Relevant bibliographies by topics / Columbian Association of Teachers

Academic literature on the topic 'Columbian Association of Teachers'

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Published: 25 July 2024

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Journal articles on the topic "Columbian Association of Teachers"

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Reshef, Yonatan, and Charles Keim. "Topics a Union President Visited to Mobilize Members." Articles 73, no. 2 (June 18, 2018): 274–94. http://dx.doi.org/10.7202/1048571ar.

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We analyze four calls to action issued by the British Columbia Teachers’ Federation (BCTF) president, Jim Iker. These appeals sought to mobilize members during the 2013-2014 collective bargaining that pitted the BCTF against the British Columbia government and the direct employer, the British Columbia Public School Employers’ Association. We apply a “theory of rhetoric” developed by Chaim Perelman to locate and analyze the topics the BCTF president used to persuade his members to adhere to his arguments about the merit of collective action.We argue that the president constructed his rhetoric by visiting five topics—urgency, fairness, futility, agency, and integrity. The first three promoted a utilitarian logic for collective action. Iker used them to persuade teachers, and other stakeholders, that collective action was necessary for addressing the problem—the futility of the bargaining process to produce a negotiated fair agreement due to the government’s reluctance to bargain in good faith. The last two topics—agency and integrity—comprised a rhetoric of comfort and reassurance offering an affective logic for acting collectively. At least some union members, as well as other stakeholders, might have felt that teachers are expected to care for their charges in the classroom rather than on the picket line, by withdrawing services they monopolize. Iker used the topics of agency and integrity to remind everyone that defending students, young teachers, the teaching profession, and the education system was commendable, and reassured them that collectively they would not be ignored and nor would they fail.In short, we have pointed out five topics that the president visited to mobilize his members to collective action. They highlight a unique rhetoric that aimed to persuade teachers to become agents of protest. Our case study methodology did not allow us to generalize our findings, which more research is, thus, needed to corroborate.
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Racey, C. Sarai, Robine Donken, Ellie Fox, Imogen Porter, Julie A. Bettinger, Jennifer Mark, Lizl Bonifacio, et al. "Characterization of vaccine confidence among teachers in British Columbia, Canada: A population-based survey." PLOS ONE 18, no. 7 (July 12, 2023): e0288107. http://dx.doi.org/10.1371/journal.pone.0288107.

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Objectives Teachers are an important occupational group to consider when addressing vaccine confidence and uptake for school-aged children due to their proximate role within school-based immunization programs. The objectives of this study were to characterize and identify sociodemographic factors associated with vaccine confidence and describe teachers’ knowledge of and perceived role in the school-based immunization program, with the aim of informing public health policy and identifying opportunities for supporting teachers in their role in school-based immunization programs. Methods A cross-sectional survey of elementary and secondary public-school teachers in British Columbia was completed from August to November 2020. Respondents provided sociodemographic information, as well as past vaccination experience, vaccine knowledge, and perceived role in the school-based immunization program. Vaccine confidence was measured using the Vaccine Hesitancy Scale (VHS). Characteristics associated with the VHS sub-scales ‘lack of confidence in vaccines’ and ‘perceived risk of vaccines’, were explored using ANOVA. Descriptive analysis was completed for teachers’ perceived role in the immunization program. Results 5,095 surveys were included in this analysis. Overall vaccine confidence was high, with vaccine hesitancy being related to the perceived risk of vaccines rather than a lack of confidence in the effectiveness of vaccines. ANOVA found significant differences for both VHS-sub-scales based on sociodemographic factors, however, the strength of the association was generally small. High general vaccine knowledge and never having delayed or refused a vaccine in the past were associated with higher vaccine confidence. Overall, teachers reported a lack of clarity in their role within the school-based immunization program. Conclusions This large population-based observational study of teachers highlights a number of key engagement opportunities between public health and the education sector. Using a validated scale, we found that overall, teachers are highly accepting of vaccines, and well situated as potential partners with public health to address vaccine hesitancy.
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Ronnick, Michele. "In Search of Helen Maria Chesnutt (1880-1969), Black Latinist." New England Classical Journal 48, no. 1 (May 14, 2021): 110–21. http://dx.doi.org/10.52284/necj/48.1/article/ronnick.

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Classical scholars have begun to delineate the dynamic pattern of black classicism. This new subfield of the classical tradition involves the analysis of the creative response to classical antiquity by artists as well as the history of the professional training in classics of scholars, teachers and students in high schools, colleges and universities. To the first group belongs Helen Maria Chesnutt (1880-1969). Born in Fayetteville, NC, Chesnutt was the second daughter of acclaimed African American novelist, Charles W. Chesnutt (1858-1932). She earned her B.A. from Smith College in 1902 and her M.A. in Latin from Columbia University in 1925. She was a member of the American Philological Association and the Classical Association of the Middle West and South. Her life was spent teaching Latin at Central High School in Cleveland, OH. This is the first full scale account of her career.
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Baglieri, Susan, Lynne M. Bejoian, Alicia A. Broderick, David J. Connor, and Jan Valle. "Inviting Interdisciplinary Alliances Around Inclusive Educational Reform: Introduction to the Special Issue on Disability Studies in Education." Teachers College Record: The Voice of Scholarship in Education 113, no. 10 (October 2011): 2115–21. http://dx.doi.org/10.1177/016146811111301007.

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In March 2008, we, the guest editors of this special issue, served as cochairs to the Eighth Annual Second City Conference on Disability Studies in Education hosted by Teachers College, Columbia University.1 We organized the conference around the theme, “Mitigating Exclusion: Building Alliances Toward Inclusive Education Reform in Pedagogy and Policy.” As explicated in our call for proposals, the purpose of this conference was to explore the politics of exclusion with view to strengthening alliances in complementary areas of study (e.g., feminist studies, queer studies, critical race studies, and so on) as we continue to agitate for and implement change toward more inclusive policies and practices in public education…. The sponsoring organization for this conference is the Disability Studies in Education (DSE) special interest group (SIG) [of the American Educational Research Association]. As such, the participants and audience of this conference have historically been comprised of scholars working in the field(s) of disability. This year we aim to broaden our alliances in working toward inclusive education reform, by seeking both to build alliances with researchers in complementary areas of study, as well as by seeking the broader input and participation of other constituencies invested in inclusive education reform (i.e. classroom teachers, individuals labeled with disability/disabled people, family members of individuals labeled with disability/disabled people).
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Koshan, Jennifer. "Intersections and Roads Untravelled: Sex and Family Status in Fraser v Canada." Constitutional Forum / Forum constitutionnel 30, no. 2 (May 12, 2021): 29–42. http://dx.doi.org/10.21991/cf29420.

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It has been a long road to the judicial recognition of women’s inequality under the Cana‑ dian Charter of Rights and Freedoms.1 The Supreme Court of Canada ruling in Fraser v Can‑ ada is significant for being the first decision where a majority of the Court found adverse effects discrimination based on sex under section 15,2 and it was only two years prior that a claim of sex discrimination in favour of women was finally successful at the Court,3 almost 30 years after their first section 15 decision in Andrews v Law Society of British Columbia. 4 1 Part I of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11 [Charter], s 15. 2 Fraser v Canada (Attorney General), 2020 SCC 28 [Fraser]. 3 Quebec (Attorney General) v Alliance du personnel professionnel et technique de la santé et des services sociaux, 2018 SCC 17 [Alliance] (majority found sex discrimination under s 15 and rejected the government’s justification argument under s 1 in the pay equity context). See also Centrale des syndicats du Québec v Quebec (Attorney General), 2018 SCC 18 [Centrale] (majority found violation of s 15 but accepted the government’s s 1 argument, also in the pay equity context). For comments on these decisions see Fay Faraday, “One Step Forward, Two Steps Back? Substantive Equality, Systemic Discrimination and Pay Equity at the Supreme Court of Canada” (2020) 94 SCLR (2d) 301; Jonnette Watson Hamilton & Jennifer Koshan, “Equality Rights and Pay Equity: Déjà Vu in the Supreme Court of Canada” (2019) 15 JL & Equality 1. See also British Columbia Teachers’ Federation v British Columbia Public School Employers’ Association, 2014 SCC 70 (a one-paragraph decision restoring an arbitrator’s award allowing a s 15 employment benefits claim by women); Newfoundland (Treasury Board) v NAPE, 2004 SCC 66 (finding a violation of s 15 but accepting the government’s s 1 argument, again in the pay equity context).4 [1989] 1 SCR 143, 56 DLR (4th) 1.
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Wims, Mary E., Shayla M. McIntyre, Ann York, and Laura G. Covill. "The Use of Yoga by Physical Therapists in the United States." International Journal of Yoga Therapy 27, no. 1 (November 1, 2017): 69–79. http://dx.doi.org/10.17761/1531-2054-27.1.69.

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Abstract How physical therapists (PTs) in the United States currently use yoga in their clinical practices is unknown. The purpose of this study was to determine how PTs in the United States view yoga as a physical therapy (PT) tool and how PTs use yoga therapeutically. The authors conducted a 24-item survey via electronic communications of the Geriatric, Orthopedic, Pediatric, and Women's Health Sections of the American Physical Therapy Association. Participants (n = 333) from 47 states and the District of Columbia replied. Reported use of therapeutic yoga among participants was high (70.6%). Of those participants, nearly a third use asana and pranayama only. Most participants using therapeutic yoga also include additional mindfulness-related elements such as sensory awareness, concentration/focus, and/or meditation. Most participants learned about yoga through personal experiences, with many participants citing lack of familiarity in using yoga in PT practice. Safety is the primary concern of participants when recommending yoga to patients as an independent health and wellness activity. Interdisciplinary communication between PTs, yoga therapists, and yoga teachers is warranted to address the post-discharge needs of clients. Healthcare changes have required PTs to adapt to a biopsychosocial-spiritual model (BPSS) for improved patient outcomes. Therapeutic yoga may provide an opportunity for PTs to expand their role in health and wellness and chronic disease management. There is opportunity for continuing education in therapeutic yoga for PTs.
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Crowley, Catherine J., Kristin Guest, and Kenay Sudler. "Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 2 (August 2015): 64–76. http://dx.doi.org/10.1044/cds22.2.64.

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What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.
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Lunenfeld, Marvin, David Buisseret, Tina Reithmaier, Luciano F. Farina, and Robert W. Tolf. "A Guidebook to Resources for Teachers of the Columbian Encounter." Journal of American History 80, no. 4 (March 1994): 1575. http://dx.doi.org/10.2307/2080772.

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Tucker, Eric. "BC Teachers’ Federation v British Columbia: The Supreme Court Takes a School Holiday." Relations industrielles 73, no. 3 (November 7, 2018): 603–16. http://dx.doi.org/10.7202/1053843ar.

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Summary Constitutional labour rights in Canada now protect workers’ freedom to organize and bargain collectively and to strike. These associational freedoms are especially important for public sector workers, the most frequent targets of legislation limiting their freedoms. However, the Supreme Court of Canada judgments recognizing these rights and freedoms have also introduced important ambiguities about their foundation, scope and level of protection. This brief comment locates these ambiguities in the context of Canada’s political economy and industrial relations regime, which are beset by contradiction and conflict. It then explores the origins and development of the jurisprudential ambiguities in constitutional labour rights through a survey of recent Supreme Court of Canada’s labour rights judgments, including most recently British Columbia Teachers’ Federation and British Columbia (2016).
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Ciura, Monika. "Iconography of the Pre-Columbian Maya rattes." Estudios Latinoamericanos 42 (March 20, 2023): 155–202. http://dx.doi.org/10.36447/estudios2022.v42.art7.

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The article provides a thorough analysis of the rattles depicted in Maya art, including their construction, decoration, and playing techniques. The gourd vessel rattle is the most frequently depicted musical instrument in Maya art, appearing in 108 iconographic sources. The rattles vary in shape, size, and adornment, with some being elaborately decorated and others unadorned. The author uses insights mostly from iconographic evidence to classify rattles into different types and subtypes based on their shape, adornment, and context of use. The article concludes that the round rattle with slits and adornments was the iconic representation of the rattle in Maya culture. The rattle appears in scenes representing courtly life, ceremonies, and battles. The text highlights the association of rattles with dancing, masking, and impersonation rituals, where they were often used as prestigious and powerful objects, manipulated by the most important characters. Adorned rattles generally indicate a musician of a higher status and correspond to the richness of their attire. It is also the only musical instrument with which rulers were depicted.
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Dissertations / Theses on the topic "Columbian Association of Teachers"

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Drexhage, Glenn. "The future of our past : inside the 2008 B.C. Digitization Symposium." British Columbia Library Association, 2009. http://hdl.handle.net/2429/8545.

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This article, written by Glenn Drexhage, Communications Officer – UBC Library/Irving K. Barber Learning Centre, appeared in the BCLA Browser: Linking the Library Landscape online newsletter (vol.1, no.1 2009). For more information, please visit the BC Digitization Symposium 2008 website at: http://symposium.westbeyondthewest.ca and the BCLA Browser website at: http://bclabrowser.ca.
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Bryant, Mitchell E. "The association of selected personality traits with perceived teaching program effectiveness." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2293.

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Thesis (M.S.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains vii, 25 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 21-22).
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Leung, Suet-mui Betty. "The establishment of parent association in schools : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778440.

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Monroe, Margaret Rachel. "Preparing teachers in the Lakeland Baptist Association to teach through effective professional development." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.054-0260.

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Davis, Marie E. "The association between change styles and job satisfaction among teachers working in international schools." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006188/.

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[Abstract]This research was conducted among the population of teachers working in international schools around the world, focusing on change, job satisfaction and thetransition process. Change style is believed to be an innate aspect of personality, which influences the preferences, attitudes and emotions surrounding change (Musselwhite,2004). Although these change style preferences are manageable and fluid within our lives, knowledge of them can assist in greater self-awareness and professional satisfaction.The purpose of the study was twofold. First, it aimed to determine if an association exists between an individual’s change style and job satisfaction. Secondly, itaimed to provide a more comprehensive understanding of cultural, technical and political factors connected with professional satisfaction and the relocation process.The research was guided by an interpretivist lens. An exploratory case study was conducted, incorporating both qualitative and quantitative data collection and analysis.Quantitative data collection included a psychometric assessment tool on change styles and a survey questionnaire, completed by 204 respondents. The qualitative element consisted of semi-structured interviews with seven volunteers, identified from thequantitative data set. Communication with participants was conducted through the Internet so as to reach a globally diverse sample of teachers. Qualitative responses wereseparated by themes, which in turn were refined into broader categories, leading to systematic interpretations of change styles among this specific group of internationalteachers. Quantitative data provided descriptive statistics with which to compare qualitative interpretations. Quantitative and qualitative data were compared and contrasted throughout, leading to greater credibility and applicability of the study.The research contributed to existing knowledge in three ways. Methodologically, it demonstrated the value of using mixed data sets in interpretive inquiry. Theoretically, itadded to the existing research into and application of change styles. Empirically, it offered understanding and interpretations of international school employees as theyexperience the relocation process and job satisfaction. Generally, the research contributes to a broader understanding of international school teachers which could enhance professional development opportunities and self-awareness and thereby promote increased levels of job satisfaction.
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Archer, Melody T. "Teachers’ Perception of Empowerment in Christian Schools Accredited by Tennessee Association of Christian Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2457.

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The purpose of the study was to examine the perception of teacher empowerment in Christian schools in order to ascertain if teachers were encouraged to take on more leadership responsibilities. One hundred forty-four teachers from 9 Christian schools (K-12) that are accredited by the Tennessee of Association of Christian Schools (TACS) participated in the study. The statistical analysis reported in the study was based on 5 research questions. Two instruments were used to collect data. A survey using a 5-point Likert Scale was used to collect data on teacher responsibilities, training, experiences, affiliation, and professional practices. Student achievement test scores from SAT-10 for the 2010-2011, 2011-2012, and 2012-2013 school years for grades 5, 8, and 11 were used to see if there is a correlation between teachers’ perception of empowerment and student achievement. A series of single sample t-tests were used to determine if there were significant differences between 2 independent groups. A Pearson correlation coefficient was computed to measure the relationship between teachers’ empowerment scores and their averaged student achievement test scores.
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Buth, Kevin Ross. "Factors Associated with Teacher Preparedness and Career Satisfaction in First Year Teachers." Thesis, North Dakota State University, 2020. https://hdl.handle.net/10365/31820.

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The objective of this study is to determine the potential association between teaching state, subject taught, perceived preparation given by teacher preparedness programs, and perceived support from administration and colleagues, and overall happiness of teachers and their satisfaction with the university education program they attended. We use generalized Fisher’s exact tests, two-sample t-tests, linear regression, logistic regression to accomplish this objective. State and subject have very little effect on teacher satisfaction. Teacher support systems are associated with both the way a teacher perceives they were prepared, as well as the satisfaction they experience in their career. How well a teacher feels they were is also associated with teacher satisfaction.
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Oster, JoAnna Ruth. "Factors of teacher turnover in church-related schools in a state association of christian schools." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.

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This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educational reforms in Vietnam.
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Leung, Suet-mui Betty, and 梁雪梅. "The establishment of parent association in schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958035.

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Books on the topic "Columbian Association of Teachers"

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Liljedahl, Peter, Egan J. Chernoff, and Sean Chorney. Selected writings from the journal of the British Columbia Association of Mathematics Teachers: Celebrating 50 years (1962-2012) of Vector. Charlotte, NC: Information Age Publishing, Inc., 2015.

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Association, East Middlesex Teachers', ed. East Middlesex Teachers' Association: The next meeting of the E.M. Teachers' Association .. [S.l: s.n., 1986.

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David, Buisseret, Reithmaier Tina M, Adorno Rolena, and Hermon Dunlap Smith Center for the History of Cartography., eds. A Guidebook to resources for teachers of the Columbian encounter. Chicago, Ill: Hermon Dunlap Smith Center for the History of Cartography, The Newberry Library, 1992.

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Association, Halifax Teachers'. Constitution of the Halifax Teachers' Association. [Halifax, N.S.?: s.n.], 1987.

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Liebenberg, M. M. B. History of the Bophuthatswana Teachers' Association. Pretoria, South Africa: Human Sciences Research Council, 1991.

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Pienaar, L. Transvaal United African Teachers' Association (TUATA). Pretoria: Human Sciences Research Council, 1999.

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Association, Scottish Yoga Teachers'. The Scottish Yoga Teachers' Association directory of teachers and classes 2005. Edinburgh: SYTA, 2005.

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Gray, Jerome A. History of the Alabama State Teachers Association. Washington, DC: National Education Association of the United States, 1987.

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Wilford, William. The London Head Teachers Association 1888 - 1988. (Great Britain): (W. Wilford?), 1989.

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Science Teachers Association of Nigeria. Science Teachers Association of Nigeria: An overview. Ibadan: Science Teachers Association of Nigeria, 2003.

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Book chapters on the topic "Columbian Association of Teachers"

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Voigt, Herbert, and Ratko Magjarević. "The Columbian Association of Biomedical Engineering and Medical Electronics (ABION)." In Launching IFMBE into the 21st Century: 50 Years and Counting, 124–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-30160-5_46.

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Karakok, Gulden, Katherine Morrison, and Cathleen Craviotto. "Lessons Learned from a Math Teachers’ Circle." In Association for Women in Mathematics Series, 89–103. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0_7.

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Catepillán, Ximena. "An Ethnomathematics Course and a First-Year Seminar on the Mathematics of the Pre-Columbian Americas." In Association for Women in Mathematics Series, 273–90. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0_19.

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Umland, Kristin, and Ashli Black. "Developing Collaborations Among Mathematicians, Teachers, and Mathematics Educators." In Association for Women in Mathematics Series, 121–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0_9.

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Fort, Deborah C. "Paul Brandwein and the National Science Teachers Association." In One Legacy of Paul F. Brandwein, 61–67. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2528-9_14.

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Hasim, Zuwati, Roger Barnard, Tunku Mohani Tunku Mohtar, Nooreiny Maarof, and Abd Razak Zakaria. "Trainee Teachers’ Teaching Metaphors and Their Pedagogical Association." In Social Interactions and Networking in Cyber Society, 27–35. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4190-7_3.

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Bennett, Curtis D. "Effects of a Capstone Course on Future Teachers (and the Instructor): How a SoTL Project Changed a Career." In Association for Women in Mathematics Series, 43–53. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0_4.

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Wong, Kapo, Alfred Tsz Shing Lai, Xiangcheng Meng, Fion Choi Hung Lee, and Alan Hoi Shou Chan. "Work–Life Balance of Secondary Schools Teachers in Hong Kong." In Proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021), 819–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74602-5_112.

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Bascia, Nina. "Learning Through Struggle: How the Alberta Teachers' Association Maintains an Even Keel." In Learning through Community, 169–86. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6654-2_9.

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Torbeyns, Joke, Sandy Verbruggen, and Fien Depaepe. "ECE Teachers’ Use of Educational Technology in Early Mathematics Education and Its Association with Teacher and School Characteristics." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 145–56. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_11.

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AbstractRecent studies point to the potential of using educational technology (ET) to stimulate preschoolers’ mathematical development. Despite the potential of ET for fostering early mathematics there is still limited insight into the extent to which ET is actually used in daily classrooms. We aimed to complement current insights into early childhood education (ECE) teachers’ use of ET in mathematics education and its association with school and teacher characteristics via an interview study with 342 ECE teachers in Flanders (Belgium). Our results indicated that about 1/3 of them did not adopt ET in mathematics education. Teachers who used ET reported various programs, with general preference for practice programs covering multiple mathematical competencies. Surprisingly, these programs were at least as frequently used to support basic ICT skills as to stimulate children’s mathematical development. Finally, the school’s ICT infrastructure, teachers’ ET competences and their computer experience at home were identified as key variables for teachers’ adoption of ET. We discuss the implications of our findings for ECE teacher training and professional development initiatives and point to avenues for future studies on the topic.
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Conference papers on the topic "Columbian Association of Teachers"

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Mesa, Felipe, and Miguel Mesa. "Clouds of Wood: A Columbian Design-Build Experience." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335064.

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The idea of complexity in the teaching and practice of architectural design is linked to formal processes or their programmatic features, leaving aside relevant aspects of the complete cycle of an emergent building: the relationships with the communities involved, management of financial and material resources, technical designs, environmental qualities, construction, and performance. In this way, too much relevance is given to the production of architectural representations and the student’s individual work, in detriment to the real impact that the student's activities may have on our society. In the Clouds of Wood Design-Build Studio (Medellín, Colombia, 2013–17), complexity was understood as the passage of a team of two professors and thirty students through the stages of design and construction of small-format buildings, made in association with rural communities near Medellín and a local company specializing in building with immunized wood. Constructions with a light program, low cost, and high impact on the communities’ daily lives were agreed on between all parties. Excessive production of drawings, models, and simulations was avoided, and collaboration between students, teachers, community leaders, representatives of municipal governments, and construction instructors was encouraged. In each semester of this course (ten studios in five years), the students worked in an articulated way in five groups with defined roles and responsibilities (fund-raising, drawing, wooden models, budget, construction). They only drew plans after knowing in depth the materials and construction technologies to be implemented; they only designed after visiting the communities involved; and they only built after understanding the budgets and the various constraints in play. If in a traditional design studio the students spend at least 80 percent of their time in activities of representation, often disconnected from everyday reality, in this course, they spent half of their time in meetings with experts and leaders, generating not only a balance in favor of the project but also a limited number of precise drawings. The course ran in four one-month modules: the first one to define in a group the overall aspects of the design (program, size, location, qualities) and evaluate five variants; the second, to develop the chosen design proposal; the third, to plan the construction phase; and the last, to build and inaugurate the building with the community. The result was the creation of a family of permeable buildings that are resistant and adapted to the tropical climate; have minimal geometric, structural, and tectonic variations; and made use of the constructive advantages of immunized wood. In addition, the consolidation of a group of students committed to the particular problems of communities, who can propose necessary, relevant, and unexpected buildings, raised the question about what is significant or even radical, today, in the education of architectural design: (a) the exploration of worlds (not yet seen) through images and models, or (b) the incorporation of design into the (already existing) complex and restrictive dynamics through a built architecture project?
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Pavlova, Natalia, and Valentina Chertkova. "ASSOCIATION METHOD IN PREPARING FUTURE ARTIST-TEACHERS." In ЛИЧНОСТЬ В ПРОСТРАНСТВЕ И ВРЕМЕНИ. SmolGU, 2022. http://dx.doi.org/10.35785/978-5-88018-430-9-2022-11-86-94.

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Bricker, Lauren, Randy Macdonald, and Sean Glantz. "Connecting the Computer Science Teachers Association (CSTA) Western Chapters." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3626253.3635370.

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Eastman, S., H. Ghasemzadeh, J. Van Stan, R. Hillman, and D. Mehta. "Quantifying the Occupational Voice Use of Teachers." In 10th Convention of the European Acoustics Association Forum Acusticum 2023. Turin, Italy: European Acoustics Association, 2022. http://dx.doi.org/10.61782/fa.2023.0764.

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Feng-Zhen Qin. "College teachers subhealth decision analyzing by using improved association rules." In 2008 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2008. http://dx.doi.org/10.1109/icmlc.2008.4621017.

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Hadgraft, Rodger, Franziska Trede, and Monika Rummler. "How do Teachers Respond to Sustained Change?" In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0131.

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Veerubhotla, Aditya Srikanth, Lahari Poddar, Jun Yin, György Szarvas, and Sharanya Eswaran. "Few Shot Rationale Generation using Self-Training with Dual Teachers." In Findings of the Association for Computational Linguistics: ACL 2023. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.findings-acl.297.

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Ho, Namgyu, Laura Schmid, and Se-Young Yun. "Large Language Models Are Reasoning Teachers." In Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.acl-long.830.

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Everitt, Lisa. "Women, Leadership, and the Alberta Teachers' Association: A Needs Assessment Survey." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689075.

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Laban, Philippe, Chien-Sheng Wu, Lidiya Murakhovs’ka, Wenhao Liu, and Caiming Xiong. "Quiz Design Task: Helping Teachers Create Quizzes with Automated Question Generation." In Findings of the Association for Computational Linguistics: NAACL 2022. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.findings-naacl.9.

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Reports on the topic "Columbian Association of Teachers"

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Weinstein, José. The Ministry of Education-Chilean Teachers Association Negotiation: Chile 2000: A Personal Perspective. Inter-American Development Bank, September 2006. http://dx.doi.org/10.18235/0011129.

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This paper narrates the Negotiation conducted in 2000 between the Chilean government, through the Ministry of Education (MINEDUC) and the teachers, led by the Colegio de Profesores (CP), the Chilean National Teachers Association. It describes the strategies employed by both sectors and the manner in which they finally concerted educational initiatives relevant to the successful development of the Educational Reform and the teaching profession. The Negotiation managed to impose cooperation over conflict, did not get stuck in wage demands, and identified fields of work that proved decisive in jointly improving the quality, equality and participation in the schooling system.
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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Weinstein, José. Chile 2000: The Negotiation Between the Ministry of Education and Teacher Union. Inter-American Development Bank, November 2006. http://dx.doi.org/10.18235/0006950.

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This presentation was commissioned by the Education Network of the Regional Policy Dialogue for the IX Hemispheric Meeting celebrated on November 8th and 9th, 2006. This presentation concerns the Negotiation conducted in 2000 between the Chilean government, through the Ministry of Education (MINEDUC) and the teachers, led by the Colegio de Profesores (CP), the Chilean National Teachers Association.
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Durie, Keita, Melissa Denzler, and Hana Turner-Adams. Me aro ki te hā o Hine-ahu-one WāhineMāori in Leadership. NZCER, September 2023. http://dx.doi.org/10.18296/rep.0036.

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Me aro ki te hā o Hine-ahu-one | Wāhine Māori in Leadership is a new report from Te Wāhanga, the kaupapa Māori research unit of the New Zealand Council for Educational Research. It has produced this report for Te Wehengarua, the Post Primary Teachers’ Association, to explore how to better support wāhine Māori in, or into positions of educational leadership.
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Parker, Rachel, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, and Oksana Zabolotna. Learning Through Play at School Ukraine: Final Research Report. Australian Council for Educational Research, April 2024. http://dx.doi.org/10.37517/978-1-74286-738-0.

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The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces on February 24, 2022. The revised questions were as follows: 1. What are the barriers and enablers that limit and/or support effective implementation of LTP in intervention school classrooms? 2. How do teachers in intervention schools implement LTP and adjust their classroom practices to promote learners’ literacy and social and emotional development? 3. How do children’s literacy and social emotional skills compare between testing time points including prior to and during the invasion of Ukraine by Russian armed forces?
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Hoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh, and Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.

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This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys). It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend. The period covered by the study encompasses an education reform, the General Education Quality Improvement Program – Phase II (GEQIP-II). GEQIP-II’s goals included increasing access to primary education and the quality of education that was provided. We find that mathematics teachers’ educational qualifications and teacher content knowledge in mathematics improved between 2012 and 2018. Despite this, students in 2018 have learning levels lower than students in 2012. This reflects, in part, changes in the composition of the samples, with the 2018 sample coming from poorer and rural households. However, students in 2018 show greater learning progress over the course of a school year compared to students in 2012. Using a value-added model, we show that learning outcomes in mathematics at the end of the school year are associated with teacher content knowledge, that this association has increased in magnitude over time, and that this content knowledge is especially important for weaker students. The key to reconciling these paradoxical findings is, thus, to recognize that the reforms that underpin these improvements in school quality may well be working in multiple ways, changing the composition of the student body who attend school as well as increasing the amount of learning that takes place in the classroom, particularly for weaker students. This, juxtaposed with the fact that the education reforms implemented over the last decade have sought to both include students from disadvantaged backgrounds and to improve teacher quality, is suggestive of the possibility that the GEQIP initiatives were producing positive learning results.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Online Behaviours and the Impact on Mental Health: Insights from the OxWell Student Survey. ACAMH, November 2023. http://dx.doi.org/10.13056/acamh.25573.

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The ‘Insights from the OxWell Student Survey‘ series is a new mini-in conversation series that will explore the OxWell study and the impact of its findings for parents, teachers, policymakers and mental health professionals. In this episode, Dr. Simona Skripkauskaite and Dr. Holly Bear comment on the findings from the OxWell survey regarding online behaviours and the association with young people’s mental health and wellbeing.
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