Relevant bibliographies by topics / Educator

Academic literature on the topic 'Educator'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "Educator"

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Pudi, T. I. "Educator roles for technology education teacher-educators." Africa Education Review 2, no. 1 (January 2005): 147–67. http://dx.doi.org/10.1080/18146620508566297.

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Bashori, Abdul Hamid, Moh Nafi’ Alisha, and Moh Jalaluddin. "Implementasi Lembaga Pengendali Mutu Pendidik Di Lembaga Pendidikan Islam." Thawalib: Jurnal Kependidikan Islam 5, no. 1 (April 5, 2024): 29–42. http://dx.doi.org/10.54150/thawalib.v5i1.290.

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The educator quality assurance institution was established to ensure the quality of educators in educational institutions. The research aims to analyze and explain the planning, implementation, evaluation, and follow-up of the Educator Quality Control Institution at Maktuba Al-Majidiyah Islamic Education Institution in Pamekasan. This research uses a qualitative research approach with a case study research design. Meanwhile, the informants are: the general chairman of the education council, the education council, and personnel management. Data were collected using observation, interviews, and documentation techniques. Data analysis consists of three stages: data reduction, data display, and conclusion drawing. Research findings: (1) educator planning: setting standards, recruitment, selection, and placement of educators. (2) educator implementation: supervisor, motivator, trainer, developer, and compensator. (3) educator evaluation: monitoring educator activities by comparing standards with performance. (4) follow-up: rewards and punishments. Conclusion: the educator quality assurance institution has performed its tasks well because it has managed educators effectively. Research contribution: it can enhance the quality of educator management.
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Muliadi, Muliadi, and Muhammad Idris. "THE INFLUENCE OF EDUCATION & TRAINING AND EDUCATOR COMPETENCY ON EDUCATOR PERFORMANCE THROUGH ORGANIZATIONAL SUPPORT AS MEDIATION VARIABLES AT THE SOUTH SULAWESI POLICE POLICE SCHOOL." Economics and Business Journal (ECBIS) 1, no. 1 (November 28, 2022): 27–36. http://dx.doi.org/10.47353/ecbis.v1i1.4.

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This study aims to analyze the effect of education and training on organizational support at the National Police School (SPN) Polda South Sulawesi, the effect of educator competence on organizational support, the effect of education and training on educator performance, the influence of educator competence on educator performance, the effect of organizational support on performance. educators, the effect of organizational support as a mediating variable on the effect of education and training, and organizational support as a mediating variable on the effect of educator competence on educator performance by taking 46 employees as research samples. The results of this study indicate that (1) Based on the results of statistical tests, it is known that education and training have a significant effect on organizational support, and the competence of educators has a significant effect on organizational support at the State Police School (SPN) Polda South Sulawesi; (2) Based on the results of statistical tests, it is known that education and training, educator competence and organizational support have a significant effect on the performance of educators at the State Police School (SPN) Polda South Sulawesi; (3) Based on the results of statistical tests, it is known that organizational support as a mediating variable has a significant effect on education and training while organizational support as a mediating variable has no effect on educator competence on educator performance at the State Police School (SPN) Polda South Sulawesi. This means that organizational support can directly affect education and training, while organizational support does not indirectly affect the competence of educators on the performance of educators at the National Police School (SPN) Polda South Sulawesi.
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Silva, Simone Campos, Leena Salminen, Imane Elonen, Pilar Fuster Linares, Maria Cassar, Elaine Haycock-Stuart, Terhi Saaranen, Dana Zrubcová, and Michael Ewers. "Nurse educator education in six European countries: a descriptive study / Ausbildung von Pflegepädagog/-innen in sechs europäischen Ländern – eine deskriptive Studie." International Journal of Health Professions 9, no. 1 (January 1, 2022): 67–77. http://dx.doi.org/10.2478/ijhp-2022-0006.

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Abstract Objectives Information on nurse educator education is scarce. The present study thus aims to provide an overview of the requirements for and standards of nurse educator education in six European countries in order to enable further reflection and promote discourse on the topic. Methods: A descriptive international cross-sectional comparative study was conducted across six European countries. Data were collected via an online questionnaire completed by experts in nurse educator education or in organisations with specialist knowledge about nurse educator preparation (n = 11). The data were analysed, compared, and condensed. Results The participating countries differ in terms of their educational requirements and the working environments they provide for nurse educators. Formal nurse educator education is available in three of the six countries. Furthermore, in the countries with formal education for nurse educators, differences exist in terms of the regulation and implementation of the education. The educational requirements of nurse educators in higher education are mostly not specific to nursing and are instead general requirements for professional (tertiary) or higher education. Conclusions The analysis reveals heterogeneous regulations, standards, and pathways in the education of nurse educators in the six different counties included in the study. Despite some formal and content-related similarities, no uniform picture of the educational requirements, programmes, or standards was identified. The results of this international comparative research confirm the need for further research that examines whether the education of nurse educators meets the global need both for skilled nurses and for more Europe-wide collaboration in nurse educator education.
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Heryati, Helma. "HAKEKAT PENDIDIK DALAM PENDIDIKAN ISLAM." Jurnal Tunas Pendidikan 5, no. 2 (February 14, 2023): 251–62. http://dx.doi.org/10.52060/pgsd.v5i2.1033.

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One of the elements in education is the teacher. Educators are an important element in Islamic education, this study aims to describe the nature of educators in Islamic education. The research method used in this research is library research. Sources of research data consist of primary data sources and secondary data sources. Data analysis using content analysis. The results of the study show that, in Islamic education, there are two kinds of educators, namely parents and teachers in formal and informal schools. Educators in formal and informal schools must fulfill the characteristics of being an educator, fulfill the requirements as an educator, and fulfill their function as an educator.
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Tolouian, Audrey, Diane B. Monsivais, and Melissa Wholeben. "Responding in a Pandemic: Student Nurse Educator Mentorships, the Other Side of Blackboard." European Scientific Journal, ESJ 17, no. 30 (September 9, 2021): 53. http://dx.doi.org/10.19044/esj.2021.v17n30p53.

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Background: Nurse educators who are novice often express the need for improved preparation in the educator role. Problem: With the growth of online programs, one area of concern is the need for educators who are prepared to teach online. Approach: A mentorship for online teaching was developed to give student nurse educators the opportunity to develop educator competencies in the online environment. The process, benefits, challenges, and key points for the success of the mentorship are discussed. Outcomes: Since Spring 2016, 89 nurse educator graduate students have completed the mentorship. Their confidence related to the educator role in an online environment was enhanced, and they took great pride in serving as professional role models to the undergraduate nursing students. Conclusions: The mentorship option provides improved educator role preparation for nursing education graduate students who will teach online. It also provides informal mentorship as well as an unexpected perceived value in higher education to students in undergraduate nursing program.
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de Villiers, Cecile, and Christoph Garbers. "The Regulation of Educator Misconduct in Public Schools." Industrial Law Journal 44, no. 4 (2023): 2079–109. http://dx.doi.org/10.47348/ilj/v44/i4a1.

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The individual educator and her or his conduct are of central importance to the delivery of a quality basic education. This calls for a clear and co-ordinated response to address and prevent inappropriate educator conduct. Three broad deficiencies in current education legislation are identified. First, legislation provides for two types of educator, two different employers and two different sets of rules applicable to educator conduct in the same workplace. Secondly, the rules regulating the conduct of departmental educators contain an inappropriate legislative distinction between and description of ‘serious misconduct’ and ‘misconduct’, an unnecessary range of sanctions between a final written warning and dismissal and deficiencies in procedure. Thirdly, despite a clear overlap between the responsibilities of the employers of educators and the professional body for education, there is inadequate alignment between their roles, while gaps remain. The analysis relies not only on the provisions of the legislation itself, but also statistics and arbitration awards emanating from the Education Labour Relations Council. We argue that education legislation fosters an inappropriate managerial response to educator misconduct and suggestions for improvement are made.
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Aisyah, Siti, and Rini Setyaningsih. "HUBUNGAN ANTARA PROFESIONALITAS TENAGA PENDIDIK DENGAN MUTU PENDIDIKAN DI MADRASAH ALIYAH NEGERI 1 PEKANBARU." journal Istighna 3, no. 2 (August 13, 2020): 158–68. http://dx.doi.org/10.33853/istighna.v3i2.63.

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It was a correlational research studying about educator professionality (X variable) and education quality (Y variable) at State Islamic Senior High School 1 Pekanbaru. This research aimed at knowing educator professionality level, education quality level, and the correlation between educator professionality and education quality at State Islamic Senior High School 1 Pekanbaru. The samples were 46 educators at State Islamic Senior High School 1 Pekanbaru that met the requirements of professional educators—educator competence, qualification of education, and certification. The data were analyzed by using Pearson product moment correlational formula. Based on the analysis, it showed that H0 was rejected and Ha was accepted. It meant that there was a positive and significant correlation between educator professionality and education quality at State Islamic Senior High School 1 Pekanbaru. It could be seen from the comparison between robserved 0.694 and rtable 0.361 at 5% significant level with N that was 46, so robserved was higher than rtable (0.694>0.361). The result of linear regression coefficient showed that the probability score or the significance score 0.000 was lower than 0.05 (0.000<0.05). Based on the determination coefficient, it was obtained the score 0.482 or 48.2% and it was rounded up to 48%. It meant that the contribution of educator professionality variable to education quality variable at State Islamic Senior High School 1 Pekanbaru was 48%, and the rest was influenced by other variables that were not explained in this research. So, the professional educators could increase the quality of education.
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Zulfakar, Zulfakar. "Educator Competencies as Proficient Educators." International Journal of Social Science Research and Review 5, no. 3 (March 1, 2022): 42–51. http://dx.doi.org/10.47814/ijssrr.v5i3.180.

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The educator may be a respectable and honorable calling since the autonomy of the Republic of Indonesia has been belittled by a couple of individuals in a number of nations within the world, Asia, and indeed Indonesia, as well as in other nations. a few zones number Lombok-West Nusa Tenggara-Indonesia. When seen from the impact of teachers as instructors on their understudies, it is exceptionally expansive, in this way on the off chance that instructive programs, strategies, and learning media don't bolster instructive works out and learning driven by instructors, at each level and level of instructing it is likely that understudies are another time of parental battle. within the family, which in parallel can be a human resource that's the premise of a nation's battle and will be overlooked by others, and from other nations within the world. ,as an institution. With the improvement of the times and all current media and technology-based learning devices, it is accepted that the competence of instructing staff can rapidly alter to the requests and advance that exists in all areas related to their commitments in learning. This article traces the significance of coaching staff in carrying out their obligations professionally, upheld by pro-educational courses of action, and everything related to it. from producers of approaches, and a set of learning media that underpins the advance and smoothness of instruction and learning plans instructors and understudies wherever they are, since in the event that instructors and understudies don't make strides learning instantly, they will normally be cleansed behind in learning. all ranges, in learning and in life.
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Goodlad, John I. "Ralph Tyler: The Educators' Educator." Educational Policy 9, no. 1 (March 1995): 75–81. http://dx.doi.org/10.1177/0895904895009001004.

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Dissertations / Theses on the topic "Educator"

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September, Sean Christian. "Educator training and support for inclusive education." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.

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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously received training in inclusive education. The researcher embarked research to establish whether the educators believed the training and support they received was effective. Previous studies, local as well as abroad, indicate the importance of effective training and support for mainstream educators when it comes to the successful implementation of inclusive education. Aspects the researcher attempted to highlight are pre-service and in-service training of educators. A closer look is taken at classroom support, collaboration among all parties involved and peer support in order to get a clear understanding of what is needed, with special reference to the issue of support. The researcher also took a closer look at the types of skills that are required for the successful implementation of inclusive education-Data was collected through the administration of a questionnaire. The main findings revealed that the majority of educators believe that the training, support and skills they received from the Western Cape Education Department were effective. These results were interesting, given the fact that most educators, both locally and abroad, still raise concerns about training and support. Some key focus areas the researcher identified for the successful implementation of inclusive education are the integration of pre-service and in-service training programmes, parental involvement and collaboration between special and mainstream schools.
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Quinn, Melanie Lane. "Autoethnography : my journey from educator to educator-activist /." Connect to dissertation online, 2008. http://watzekpx.lclark.edu/login?url=.

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Hale, Travis L. "Becoming an educator: identity, music education, and privilege." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38794.

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Doctor of Philosophy
Curriculum and Instruction Programs
Frederick Burrack
This study is an intertwined critical autoethnography through which my experiences, my stories, are woven together with memories of family, students, and teaching career. Together, the telling of these stories will explore how I negotiated my identity development throughout my middle and high school experiences at a time when I could have been labeled as an at-risk student. The development into my professional career and personal life all influenced strongly by my participation in music education. Filtering these stories and memories through the lens of critical whiteness theory, this study interrogates the social assumptions that may be placed on at-risk students, exploring how these assumptions function within the context of access within our current music education structures, and investigates the ways in which social support systems allow opportunities for access of white male students and privilege in music education. An overarching question guiding this research is: How does the interrogation of such white privileges inform how one develops their identity as a music educator, a researcher, an academic, a husband, a father, a human, as well as, the curricular structures in place guiding access within music education?
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Nkenge, Nefertari A. "Educate to Liberate| Exploring Educator Narratives to Examine the Mis-education of Black Students." Thesis, Concordia University (Oregon), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747779.

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It is not known why the chronic mis-education of Black students has neither been adequately investigated nor treated as the most significant, widespread phenomenon of twenty-first century pedagogy. To attempt to understand this quandary, it was urgent to ask: How do Black educators understand the education of Black students? Are they able to incorporate the tensions and varied experiences they have had as students into their professional repertoire? This study described how Black educators’ unique cultural perspectives might enable increased insight into the problem of mis-education. Critical race theory framed this study with an emphasis on narrative inquiry and transformative learning. I interweaved narrative/counter-narrative and critical event research methods as both theoretical and methodological frameworks. I engaged in multi-part interviews and observations of 5 educators to explore their unique biographical narratives and analyze how their lives and teaching practices might better inform the success of Black students. Findings indicated (a) educators uniquely experienced the vestiges of mis-education as they faced insidious forms of racism during the course of their academic journey, (b) educators sought to interrupt the racism that their White teachers’ and peers exhibited, (c) educators encouraged students to use their voices and various platforms to effectively counteract their oppression, and (d) educators engaged transformative pedagogies in overt and covert ways depending on both the social and the teaching context(s). Based on the findings of this study, a liberation-based pedagogy is recommended to ensure the empowerment, increased performance, and well-rounded education of Black students.

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Sellergren, Martin. "Local Geography Educator." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-372079.

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The intent of this project is to produce a mobile application capable of teaching local geography of any place in the world to it’s users. The meaning of local geography in this context is attributes of villages, city-districts, roads, parks, rivers, schools and such geographic objects – object inside a limited area. The goal was to make a stimulating, entertaining and above all educational application. A design was carefully assembled through an analysis of existing applications with a similar concept, through a review of human factors regarding memory and learning, through an interview with a potential user, among other things. The corresponding application was implemented for Android mobile phones and tablets. The application introduces quiz- based education with well-reasoned solutions to design difficulties also faced by other developers of applications of this kind. The resulting application is likely unique with the functionality to offer education of detailed local geography of any place in the world. A brief evaluation of the educational value of the resulting application had promising results.
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Disque, J. Graham. "Counselor Educator Networking." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2823.

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Madden, Ellen J. "Place-based Education| Educator Perspectives on a Critical Pedagogy." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110427.

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As education evolves in the 21st century and students learn to develop knowledge from the ground up, educators step into the role of facilitator. Critical to this paradigm shift is a connection with places that develops knowledge from local experiences into broad global understanding. This thesis explores the literature on how people develop a connection with place, the importance of learning about the world through appropriate developmental stages, and the relevance of place-based education as part of learning in the 21st century. Through qualitative research methods—including surveys, interviews, and focus groups—this thesis demonstrates the ways in which educators in an elementary school in Albuquerque, New Mexico develop a personal sense of place. It also asks how an educator’s understanding of place is integrated into her or his teaching practices and addresses where there is room for place-based education principles in a wide range of classrooms. The findings of this study suggest that through relationships to place and people, young learners can develop a sense of belonging that drives a love of and responsibility for places on both local and global scales.

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Farouki, Dala Taji. "UAE student, staff and educator attitudes towards character education." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24091.

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This study aimed to answer the research question: “What role do stakeholders believe character education might play in strengthening UAE university students’ local knowledge?” Implementing character education was explored in terms of its potential influence on national identity and local knowledge in UAE education. The literature review covers several studies that inform a relevant research design. The literature review determines the best-fit term to use in this study by comparing and contrasting suitability of related pedagogical fields to character education, such as citizenship, civic, moral, and ethics education. Additionally, studies that serve as useful examples, such as the Crick Report, Lee’s Taiwan study, and regionally relevant articles such as Al Kharusi and Atweh, are discussed to inform the reader of the study’s design for the Dubai context. A mixed methods methodological design was used with a two-phased approach, a quantitative questionnaire survey and a qualitative series of interviews using an interview schedule. With a relativist, constructivist interpretive viewpoint, three groups were assessed with more than 300 participants: students and administrators at a Dubai case study university were assessed, as well as a group of external education leaders. Findings generally supported the idea of strengthening local knowledge learning both in and outside of educational institutions, with a focus on culture and language familiarity. Also, stakeholders strongly felt the need for choice in how and where learning takes place. Findings that inform the current status quo include that there is already a sentiment of citizenship within the UAE by expatriate residents. Many residents allude to the ‘third culture’ phenomenon, and thus feel belonging to several societies. Thus, results show that character education has potential to influence local knowledge and national identity within the UAE, and be directed at all students, both national and non-national.
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Eastman, Michael G. "The Journey from Engineering Educator to Engineering Education Researcher." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279363.

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Abstract Despite favorable job-growth predictions for many engineering occupations(NSB, 2010), researchers and government agencies have described a crisis in education in the United States. Several simultaneous events have conspired to sound this alarm. First, when compared to other countries, the United States is losing ground in educational rankings, and research and development output and expenditures (NSB, 2014). Second, within the disciplines of science, technology, engineering, and math (STEM) the ranks of engineering education have been identified as one of the most unwelcoming, inequitable, and homogeneous (Johri & Olds, 2014). Third, engineering educators at the university level has historically been select individuals from the dominant culture considered to be content experts in their fields, but having little or no background in educational theory (Froyd & Lohmann, 2014). Researchers and government agencies have recently claimed the changing demographics and need for more engineers in the United States signal a need for revolutionary changes in the way engineers are prepared and the need for a more welcoming and collaborative environment in engineering education (Jamieson & Lohmann, 2012; NSF, 2014). Understanding how to improve the culture of engineering education is an important and necessary ingredient for addressing national concerns with engineering and innovation.

My study seeks to explore the manifestation of the culture of engineering education in the experiences of five long-time engineering professors, who enrolled as part of a STEM PhD cohort, in a School of Education at a large research university in the northeastern United States. The overarching problem I will address is the persistent culture of engineering education that, despite decades of rhetoric about reform aimed at increasing the number of those historically underrepresented in engineering, continues to promote a hegemonic culture and has failed to take the necessary systemic steps to become more welcoming and more effective for all learners. This research involves the story, and the history, of an engineering education culture quick to identify the haves and the have-nots and dismissive of those individuals “not cut out” to become engineers.

My study is driven by the following research questions: (1) What are engineering educators’ perceptions of teaching and learning? (2) In what ways, if any, have participant experiences with constructivism and social constructivism influenced espoused beliefs, perceptions, and enactments of teaching? (3) What may be potential strategies for shifting the culture of veteran engineering educators toward reflective teaching practices and equitable access to engineering education?

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Moss, Ricki Carol. "Dorothy Clode : community educator." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28180.

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This thesis will primarily focus on the career of Dorothy Clode as an adult educator, examining her leadership and influence in professional adult education associations; her advocacy regarding provincial adult education policies; and her role in community development at Lake Cowichan and in the broader context of British Columbia, as in the Consortium on Economic Dislocation. The relationship of the role of a professional adult educator to the community development process will be examined, using Clode's career as a case study. The intention is to examine the nature of adult education practice, in terms of the daily concerns, issues and philosophy of a woman whose 18 year career spanned three dynamic decades in the recent history of adult education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Books on the topic "Educator"

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Horton, Todd A., and Lynn Lemisko, eds. Educator to Educator. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9.

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H, Miller James. Death education and the educator. Springfield, Ill: C.C. Thomas, 1986.

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McIntyre, Teresa Mendonça, Scott E. McIntyre, and David J. Francis, eds. Educator Stress. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53053-6.

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Ontario. Education Quality and Accountability Office., ed. Educator handbook. 2nd ed. [Toronto]: Education Quality and Accountability Office, 2000.

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Haddock, Laura R., and Joy S. Whitman, eds. Preparing the Educator in Counselor Education. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315521695.

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Cobran, Krystle. The Brave Educator. New York : Routledge, 2020.: Eye on Education, 2019. http://dx.doi.org/10.4324/9780429424014.

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Wattchow, Brian, Ruth Jeanes, Laura Alfrey, Trent Brown, Amy Cutter-Mackenzie, and Justen O'Connor, eds. The Socioecological Educator. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7167-3.

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Ball, Stephen J. Foucault as Educator. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50302-8.

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Dougherty, Paul J., and Barbara L. Joyce, eds. The Orthopedic Educator. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62944-5.

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Lemco, Gary. Nietzsche as educator. San Francisco: Mellen Research University Press, 1992.

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Book chapters on the topic "Educator"

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Clausen, Kurt W. "A Case for Appeal." In Educator to Educator, 3–16. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_1.

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Clausen, Kurt W. "Studying Democracy as an Endangered Species." In Educator to Educator, 105–19. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_10.

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Horton, Todd A. "The ‘Ayes’ have it?" In Educator to Educator, 121–31. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_11.

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Lemisko, Lynn. "To Believe in Democracy is to be Profoundly Optimistic about the Capacities of Human Beings." In Educator to Educator, 133–46. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_12.

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Horton, Todd A. "Living Together, Growing Together." In Educator to Educator, 149–57. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_13.

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Horton, Kurt w. "The Tight Fitting Suit of Multiculturalism." In Educator to Educator, 159–68. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_14.

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Lemisko, Lynn. "Beyond Foods & Festivals." In Educator to Educator, 169–79. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_15.

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Hopson, Robin Liu. "“Hey miss, what’s an ‘other’?”." In Educator to Educator, 181–89. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_16.

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Lemisko, Lynn. "Unpacking Presuppositions for Social Justice." In Educator to Educator, 193–200. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_17.

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Clausen, Kurt W. "The Broom and the Water in Social Justice." In Educator to Educator, 201–6. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-986-9_18.

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Conference papers on the topic "Educator"

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Aikat, Subhashish, and Barbara McCullough. "Educate the educator." In SIGGRAPH 2009: Talks. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1597990.1598005.

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Templeton, Toni. "Education Stakeholder Influence: Educator Preparation Pathway Effects on the Educator Workforce." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573480.

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Starks, Francheska. "A CONCEPTUAL MODEL FOR DESIGNING TEACHERS’ SELF-DIRECTED AND WELL-BEING-CENTERED PROFESSIONAL DEVELOPMENT." In Dubai International Conference on Teaching, Education & Learning, 18-19 February 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.54.

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Research shows that educators often experience significant levels of stress in the workplace that impact their enthusiasm about the profession and longevity in the education field. Some personal impacts of stress on educators may include emotional numbing, feeling shut down, loss of energy, and increased illness or fatigue. Recently, some schools and districts have begun investing in programming to support educator well-being; however, these initiatives are rarely developed and co-led by educators themselves. The purpose of this paper is to introduce a research-based for designing and implementing educator-directed programming that seeks to support the well-being of K-12 educators. Implications for future research and practice are provided at the end of the paper.
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Kolesnikova, Anastasia Dmitrievna, and Marina Ivanovna Efanova. "INFORMED EDUCATOR - THE BASIS OF EDUCATION." In Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-04-83.

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Barker, Jennifer. "Critical Reflection and the Role of the Architectural Educator in the Design Studio." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.8.

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This paper describes a narrative inquiry into the role of the architectural educator, seeking to understand in what ways architectural educators practice critical reflection within the context of architectural education. This work is part of my greater doctoral research that considers both critical reflection and authenticity in the role of the architecture educator. The site for the research is my own department: I asked my colleagues to share their stories in order that we might collectively come to understand our teaching practice and our departmental ethos, and how we can learn from one another to advance our individual and collective teaching.4
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Thompson, Nicole. "Reimagining the Educator Workforce: Leveraging Educator Preparation to Change Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582806.

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Hodges, Jaret. "Educator Perceptions Following Changes in Gifted Education Policy." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691225.

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Spyropoulou, Natalia, and Achilles Kameas. "STEAM educator, one educator who does it all? An investigation of educators’ perceptions regarding the definition of STEAM educators’ job profile(s)." In 2023 32nd Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). IEEE, 2023. http://dx.doi.org/10.23919/eaeeie55804.2023.10182167.

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Mitchell, Kirby. "Special Education Educators in Action: Educator Perceptions on What Counts for Equity and Inclusion." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587104.

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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.
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Reports on the topic "Educator"

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Brown, Dan. Research and Educator Micro-credentials. Digital Promise, February 2019. http://dx.doi.org/10.51388/20.500.12265/46.

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This paper examines how Digital Promise has ensured the content of the micro-credentials in its ecosystem and the process for earning them are anchored in rigorous research. The paper explores how Digital Promise screens prospective issuers to understand the research grounding their work.
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Kassen, J., W. Martino, and K. Omercajic. Educator Toolkit: Supporting Trans Students and Trans-Affirming Education in Schools. University of Western Ontario, October 2023. http://dx.doi.org/10.5206/kmfg1331.

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Lavadenz, Magaly, Anaida Colón-Muñiz, and Elvira Armas. Advancing Coherence: Aligning Educator Preparation with California’s English Learner Roadmap Policy. Center for Equity for English Learners, March 2024. http://dx.doi.org/10.15365/ceel.policy.15.

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The purpose of this brief is to support English Learner success by encouraging stronger alignment between educator preparation efforts in IHEs and TK-12 policies and practices The current study explores the implementation and alignment of core concepts of the California English Learner Roadmap (ELR) in institutions of higher education (IHEs) – where the majority of California’s future educators are being prepared to serve our students. Researchers conducted a rigorous inquiry process to analyze the degree to which educator program expectations for teaching, school counseling, and administration/leadership are aligned to the ELR. Findings reveal that that there is currently insufficient alignment between the ELR and IHE educator preparation programs. Based upon these findings, the researchers put forth actionable state-level policy and practice recommendations to guide IHEs to better align to the ELR in their program design, implementation, and evaluation– including the use of the California English Learner Roadmap Toolkit for Institutes of Higher Education.
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Bailey, Robert M., James A. Hoskins, James R. Multari, Lancaster Jr., Strackbein Antia R., and Mary E. Educator Market Reseach: In-Depth Interviews. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada405675.

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O'Brien, James J. Ocean Science Educator in Numerical Modeling. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada281455.

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Bailey, Robert M., James A. Hoskins, James R. Multari, Lancaster Jr., Strackbein Anita R., and Mary E. Educator Market Research: In-depth Interviews. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada416290.

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Lancaster, Anita R., Elaine Sellman, and Julie Hassett. The Educator Market: Military Recruiting Strategies. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada416291.

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Gilligan, Daniel, Naureen Karachiwalla, Ibrahim Kasirye, Adrienne Lucas, and Derek Neal. Educator Incentives and Educational Triage in Rural Primary Schools. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24911.

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Lämmli, Dominique. Review of Marquard Smith (ed.), "Research: Practitioner, Curator, Educator". Jar-online.net, July 2020. http://dx.doi.org/10.22501/jarnet.0028.

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Darling-Hammond, Linda, Lisa Flook, Abby Schachner, Steven Wojcikiewicz, Pamela Cantor, and David Osher. Educator Learning to Enact the Science of Learning and Development. Learning Policy Institute, January 2022. http://dx.doi.org/10.54300/859.776.

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