Relevant bibliographies by topics / Elementary school teachers Victoria

Academic literature on the topic 'Elementary school teachers Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Elementary school teachers Victoria"

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Plata-Ramíez, José Miguel. "Moving Towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School." Revista Electrónica Educare 21, no. 3 (August 5, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.1.

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This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.
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Hoyland, Toni, and Enid Elliot. "Nature Kindergarten in Sooke: A Unique Collaboration." Journal of Childhood Studies 39, no. 2 (April 30, 2014): 39–44. http://dx.doi.org/10.18357/jcs.v39i2.15224.

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This article focuses on a nature kindergarten pilot project in Sooke, BC, about an hour outside of Victoria on Vancouver Island. Toni Hoyland and Enid Elliot highlight the partnership between the kindergarten teacher, Lisa Lockerbie, and the early childhood educator, Erin Van Stone, as they work together to weave emergent play-based approaches with academic literacy and numeracy opportunities. The program takes place in the forest of Royal Roads University adjacent to Sangster Elementary School.
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Wright, Chris, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette, and Patti-Jean Naylor. "A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4386. http://dx.doi.org/10.3390/ijerph17124386.

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A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.
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Evans, W. Gareth. "Gender stereotyping and the training of female elementary school teachers: the experience of Victorian Wales." History of Education 21, no. 2 (June 1992): 189–204. http://dx.doi.org/10.1080/0046760920210206.

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.
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Raden Sri Martini Meilanie, Winda Gunarti, and Astari Yaumil Hassan. "Parents' Perceptions of Children's School Readiness During and After the COVID-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 162–71. http://dx.doi.org/10.21009/jpud.161.11.

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Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate stimulation to children at home to replace the role of teachers at school and restore the motivation and willingness of children to enter elementary school. The perception of parents is certainly very influential on the stimulation that will be given to children. Keywords: early childhood education, parents’ perceptions, school readiness References: Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting Consequences of the Summer Learning Gap. American Sociological Review, 72(2), 167–180. https://doi.org/10.1177/000312240707200202 Araújo, L. A. de, Veloso, C. F., Souza, M. de C., Azevedo, J. M. C. de, & Tarro, G. (2021). The potential impact of the COVID-19 pandemic on child growth and development: A systematic review. Jornal de Pediatria, 97(4), 369–377. https://doi.org/10.1016/j.jped.2020.08.008 Atkinsonová, R. L., Atkinson, R. C., SMITH, E. E., Herman, E., Bem, D. J., & Petržela, M. (1995). Psychologies. Victoria Publishing. https://books.google.co.id/books?id=Tj9OAAAACAAJ Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health, 17(17). https://doi.org/10.3390/ijerph17176371 Benner, A. D., & Mistry, R. S. (2020). Child Development During the COVID-19 Pandemic Through a Life Course Theory Lens. Child Development Perspectives, 14(4), 236–243. https://doi.org/10.1111/cdep.12387 Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 104699. https://doi.org/10.1016/j.chiabu.2020.104699 Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and Behavioral Impact of COVID-19 in autism spectrum disorder: An Online Parent Survey. Brain Sciences, 10(6). https://doi.org/10.3390/brainsci10060341 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Cushon, J. A., Vu, L. T. H., Janzen, B. L., & Muhajarine, N. (2011). Neighborhood Poverty Impacts Children’s Physical Health and Well-Being Over Time: Evidence from the Early Development Instrument. Early Education and Development, 22(2), 183–205. https://doi.org/10.1080/10409280902915861 Duncan, R. J., Duncan, G. J., Stanley, L., Aguilar, E., & Halfon, N. (2020). The kindergarten Early Development Instrument predicts third grade academic proficiency. Early Childhood Research Quarterly, 53, 287–300. https://doi.org/10.1016/j.ecresq.2020.05.009 Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118 Friedman, M. M., Bowden, V. R., & Jones, E. (2003). Family Nursing: Research, Theory & Practice. Prentice Hall. https://books.google.co.id/books?id=mkBtAAAAMAAJ Gobbi, E., Maltagliati, S., Sarrazin, P., di Fronso, S., Colangelo, A., Cheval, B., Escriva-Boulley, G., Tessier, D., Demirhan, G., Erturan, G., Yüksel, Y., Papaioannou, A., Bertollo, M., & Carraro, A. (2020). Promoting Physical Activity during School Closures Imposed by the First Wave of the COVID-19 Pandemic: Physical Education Teachers’ Behaviors in France, Italy and Turkey. International Journal of Environmental Research and Public Health, 17(24). https://doi.org/10.3390/ijerph17249431 Griffith, A. K. (2020). Parental Burnout and Child Maltreatment During the COVID-19 Pandemic. Journal of Family Violence. https://doi.org/10.1007/s10896-020-00172-2 Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88, 102515. https://doi.org/10.1016/j.ijedudev.2021.102515 Jandrić, P. (2020). Postdigital Research in the Time of Covid-19. Postdigital Science and Education, 2(2), 233–238. https://doi.org/10.1007/s42438-020-00113-8 Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E., & Lewis, K. (2020). Initial findings on students’ reading and math achievement and growth. 12. Maldonado, J. E., & De Witte, K. (2022). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754 McDowell, K., Jack, A., & Compton, M. (2018). Parent Involvement in Pre-Kindergarten and the Effects on Student Achievement. The Advocate, 23(6). https://doi.org/10.4148/2637-4552.1004 Nevid, J. S. (2012). Psychology: Concepts and Applications. Wadsworth Cengage Learning. https://books.google.co.id/books?id=TpxZXwAACAAJ Skulmowski, A., & Rey, G. D. (2020). COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Human Behavior and Emerging Technologies, 2(3), 212–216. https://doi.org/10.1002/hbe2.201 Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713 Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223, 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020
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SOYAMA, IZUMI. "Elementary School Teachers’ Experiences :." Japanese Journal of Educational Psychology 62, no. 4 (2014): 305–21. http://dx.doi.org/10.5926/jjep.62.305.

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Hanley, Betty. "Music Teacher Education: New Directions." British Journal of Music Education 10, no. 1 (March 1993): 9–21. http://dx.doi.org/10.1017/s026505170000139x.

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Research about the delivery of music teacher education programs indicates a number of areas which should be addressed. The report below describes innovative practice in an advanced elementary methods course at the University of Victoria, British Columbia. In Music Education 306, theory and practice were connected through student-directed discussions of foundation issues; the development of personal musical competencies; observation, teaching in the schools, and reflection on practice; the challenge to examine issues critically; and student involvement in the planning of their own learning and assessment. Excerpts from student reflections illustrate some of the learning which occurred.
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Oppenheimer, S. B. "Mentors for Elementary School Teachers." Science 330, no. 6006 (November 11, 2010): 913. http://dx.doi.org/10.1126/science.330.6006.913-b.

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Uribe-Flórez, Lida J., and Jesse L. M. Wilkins. "Elementary School Teachers' Manipulative Use." School Science and Mathematics 110, no. 7 (November 2010): 363–71. http://dx.doi.org/10.1111/j.1949-8594.2010.00046.x.

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Dissertations / Theses on the topic "Elementary school teachers Victoria"

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Ucar, Nihan. "Elementary School Teachers&#039." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608381/index.pdf.

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The purpose of this study was to investigate the views of elementary school teachers about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in Kirikkale, Malatya and Ankara in the 2006-2007 academic year. &lsquo
Opinions about Assessment Questionnaire&rsquo
was used as the instrument for assessing the opinions of the teachers about assessment techniques offered in new mathematics curriculum. The results showed that, teachers did not have negative views towards the implementation of the new assessment techniques in mathematics lessons. However, they needed support from curriculum experts about more suitable implementation of the assessment process. To assess the effects of teaching experience, class size and grade level they teach on the views of the teachers about their implementation of assessment techniques recommended in new mathematics curriculum, the Univariate Analysis of Variance was used. The results revealed that the opinions of the teachers about their implementation of assessment techniques offered in new mathematics curriculum did not show any significant difference according to the experience of the teachers, class size and grade level teachers teach.
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Arslan, Meltem. "Elementary School Teachers&#039." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615718/index.pdf.

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The present study aimed to investigate elementary school teachers&rsquo
motives to pursue a teaching career. Teachers&rsquo
motives to follow a teaching career were analyzed in terms of their gender, year of experience, graduate higher education institution, graduate high school, subject, and the presence or absence of other teachers in their families. The participants were 905 teachers from 38 public elementary schools in six central districts of Ankara. A forty-three-item, five point Likert scale questionnaire, developed by the researcher, was used for data collection. SPSS was utilized for the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that elementary school teachers agreed on mostly intrinsic and altruistic motives as their reasons to enter teaching. A liking for children, a desire to make a contribution to their development, and a wish for setting good models for them were among the motives teachers mostly agreed on. However, elementary school teachers mostly disagreed on extrinsic motives and miscellaneous reasons. Of the extrinsic motives the motives with the lowest mean scores were the one suggesting the financial advantages of teaching. Lastly, of the miscellaneous reasons teachers mostly disagreed they entered teaching because they did not know what else to do or they had no other choice. In other words, teachers disagreed they entered teaching because of an obligation or lack of opportunities. In conclusion, the results of this study can contribute to fill the gap in the literature on teachers&rsquo
motives to pursue a teaching career.
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Penny, William 1947. "Male elementary teachers." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36675.

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This study examines questions of gender, masculinity, and teaching through an autobiographical exploration of my experiences as a male elementary teacher. Its twofold purpose as a self-study was to inform my own teaching through a perspective look at the entirety of my career to this point and to give my teaching a direction for its final years. In order to provide a context within which to locate this autobiography, biographical narratives of four other experienced male elementary teachers were constructed.
The participants were asked, in a series of taped and transcribed interviews/conversations, to relate their experiences as male elementary teachers. The orientation of these biographical constructions followed a life history methodological approach. The participants were asked to trace their careers as elementary teachers and touch on such broad topic areas as: How they became elementary teachers? What has kept them in the classroom? How they see their roles in the context of their female colleagues? What is the future direction of their careers? What are some of the particular issues of teaching that concern them?
It was through my own participation in these conversations, and through the subsequent analysis and construction of their biographies that I was able to address these questions as they related to my own teaching. Their narratives provided a contextual backdrop for our shared experiences and a counterpoint to those experiences that are unique to each of us. I call the emergent methodology "contextualized autobiography." It was, in fact, through their narratives that my own story emerged and granted insight into issues of teaching, gender and masculinity as they exist for the male elementary teacher. The study's significance beyond the exploration of self is addressed to the political issue of the calls for more male teachers in elementary education and the assumptions on which those calls are based.
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Chambers, Sandy Kay Bass Brown Frank. "Job satisfaction among elementary school teachers." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2911.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
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Tutuncu, Sumeyra. "Elementary Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615542/index.pdf.

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The purpose of this study was to examine elementary teachers&rsquo
and elementary mathematics teachers&rsquo
perceptions of mathematically gifted students in terms of teachers&rsquo
gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers&rsquo
perceptions of mathematical giftedness, the instrument called as Teachers&rsquo
Judgments of Gifted Mathematics Student Characteristic (TJGMSC) was used. The results were evaluated in terms of three dimensions of TJGMSC: school smart mathematics student, mathematics perspective for the real world and creative problem solver. Besides, in order to analyze the data, one-way MANOVA was conducted. The results of the study illustrated that there were no significant differences among teachers&rsquo
TJGMSC scores, in terms of their gender and year of experience. However, a significant difference was found between elementary teachers and elementary mathematics teachers in terms of their TJGMSC scores for only the dimension of school smart mathematics student. To illustrate, elementary teachers&rsquo
scores regarding this dimension were higher than those of elementary mathematics teachers.
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Ceccacci, Margaret. "Power strategies used by elementary school principals as perceived by elementary school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0012/MQ52450.pdf.

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Chan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.

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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.

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Davis, Sheila M. "Negotiating feminism, teachers in early elementary school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ36427.pdf.

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Quattlebaum, Simon F. "Designing Professional Development for Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1549.

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Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development (PD) program. Elementary teachers at the study site reported that they encountered problems accessing professional development programs applicable to their needs. The purpose of this case study was to examine teacher perceptions of district PD programs and to discover teacher perceptions of PD best practices. Knowles' adult learning theory provided a frame of reference for this study. The research questions assessed teachers' perceptions of the format, content, and process of professional development programs and examined how teachers applied new knowledge, concepts, and skills offered in professional development training. A case study design was used to gather focus group data from a critical case sample of 6 elementary teachers who were participating in PD training or who had participated in PD within the past 3 years. Emergent themes were identified from the data. Findings were developed and validated with member checking. The findings indicated that these 6 teachers desired more involvement in planning relevant PD, greater time allocated to collaborative activities, and more grade-level customized programming. Implications for positive social change include improved district professional development opportunities that align with best teaching practices for effective student instruction and increased student achievement.
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Books on the topic "Elementary school teachers Victoria"

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La historia de mi vida: Sin pena ni gloria : carta abierta a la nenita, Victoria Alexandra, a quien tanto amo : 5 de enero de 2003. Guatemala]: [publisher not identified], 2011.

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Horn, Pamela. The Victorian and Edwardian schoolchild. Gloucester, UK: Alan Sutton, 1989.

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"A Victorian class conflict?": Schoolteaching and the parson, priest and minister, 1837-1902. Portland, Or: Sussex Academic Press, 2009.

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Larsen, Marianne A. The making and shaping of the Victorian teacher: A comparative new cultural history. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Mathematics for elementary school teachers. 3rd ed. Boston: Houghton Mifflin, 2005.

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Beckmann, Sybilla. Mathematics for elementary school teachers. Boston: Addison-Wesley, 2005.

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G, O'Daffer Phares, ed. Mathematics for elementary school teachers. Reading, Mass: Addison-Wesley, 1998.

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Bassarear, Tom. Mathematics for elementary school teachers. 2nd ed. Boston: Houghton Mifflin, 2001.

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Mathematics for elementary school teachers. Boston: Houghton Mifflin, 1997.

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Mathematics for elementary school teachers. Belmont, CA: Brooks/Cole, Cengage Learning, 2013.

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Book chapters on the topic "Elementary school teachers Victoria"

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Huang, Pao-Chu, Li Yue, and Hsuan-Pu Chang. "Elementary School Teachers’ Attitudes Toward Flipped Classrooms." In Lecture Notes in Electrical Engineering, 354–58. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3648-5_40.

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Cillessen, Antonius H. N., Nathalie A. H. Hoekstra, and Hannah K. Peetz. "Elementary School Social Experiences with Peers and Teachers: Manifestation and Development." In Biosocial Interplay During Elementary School, 5–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07109-6_2.

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Zavala, Jennifer, and Venus Valenta. "Elementary School Principals Supporting the Professional Capacity of Teachers." In Quandaries of School Leadership, 143–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59120-9_9.

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Vitaro, Frank, Hilde Colpin, Jacintha Tieskens, and Pol A. C. van Lier. "How Peers and Teachers Shape Elementary School Children’s Academic and Socioemotional Development." In Biosocial Interplay During Elementary School, 31–71. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07109-6_3.

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Carter, Jack, and Beverly J. Ferrucci. "Mathematical website constructions for prospective elementary school teachers." In Communications and Networking in Education, 255–64. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35499-6_23.

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Kane, Justine M., and Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities." In Studying Science Teacher Identity, 177–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-379-7_9.

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Kane, Justine M., and Maria Varelas. "Elementary School Teachers Constructing Teacher-of-Science Identities." In Studying Science Teacher Identity, 177–95. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-528-9_9.

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Jurasaite-O’Keefe, Elena. "A Midwestern Elementary School in the USA." In Individual, School, and National Factors Impacting Teachers' Workplace Learning, 125–41. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367816605-16.

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Sicherer, Mati. "Working with Teachers." In The Elementary School Counselor's Guide to Supporting Students with Learning Disabilities, 77–92. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003000938-8.

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Cooper, Jason, and Abraham Arcavi. "Mathematicians and Elementary School Mathematics Teachers – Meetings and Bridges." In Proficiency and Beliefs in Learning and Teaching Mathematics, 179–200. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_12.

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Conference papers on the topic "Elementary school teachers Victoria"

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MONIGIR, NORMA, and SOVI MASINAMBOW. "LITERACY ACTIVITY TO ELEMENTARY SCHOOL TEACHERS." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.81.

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Issom, Fitri Lestari, Dwi Kencana Wulan, and Vinna Ramadhany Sy. "Teachers' Well-Being in Teaching Inclusive Elementary School." In Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.18-11-2020.2311692.

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Benali, B., I. El Amri, F. El Youssefi, and A. El Kholti. "1477 Stress amongst elementary and high school teachers." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1619.

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Habibi, G., M. Mandasari, K. Rukun, and Hadiyanto Hadiyanto. "E-supervision using web: elementary school teachers’ reaction." In International Conference on Education, Science and Technology. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/tech3230.

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Chen, Mengchong. "Research on Math Anxiety of Elementary School Teachers." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.059.

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Ozturk, Zehra. "Elementary School Teachers' Collaborative Planning Sessions in a Project-Based School." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431357.

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Arief, Darnis. "Material Writing Characterized Narration For Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.140.

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Khulafa, Faris Nur. "Models of Enterpreneurship Education in Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.79.

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Marom, Ronit. "Joint educational committees (teachers and parents) – improving status of elementary school teachers." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.58.

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Lukina, A. K. "Сurrent Personal Identity Of Russian Preservice Elementary School Teachers." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.31.

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Reports on the topic "Elementary school teachers Victoria"

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Cavedon, Carolina. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2074.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Bindreiff, Dustin. A Brief Intervention to Increase the use of Precorrection and Praise by Elementary School Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5524.

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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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Alcaíno, Manuel, Analia Jaimovich, Carolina Méndez, and Diana Vásquez. Open configuration options Government fragmentation and educational outcomes: evidence on the creation of municipalities in Chile. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003977.

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We explore how government fragmentation affects public education provision by examining the case of Chile, which created 11 municipalities between 1994 and 2004. Using territories that sought, but failed to, achieve independence as controls, we find that schools in newly created municipalities, on average, experienced a standard deviation decline of 0.2 in elementary school mathematics performance. In addition, fragmentation led to a high turnover and increased job insecurity of classroom teachers and school management teams in newly created municipalities. In contrast, we found that reducing the size of the original municipalities school networks does not impact student outcomes or school personnel. Overall, our findings point to specific unintended educational effects of policies that seek to enhance horizontal decentralization.
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Datta, Sandip, and Geeta Gandhi Kingdon. The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/072.

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This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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