS Instrumental Values. The initial sample included 984 Oregon community college instructors, partitioned by teaching status, teaching assignment, and geographic location. The responding sample included 212 full-time and 288 part-time faculty. The rank order of the OWVI means for instructors was: Task Satisfaction; Self Realization; Ideas/Data; Altruism; Independence; Security; Money; Control; Object Orientation; Prestige and Solitude. The rank order for RVS Terminal Values for instructors was: Health, Self Respect, Family Security; Freedom; Inner Harmony; A Sense of Accomplishment; Wisdom, Mature Love; True Friendship; A World at Peace, An Exciting Life; Equality; A World of Beauty; A Comfortable Life; Salvation; Pleasure; National Security and Social Recognition. The rank order for RVS Instrumental Values for instructors was: Honest, Responsible; Loving; Capable; Independent; Intellectual; Helpful; Broadminded; Courageous; Forgiving; Loyal (tied with Forgiving); Logical; Ambitious; Self Controlled; Polite; Clean and Obedient. When sex, teaching experience, age, highest degree held, other employment/no other employment, and college location were used as independent variables, statistically significant differences were found in each set of dependent variables, with the exception of instrumental values for teaching experience and college location, and terminal values for college location. Of 396 correlations between the OWVI scales and the RVS values, 162 were significant at the .05 level (41%). The signs of the correlations indicated a logical relation between the two instruments.
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Lewis, Emily Witte James E. "An examination of perceptions, attitudes, and levels of job satisfaction of faculty teaching in a distance education environment." Auburn, Ala, 2009. http://hdl.handle.net/10415/1666.

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Zelenski, Lynne. "A group pay incentive program in academe impact on faculty work and attitudes /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Higher, Adult, and Lifelong Education, 2008.
Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 112-116). Also issued in print.
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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.

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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.
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Okoro, Gregory I. (Gregory Ifeanyi). "Socioeconomic Backgrounds of Educators and Their Attitudes Toward Women as Academic Administrators." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331102/.

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The purpose of this study is to determine the relationship, if any, between the socioeconomic backgrounds of educators and their attitudes toward women as academic administrators, including a comparison of the attitudes of male and female educators toward women as administrators. The population consisted of all full time faculty and administrators in 25 colleges and universities holding membership in the Association for Higher Education (AHE) of North Texas during the 1984/1S85 academic year. This group of institutions consists of 10 community/junior colleges and 15 senior colleges and universities. Data generation was achieved through the administration of a research package mailed to a sample of 300 subjects selected by a proportionate random process from the defined population. The instruments consisted of a modified version of the Women As Managers Scale (WAMS) and the Hollingshead Factor Index of Social Status. Useable data from 209 respondents were subjected to multiple regression techniques. The hypothesis that socioeconomic background of educators will be positively related to attitudes toward women as academic administrators was not upheld. It was however determined that attitudes toward women as administrators are explanable by a combination of job and non-job related variables, with women having more positive attitudes than men. The findings that 1) younger subjects have more positive attitudes, 2) experience under a female superordinate, generated favorable comments, and 3) educators as a whole had a highly favorable attitude lead to the conclusion that opportunities for advancement of women into adminstrative positions are brighter than often reported. It is suspected that the legislative activities and the feminist movement of the 1960s may have had a positive influence.
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Books on the topic "College teachers Australia Attitudes"

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Huber, Mary Taylor. Community college faulty attitudes and trends, 1997. Stanford, CA: National Center for Postsecondary Improvement, School of Education, Stanford University, 1998.

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Peace, Habomugisha. Organizational commitment of female lecturers in higher institutions of learning in Uganda: Its nature and determinant factors, 1975-1983. Addis Ababa, Ethiopia: Organization for Social Science Research in Eastern and Southern Africa, 1998.

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Adams, Mike S. Welcome to the Ivory Tower of Babel: Confessions of a conservative college professor. Augusta, Ga: Harbor House, 2004.

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Xue shu yu zheng zhi zhi jian de jue se kun dun: Da xue jiao shi de she hui xue yan jiu. Nanjing Shi: Nanjing shi fan da xue chu ban she, 2005.

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Malaise dans la formation des enseignants. Paris: L'Harmattan, 2000.

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Kabakçı, Işıl. Araştirma görevlilerinin mesleki gelişime yönelik bakiş açıları: Eǧitim fakülteleri örneǧi. Eskişehir: Anadolu Üniversitesi, 2006.

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Nguyễn, Thị Tình. Tính tích cực giảng dạy của giảng viên đại học: Sách chuyên khảo. Hà Nội: Nhà xuất bản Từ điển bách khoa, 2010.

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Ibrāhīm, Majdī ʻAzīz. Kullīyāt al-tarbiyah: Al-wāqiʻ wa-al-amal. [Cairo]: Maktabat al-Anjlū al-Miṣrīyah, 1992.

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Ann, Game, ed. Teachers who change lives. Carlton, Vic: Melbourne University Press, 2006.

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Rifkin, Tronie. Differences between the professional attitudes of full- and part-time community college faculty. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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Book chapters on the topic "College teachers Australia Attitudes"

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Boyle, Christopher, Kelly-Ann Allen, and Jessica Grembecki. "Teachers’ Attitudes to Inclusive Education in Australia." In Research for Inclusive Quality Education, 13–27. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_2.

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Chen, Shouhui, Zheng Guo, and Yanjie Zhang. "The Three Basic Working Attitudes That College Teachers Should Highly Emphasize." In Advances in Intelligent and Soft Computing, 623–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24772-9_89.

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D’Arcy, Grace, and Ilaria Mariani. "Science Gallery Dublin—Open Mind: Improving Mental Health of Young People." In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.
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Nirit, Karni-Vizer, and Reiter Shunit. "Attitudes Towards Autism Among Israeli Arab Teachers' College Students." In Recent Advances in Autism Spectrum Disorders - Volume II. InTech, 2013. http://dx.doi.org/10.5772/54845.

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Clayton, Kaylene. "Attitudes Towards ICT in Australian High Schools." In Information Communication Technologies, 3384–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch238.

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Information and communication technology (ICT) is integrated into almost every daily activity. Yet, few females today are choosing ICT based careers; a large percentage prefer to work in “pink collar” jobs such as childcare, education, and nursing. A recent report (Queensland Government, 2004) states that the average weekly earnings of full-time female workers in ICT, personal services, education, and health careers are $883.30, $513.10, $802, and $854.20 respectively. Furthermore, even though females consistently earn less than males, female ICT workers record the highest average earnings for all female occupations. Not only are females rejecting the financial rewards associated with ICT careers in favor of jobs that are seen to have a high human concern, they are also denying their voice in the creation and development of future technologies and applications. However, why are they shunning ICT study and careers? How does their educational environment and their perceptions of ICT impact ICT study and career choices? This article explores these questions through the 2003 case study of Year 9 and 12 students, teachers and guidance officers at two co-educational schools in Queensland, Australia. Data was collected from 490 participants through questionnaires and six students and four teachers took part in interviews. Two theoretical frameworks, organizational culture and information quality, were used as a lens to view the situation.
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Sullivan, Dennis D. "Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership, and Academic Optimism." In Maximizing Social Science Research Through Publicly Accessible Data Sets, 197–228. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch009.

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This study sought to identify the relationships among elementary teachers' instructional practices in mathematics pre- and post-Common Core Learning Standards (CCLS) implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables. The implementation of CCLS mathematics had an influence on elementary-school teachers' instructional practices and attitudes in both high and low needs schools. Teacher academic optimism was reported as overall higher in high needs districts, whereas teachers in low needs districts reported an increase in instructional motivation practices after the implementation of CCLS mathematics.
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Barnett, Marion. "The Real World Buffalo." In Videoconferencing Technology in K-12 Instruction, 173–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-331-9.ch013.

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Videoconferencing is one form of distance learning that can enhance teacher education programs by linking students in higher education with Pre-K–12 schools. As part of a Preparing Tomorrow’s Teachers to use Technology grant (PT3), a teacher education program utilized distance learning to link college classes with an urban school. Mediated observations of specific literacy practices were integrated into a traditional introductory literacy course. Preservice teachers observed urban teachers teaching literacy. Immediately following these observations, the preservice teachers were granted the opportunity to reflect on the lesson by conversing with the teachers via distance learning. Initial findings suggest students acquired positive attitudes toward teaching in urban classrooms and preferred this virtual field experience to a traditional in-school placement.
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Yeh, Helen W. M. "Students' Attitudes towards the Use of Technology in Hong Kong." In Handbook of Research on Education and Technology in a Changing Society, 729–43. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch054.

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Since the Education Bureau of Hong Kong encouraged the use of technology in education, virtual learning platform and PowerPoint slides have become magic tools for teaching and learning across all subjects in schools, colleges, and institutions. However, is technology a magic tool for effective teaching and learning? In order to understand how students think of learning with technology, this chapter investigates 114 college students' attitudes towards learning with technology imposed by the school and teachers through questionnaires. The results reveal that students had positive attitudes towards the use of technology in the affective, cognitive, and behaviour domains. Most importantly, they attributed their success of learning to what the teacher did with technology as well as what the teacher did in the classroom. These findings reveal that technology is not only a good tool to support learning but also fosters the acquisition and application of students' subject knowledge.
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Grimsley, Christina R. "How Students in a First-Year Composition Course Respond to the Flipped Classroom." In Implementation and Critical Assessment of the Flipped Classroom Experience, 99–118. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7464-6.ch006.

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This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.
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Klymchuk, Sergiy. "An Innovative Way of Teaching and Assessing Critical Thinking in Mathematics." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 267–72. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.049.

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teaching and assessment as an innovative pedagogical strategy. The intention of using such questions is to enhance students’ critical thinking. Critical thinking is understood here as “examining, questioning, evaluating, and challenging taken-for-granted assumptions about issues and practices” as defined by the New Zealand Ministry of Education. The study is based on a survey of 82 secondary school mathematics teachers who attended introductory workshops on the suggested pedagogical strategy at their regional conferences. Although the vast majority of the participants (96%) agreed to use such strategy in teaching, only 63% percent of the participants were willing to use it in assessement. Teachers’ attitudes are analysed in the paper. Key words: critical thinking, assessement, school mathematics teachers.
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Conference papers on the topic "College teachers Australia Attitudes"

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Wang, Peiyu, Tianjiao Chen, Gege Li, Qinna Feng, Shuxian Xu, and Heng Luo. "College Teachers' Attitudes Towards Online Teaching and the Influencing Factors: Lessons from China." In 2021 Tenth International Conference of Educational Innovation through Technology (EITT). IEEE, 2021. http://dx.doi.org/10.1109/eitt53287.2021.00021.

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Omer, Duaa, and May Abdelruhman. "G38(P) Knowledge, attitudes and practice towards epilepsy among primary schools’ teachers in Khartoum locality, Sudan 2016." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.26.

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Kavanagh, A., AM Bollier, L. Krnjacki, G. Katsikis, V. Kasidis, J. Ozge, and A. Milner. "RF37 Predictors of attitudes towards people with disability in australia: findings from a cross-sectional survey of australian adults." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.152.

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