Academic literature on the topic 'First year teachers Work load'
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Journal articles on the topic "First year teachers Work load"
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Virchenko, O. M. "Etude in teaching of the first-year students the acting prowess." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 51, no. 51 (October 3, 2018): 222–41. http://dx.doi.org/10.34064/khnum1-51.13.
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Background. Each new generation of students brings with them its own themes and subjects, and the continuous flow of life opens up new artistic horizons. In addition, each team of teachers and students is unique, and the necessity to look repeatedly for ways to uncover the individualities of future actors arises. Therefore, the work on the etudes, being aimed at the development of the creative abilities of the young actors, occupies almost the main place in the learning process. For a student, an etude is a means to build up self-own effective scenic behavior in the conditions of zones of silence. Etude has its own principles of construction and embodiment. The concept of the etude, its themes and components are the subjects of research in this article. The etude method of the actor’s work on the role was rather thoroughly and deeply examined by such authors as M. O. Knebel [4], S. V. Gippius [2], N. M. Gorchakov [3]. K. S. Stanislavsky [6, 7] reveals the versatile properties of the elements of scenic well-being, the laws of creativity and psycho-techniques with exhaustive completeness. E. B. Vakhtangov considered theatrical training not only from the point of view of mastering acting prowess, but mainly as formation the artist’s worldview: the up-brining of desire to serve high ideals and devote his art to them, an acute sense of modernity, the ability to see life creatively, guess its requirements [1]. The purpose of this study is to describe the practical exercises used in the work on etudes with first-year students. We offer our-own methodical developments, give the examples of exercises and etudes for the development of memory of physical actions, fantasy and imagination, the ability to build a truthful line of stage behavior in specific proposed circumstances, according to the system of K. S. Stanislavsky [6, 7]. The main material of the research. Scenic etude is the initial and basic component in the organization of stage action, an exercise with a certain psychological load. This is acting training in a variety of scenic situations and proposed external circumstances. Each of the students, called on the scene for the first time, experiences excitement, which appears in one or another form. Therefore, we warn the students that they do not need “to play” anything, but to behave as in life, in a word, we try in every way to do everything so that the transition to the stage does not disrupt normal human well-being. For a group of students, we suggest listening to and remembering the sounds that were heard in the room from the moment the exercise began to its end. In fact, those students who are on the stage and those who look to them in the auditorium, participate in this exercise. Then all the students take turns talking about the sounds, which they heard, complementing their comrades. This exercise helps to instill in students an understanding that the mental work and the activity of the sense organs on the stage are the same as in real life. The attention of the student is focused on some subject, sound, thought or action of the partner. Such an object, action, thought, sound is perceived particularly clearly and is called the “object of attention”. These exercises make it possible: 1) to focus your attention on a given object; 2) to keep this attention for some time, that is, to make the proposed action exciting, important for yourself. After these exercises, we introduce students to the “circles of attention”. “Small circle of attention” – it is when attention is directed to the inner world, to my sensations and experiences; the “medium circle” – to all that surrounds me within this room, where I am at the moment (things, sounds, smells, etc.); the “big circle of attention” – to all that surrounds me outside the room (hall), where I am at the moment. The focused attention distracts the student from the auditorium, hence the action that he performs in his etude on stage become the most important for him. It is very important for us, the teachers who works with the first-year students, to attain that the student concentrates on the stage action. It is also important that the students at the initial period of their training during the performance of etudes would not experience muscle strain, which, for the most part, arises from their efforts to appear in public better and smarter, more nimble and graceful than they usually are. K. S. Stanislavsky found a way to get rid of the tightness and education of muscle freedom by the way of creating a “muscular controller” – the ability to quickly find out in which muscle group the tension and remove it, leading oneself to a state of muscle freedom. Exercises for relax of muscles we begin with the fourth or fifth lessons and apply in parallel with the exercises on attention, combining them in the future. Then we give students to touch some subjects and tell about the chain of associations they cause. These exercises, freeing the thought, lead students to the beginning of work on the development of imagination. The next cycle of exercises we devote to the development of the imagination to create “proposed circumstances” (“magic if”, following K. Stanislavsky). “Proposed circumstances” arise when we ask the students questions: “Who?”, “When?”, “Where?”, “Why?”, “How?”, which excite their imagination, enticing them to substantiate their actions in a logical and consistent manner. We offer the students also etudes developing the memory about physical actions: having no objects in their hands, feeling them only with the help of their imagination, the students do certain physical actions. It is very important to instill in the first year students a feeling of proper physical well-being in the exercises; it is that need in future work on a role. The next stage of the work is the etudes, in which there is already a plot. Etudes are structured in such a way that an event or a surprise takes place in them that changes the course of life in the etude and makes it necessary to evaluate a new state of affairs. The next stage in the work with first-year students is the plot etudes. They are built in such a way that an event takes place in them or a surprise happens, which changes the course of a character’s life and makes it necessary to evaluate a new state of affairs. The construction of an etude contains a small introduction, exposure, the event itself and the outcome. We try to choice the plot based on events that could happen in reality with students and that correlate with the area of their life experience. We remind of the need for action from myself: what would I do in real life if it happened to me? The next section is the relationship to the partners in the etude. When two or more students act on the stage, interaction and mutual interest between them occurs. We act on our partner with the power of our “I”, not only with words and appearance, but with our whole being. This influence of my “I” on the “I” of my partner and contrary is the essence of the process of “communication”. We cultivate in a student the ability to concern seriously his course mate, same as his brother, sister, bride and so on, depending on their relationship in the etude. Conclusions. In a result of the beginning exercises and etudes, the students of the first year of study should come to an understanding of what the “inner well-being” status constitutes in practice. That is, to find a natural state in the context of scenic playing on public; to master the stage attention that is, being on the stage learn to concentrate on any one impression. This state should be connected with the activity of the senses (hearing, sight, smell, touch, taste), but, at the same time, the student should not lose the ability to think and act. In the process of working on etudes, students should answer the questions: wherefore are we going to play this etude, what shall we say to those who will watch us in this etude? Answers to these questions help us, the teachers, to lead students to a clear comprehension of the tasks of their stage work and understanding the role of the collective as a creative unit, nurturing in them a feeling of partnership, “a feeling of elbow”, camaraderie, the ability to perceive criticism and self-criticism correctly, since the theater is the collective art; to develop the artistic taste of students; ultimately – to cultivate in them the love of their future profession.
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Morling, Beth, and Jeong Min Lee. "Undergraduates at a Research University Think of Faculty as Teachers and That Teaching is Prestigious." Teaching of Psychology 47, no. 1 (November 21, 2019): 50–57. http://dx.doi.org/10.1177/0098628319888089.
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What do university students understand about faculty work? Undergraduate (mostly first-year) students ( N = 317) at a research university gave definitions of tenure, estimated how much time faculty spend teaching, and rated fictional faculty members. Most students could define tenure but could not describe how it is earned or its role in academic freedom. Students overestimated the time faculty spend on teaching and underestimated time spent on research. Finally, students who assumed that fictional faculty taught more courses also assumed they had higher status. By comparison, faculty respondents ( N = 645) who read the same fictional descriptions assumed higher teaching loads went with lower status markers. As they acculturate to life at a research university, first-year students could benefit from learning about faculty research roles and the value of academic freedom.
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Katamanova, Elena V., Inna V. Tikhonova, Irina N. Kodinets, Natalya V. Kovalchuk, and Natalya A. Pavlenko. "Assessment of the state of health of teachers of secondary schools." Hygiene and sanitation 100, no. 12 (December 30, 2021): 1423–29. http://dx.doi.org/10.47470/0016-9900-2021-100-12-1423-1429.
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Introduction. Among the leading risk factors affecting the teaching contingent in their labour activity, psychoemotional stress, load on the vocal apparatus, hypodynamia, and prolonged forced posture are distinguished. As a result of hypodynamia - there is a violation of blood circulation, deterioration of the venous and lymphatic systems and further development of arterial hypertension (AH), overweight, varicose veins (VV), a decrease in the body’s immune forces, leading to frequent colds and chronic pathology of ENT organs. Therefore, the study of the health status of teachers, the prevention of diseases is an urgent task today. The purpose of the study is to assess the health status of teachers in general education schools based on many clinical and ultrasound examinations. Materials and methods. The object of the research was 78 teachers of secondary schools. All subjects were females, with an average age of 53.4 ± 8.3 years, an average work experience of 32.1 ± 9.1 years. Clinical and ultrasound examinations were carried out. Results. During clinical examination by narrow specialists, the detection of ENT organ pathology in the study group per 100 examined patients was 52 cases (66.6 ± 6.5%), 89 (114.1 ± 4.3%) cases - therapeutic pathology (among which arterial hypertension prevailed), 56 (71.8 ± 6.1%) cases of the endocrine system and 72 (92.3 ± 3.2%) cases of diseases of the nervous system. The frequency of pathological changes in the abdominal cavity and urinary system during screening ultrasound was 86% of cases, the thyroid gland - 70.0 ± 1.0% of cases. Conclusion. A clinical examination of the health status of teachers with more than ten years of experience has established one of the first places to be occupied by therapeutic pathology, in the form of CVS diseases, in the second place are diseases of the nervous system (vertebral pathology), the third-place belongs to diseases of the ENT organs and the endocrine system.
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Maliugin, Oleg I. "From Antiquity to the Paris Commune: S. A. Ljaskowski at the Belarusian State University." Journal of the Belarusian State University. History, no. 1 (January 31, 2022): 64–73. http://dx.doi.org/10.33581/2520-6338-2022-1-64-73.
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S. A. Ljaskowski is a representative of the generation of Moscow University graduates of the early 20th century, whose formation as scientists and teachers fell on the years of the war and revolution. As a student of R. Yu. Vipper, he specialised in Ancient and Early Medieval periods. In the first years after revolution, he began teaching at provincial Russian universities, and from 1924 to 1927 he worked at the Belarusian State University. It was his work at this university that became a kind of watershed – when S. A. Ljaskowski had to re-profile from Ancient and Medieval history to the Modern and Contemporary history, both in teaching and in scientific interests. But he also failed to gain a foothold in the Belarusian State University – the courses he taught looked much more organic in the load of new teaching staff, who often did not have a university education, but were able to boast of a «correct» origin and revolutionary background. As a result, he did not manage to return to fullfledged scientific work in the field of his specialisation after his dismissal from Belarusian State University, having published in the 1930s. Only a few articles on the history of antiquity and gradually retraining for reviews of foreign and Soviet literature on the history of the ancient world and, subsequently, for bibliographic work.
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Grigoriev, Alexander. "CURRENT DIRECTIONS OF MODERNIZATION AND COMPUTERIZATION OF THE COURSE HIGHER MATHEMATICS IN THE LEADING TECHNICAL UNIVERSITIES OF UKRAINE." Bulletin of the National Technical University "KhPI". Series: Mathematical modeling in engineering and technologies, no. 1 (March 5, 2021): 99–112. http://dx.doi.org/10.20998/2222-0631.2020.01.09.
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From the standpoint of professional criticism, interested in obtaining the best result, the current state of the educational course in higher mathematics at the technical universities of Ukraine is analyzed. A discrepancy between the classical (analytical) methods for solving problems presented in it and the computer (numerical or numerical-analytical) methods that are used in the current practice of engineering calculations is noted. To eliminate this problem, it is proposed to introduce into the training course, along with lectures and practical classes, the third component of training - the cycles of laboratory practicums in higher mathematics using personal computers. Laboratory practicums are designed to demonstrate to junior students studying higher mathematics the ability to solve real problems from applications to technology and physics using its methods. In addition, in the form of laboratory practicums, individual sections of the engineering course of higher mathematics are studied, which, due to lack of time and other, often subjective, reasons, have recently been taken out for optional learning (differential geometry of a plane and spatial curve, surfaces of the second and higher orders, practical harmonic analysis, multi criteria optimization, and a number of others). To ensure this modernization, it is proposed to divide the general course of higher mathematics into two streams (vector analysis and scalar analysis) and to increase the number of classroom lessons to 32 – 36 hours per week, that is, to the level of the world's leading technical universities. In addition, the mathematics course is coordinated with the computer science course, where, in a priority order, first-year students are taught to work in the MathCAD interactive computer environment. And in order for the reform to take place without attracting additional funds for salaries, it is proposed to increase the teaching load of teachers of higher mathematics and computer science by 30 % (which is compensated by a decrease in the load on scientific work and other activities).
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Stubbe, Janine H., Benjamin Soerel, Raôul Oudejans, Jolan Kegelaers, and Rogier M. van Rijn. "Quantifying Internal Load in Pre-Professional Contemporary Dancers: The Association Between Objective Heart-Rate Derived Outcome Measures and Subjective Dancers' and Teachers' Perceptions." Journal of Dance Medicine & Science 26, no. 1 (March 15, 2022): 58–64. http://dx.doi.org/10.12678/1089-313x.031522h.
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Background: Monitoring heart rate is one of the most common methods used to quantify internal training load (ITL) in athletes. The aim of this study was to determine whether subjective measurements can be used as a simple, non-invasive, and inexpensive method for assessing ITL in pre-professional contemporary dancers. <br/>Method: A total of 16 first-year contemporary dance students participated in this study. Students wore heart rate monitors during 56 training sessions. After each session, students completed the rate of perceived exertion (RPE) scale and teachers completed the rate of observed exertion (ROE) scale. For each session, we calculated the session-RPEs (sRPE), session-ROEs (sROE), and heart-rate-derived ITLs [i. e., Banister TRaining IMPulse method (TRIMP) and Edwards TRIMP]. Pearson correlation coefficients were calculated to determine the association between sRPE, sROE, Banister TRIMP, and Edwards TRIMP. <br/>Results: Between-individual correlation between Banister TRIMP and subjective dancers' (sRPE) and teachers' perceptions (sROE) were moderate (r = .49, p < 0.01) to large (r = .57, p < 0.01). Between-individual correlations between Edwards TRIMP and the subjective perceptions (sRPE and sROE) were very large (r = .74, p < 0.01; and r = .79, p < 0.01). There was a statistically significant large (r = 0.52, p < 0.01) to almost perfect (r = 0.93, p < 0.01) within-individual correlation between the sRPE and the two measured TRIMP methods. There was a statistically significant small (r = .29, p < 0.01) to almost perfect (r = .92, p < 0.01) within-individual correlation between the sROE and the two measured TRIMP methods. <br/>Conclusion: The results of this study suggest that the sRPE is a simple, non-invasive, inexpensive, and valid method for quantifying ITL in pre-professional dancers.
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Leiper, Janet. "Nurturing Commitment in the Legal Profession: Student Experiences with the Osgoode Public Interest Requirement." German Law Journal 10, no. 6-7 (July 2009): 1087–94. http://dx.doi.org/10.1017/s2071832200001486.
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“Eye-opening,” “disheartening,” and “inspiring” are some of the words used by law students who met in 2008–2009 to discuss their mosaic of experience in the field doing public interest work. These students had returned from placements under the first mandatory public interest requirement to be introduced in a Canadian law school (the Osgoode Public Interest Requirement, OPIR). OPIR arose from questions about the relationship between what is learned in law school and what is required to be a professional. Academics have challenged each other to do more to instill an “ethos of professionalism” during law school. Others have suggested that law students who do not receive exposure to the world outside the walls of the law school carry an “idealized conception of the profession” and are often unaware of the many practice contexts available to them. Others have warned that if ethical and professional responsibilities are not modeled and articulated for students, that teaching only the “law of lawyering” does not prepare students for becoming ethical lawyers. Teacher-educator Lee Shulman has bluntly accused law schools of “failing miserably” at connecting its lessons in how to “think like a lawyer” with how to “act like a lawyer.” For years, there have been similar concerns raised about the decline of professionalism among lawyers, both in Canada and in the U.S. A survey of Osgoode graduates revealed that students wanted more opportunities to engage with the community and to experience non-traditional forms of law practice. Osgoode Hall Law School grappled with many of these questions, and in 2007 it approved changes to the curriculum, including a new first year Ethics course (Ethical Lawyering in a Global Community, ELGC) and OPIR. In addition to the more traditional first year mandatory course load, Osgoode Hall law students must also complete ELGC, a minimum of 40 hours of public interest work and then engage in a discussion or written exercise reflecting on their experiences. These reflections are a valuable lens for seeing the profession and the administration of justice through the eyes of first and second year law students. Their experiences remind us in the profession that learning can flow in both directions.
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Molchanova, Lyudmila N., Larisa N. Malikhova, and Alesya A. Kuznetsova. "Socio-psychological competence as a factor in the emergence and overcoming of emotional burnout of teachers of individual educational organizations in the context of the COVID-19 pandemic." Perspectives of Science and Education 56, no. 2 (May 1, 2022): 448–59. http://dx.doi.org/10.32744/pse.2022.2.26.
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Introduction. The scale of the COVID-19 pandemic and the forced transition to distance learning in this regard, the need to restructure the forms and methods of teaching children with special educational needs in the digital environment, increased cognitive, emotional and communication loads, lack of time to prepare classes contribute to the occurrence of emotional burnout among teachers of individual educational organizations and actualize the problem of studying the influence of their socio-psychological competence on its overcoming. Materials and methods. Teachers (N = 50 females) of the Regional State General Educational Institution "Kursk Boarding School for Children with Disabilities", having professional experience of up to 1 year to 43 years, took part in the study. We used standardized methods for diagnosing emotional burnout, emotional and social intelligence, value orientations of the individual and stress-overcoming behavior, as well as mathematical and statistical methods of data processing: descriptive statistics and regression analysis. Results and discussion. It has been empirically proven that the overempathy of teachers (β = 0,763; p = 0,000), over-responsibility and loyalty (β = 0,465; p = 0,003), the desire for personal success (β = 0,723; p = 0,001), insufficiently developed ability to understand the logic of the development of situations interpersonal interaction and the significance of human behavior in these situations (β = 0,304; p = 0,003), manipulative (β = 1,287; p = 0,000) and aggressive (β = 0,620; p = 0,013) actions, contribute to the appearance of emotional burnout. The aspirations of teachers for social contacts (β = -0,365; p = 0,001), independence of thinking and choice of a method of action β = -0,874; p = 0,000), long-term deliberation and careful weighing of all possible solutions to the problem (β = -0,809; p = 0,000), respect for traditions and moderation (β = -0,882; p = 0,000), – counteract its occurrence ("Index of mental burnout"). Conclusion. It has been established for the first time that the socio-psychological competence of teachers can act not only as a factor in the occurrence, but also as a factor in overcoming emotional burnout, which determines the scientific novelty of the results obtained, as well as the strategy and tactics of corrective and preventive work from the standpoint of the resource approach.
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Jin, Canghong, Yuli Zhou, Shengyu Ying, Chi Zhang, Weisong Wang, and Minghui Wu. "A Knowledge-Fusion Ranking System with an Attention Network for Making Assignment Recommendations." Computational Intelligence and Neuroscience 2020 (December 23, 2020): 1–11. http://dx.doi.org/10.1155/2020/6748430.
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In recent decades, more teachers are using question generators to provide students with online homework. Learning-to-rank (LTR) methods can partially rank questions to address the needs of individual students and reduce their study burden. Unfortunately, ranking questions for students is not trivial because of three main challenges: (1) discovering students’ latent knowledge and cognitive level is difficult, (2) the content of quizzes can be totally different but the knowledge points of these quizzes may be inherently related, and (3) ranking models based on supervised, semisupervised, or reinforcement learning focus on the current assignment without considering past performance. In this work, we propose KFRank, a knowledge-fusion ranking model based on reinforcement learning, which considers both a student’s assignment history and the relevance of quizzes with their knowledge points. First, we load students’ assignment history, reorganize it using knowledge points, and calculate the effective features for ranking in terms of the relation between a student’s knowledge cognitive and the question. Then, a similarity estimator is built to choose historical questions, and an attention neural network is used to calculate the attention value and update the current study state with knowledge fusion. Finally, a rank algorithm based on a Markov decision process is used to optimize the parameters. Extensive experiments were conducted on a real-life dataset spanning a year and we compared our model with the state-of-the-art ranking models (e.g., ListNET and LambdaMART) and reinforcement-learning methods (such as MDPRank). Based on top- k nDCG values, our model outperforms other methods for groups of average and weak students, whose study abilities are relatively poor and thus their behaviors are more difficult to predict.
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Tsybulnyk, Serhii, Gabriel Voican, Oleh Liakhovetskyi, and Serhii Rupich. "REVIEW OF AUTOMATED SYSTEMS SUPPORT OF EDUCATIONAL PROCESS." Bulletin of Kyiv Polytechnic Institute. Series Instrument Making, no. 61(1) (June 30, 2021): 69–76. http://dx.doi.org/10.20535/1970.61(1).2021.237104.
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Distance education in Ukraine has undergone significant growth over the past two years. It has provided opportunities for millions of undergraduate and graduate students to continue learning in a variety of forms and ways, including online learning, internships, competitions, research, dissertation defenses, field experience reports, seminars and forums in quarantine. In contrast to Ukraine, according to the results of a survey of some higher educational institutions during the epidemic period, the degree of student dissatisfaction with distance learning on the Internet is generally high. In contrast to Ukraine, according to the results of a survey of some higher educational institutions in the world during the epidemic period, the degree of student dissatisfaction with distance learning on the Internet is generally high.
In the realities of our country, distance learning is much more popular with students, since there is no need to be in the lecture hall, and it is also impossible to determine who completed the homework: student or someone else. On the other hand, the workload for teachers has increased due to the need to create and administer distance courses, presentations, multimedia labs and others. These factors contribute to an increase in dissatisfaction with the distance education process among university teachers.
The overall response of students and teachers to distance education is related to the challenges of transition and adaptation. First, opinions regarding the negative impact of long-term use of electronic products cannot be ignored. Secondly, there is a problem associated with the lack of technical support and personal space at home for students. Any pandemic causes high levels of stress in the population. It is associated with uncertainty and loss of control over the situation. The COVID-19 pandemic has worsened the pre-existing mental health of both students and teachers.
This is mainly due to the closure of educational institutions, the loss of work and study hours, limited social ties, and a heavy load of educational material. To ensure a sufficient level of quality of distance learning, it is necessary to use automated learning support systems. They provide an opportunity to objectively assess and maintain academic integrity for students.
That is why the purpose of this work is to do overview of existing popular and most widely used automated learning support systems and to compare their functionality for design of a new system that will provide the required quality of learning.
The overview made it possible to determine that a high-quality automated learning support system in a distance learning environment should contain at least the following parts: preparation of course elements by teachers, anonymous assessment of the course by students, attendance control, student recognition, exchange of teaching resources, exchange of professional knowledge and skills, conducting various types of control activities and homework, meetings and seminars, Web-based laboratories, Internet library and others. Also, the system must be cross-platform and supported on a computer, TV, mobile phone, tablet and other common gadgets based on the existing today operating systems.
Dissertations / Theses on the topic "First year teachers Work load"
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Sclan, Eileen Mary. "The effect of perceived workplace conditions on beginning teachers' work commitment, career choice commitment, and planned retention /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396349.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).
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Spendiff, Anne. "The first year of work in schools and hospitals : a feminist study of newly qualified teachers and nurses." Thesis, Northumbria University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245215.
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Brandt, Shannon Lindsey Boyd Pamela C. "A life preserver for the "Sink or Swim" years an investigation of new teacher obstacles and the impact of a peer support group /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/BRANDT_SHANNON_34.pdf.
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朱永馨. "The Thesis of Work Stress of The Elementary School Teachers of The First Grade Participating in Nine-Year Integration Curriculum." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/21205371267702704143.
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碩士臺中師範學院
諮商與教育心理研究所
90
This thesis aims at discussing the work stress of the elementary school teachers of the first grade participating in Nine-Year Integration Curriculum. The main purpose of this thesis are discussing four dimensions : 1. the first grade teachers who are different personal background variables feel about the work stress participating in Nine-Year Integration Curriculum; 2. the first grade teachers who are different school background variables feel about the work stress participating in Nine-Year Integration Curriculum; 3. the first grade teachers who are different participating level in Nine-Year Integration Curriculum feel about the work stress participating in Nine-Year Integration Curriculum; 4. based on the results and conclusions, some suggestions are provided teachers and related organization to lighten teacher’s work stress and to improve health. With the employment of survey research and the elementary school teachers of the first grade in Taiwan middle region(including Taichung municipality, Taichung county, Nantou county, and changhua county) in the 90th school year as the research subjects, the researcher use “the Work Feeling Questionnaire of the elementary school teachers of the first grade participating in Nine-Year Integration Curriculum” as the tool for collecting data. Total valid subjects are 534, and the retrieving rate is 79.70%. The statistics procedures including t-test, and one-way ANOVA. The conclusions of this thesis are stated as follows: 1. There was significant difference in the feelings of work stress in participating in Nine-Year Integration Curriculum between the first grade teachers who are different personal background variables. 2. There was significant difference in the feelings of work stress in participating in Nine-Year Integration Curriculum between the first grade teachers who are different school background variables. 3. There was significant difference in the feelings of work stress in participating in Nine-Year Integration Curriculum between the first grade teachers who are different participating level in Nine-Year Integration Curriculum. Based on the results and conclusions, some suggestions about educational administration organization, teacher fostering organization, elementary school principals, the first grade teachers of elementary school, future teachers participating in Nine-Year Integration Curriculum, and future researchers are proposed.
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Hugo, Jean-Pierre. "The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa." Thesis, 2018. http://hdl.handle.net/10500/24842.
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Teachers leaving the profession is an ongoing problem; fewer teachers enter the profession each year and the number of teachers leaving the profession has increased. Many teachers listed job satisfaction as a reason for leaving the education profession, whilst citing the lack of mentoring as a cause of job dissatisfaction. Mentoring is known as the planned paring of a more experienced person with a lesser individual to help with the professional development of that individual and reduce teacher turnover.
The aim of the study is to explore the impact of an effective mentoring programme at primary schools by developing and implementing such a mentoring programme to support and improve job satisfaction among beginner teachers in the province of Mpumalanga entering the profession for the first time. The following quantitative techniques were used during this study: document analysis and Likert-scale questionnaires, completed by 1 000 male and female teachers (principals, deputy principals, heads of departments, teachers and student teachers) from different races and cultures (20 teachers per school) from 50 randomly selected rural primary schools, private primary schools and Quintile 4 and 5 primary schools in the province of Mpumalanga.
The analysis of data enabled me to identify a series of factors that were utilised to develop a mentoring programme that school management can implement in their schools to help beginner teachers to cope in their new work environment in order to improve job satisfaction and improve teacher retention. The factors identified include: aspects of job satisfaction that support leaners in achieving their goals; aspects of school management; the contribution of mentoring programme on the job satisfaction of beginner teachers; the responsibility of a mentor in developing a mentoring programme; the responsibility of a mentee in developing a mentoring programme; the responsibility of schools in developing a mentoring programme and characteristics that should be demonstrated by a mentor. From the data gathered, a mentoring programme was developed, namely the Hugo mentoring model. This model outlined the roles and responsibilities of mentors, mentees and school management throughout the mentoring process. The model also provided steps that should be taken into consideration when organising meetings between mentors and mentees.Educational Studies
D. Ed.
Books on the topic "First year teachers Work load"
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DePaul, Amy. Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 2000.
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DePaul, Amy. Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 2000.
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DePaul, Amy. Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 2000.
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United States. Office of Educational Research and Improvement., ed. Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 2000.
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Keller, Robert. Teacher preparation and school-to-work: A 25-state survey of higher education. Portland, Or: Northwest Regional Educational Laboratory, 1998.
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Blank, Mary Ann. Mentoring as collaboration: Lessons from the field for classroom, school, and district leaders. Thousand Oaks, CA: Corwin Press, 2009.
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Cheryl, Kershaw, ed. Mentoring as collaboration: Lessons from the field for classroom, school, and district leaders. Thousand Oaks, CA: Corwin Press, 2009.
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Davis, Emily. Making Mentoring Work. Rowman & Littlefield Publishers, Incorporated, 2014.
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Davis, Emily. Making Mentoring Work. Rowman & Littlefield Publishers, Incorporated, 2014.
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Davis, Emily. Making Mentoring Work. Rowman & Littlefield Publishers, Incorporated, 2014.
Find full textBook chapters on the topic "First year teachers Work load"
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Petersen, Neal, Josef de Beer, and Elsa Mentz. "The first-year student teacher as a self-directed learner." In Becoming a teacher: Research on the work-integrated learning of student teachers, 115–55. AOSIS, 2020. http://dx.doi.org/10.4102/aosis.2020.bk215.05.
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Sedivy-Benton, Amy L., and Katina M. Leland. "How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context." In Teacher Education, 65–80. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch004.
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Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.
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Sedivy-Benton, Amy L., and Katina M. Leland. "How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context." In Measuring and Analyzing Informal Learning in the Digital Age, 106–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch008.
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Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.
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Metcalf, Tammy, and Liz Wrocklage-Gonda. "Well Teachers Teach Well." In Innovative Collaborative Practice and Reflection in Patient Education, 82–102. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7524-7.ch006.
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No matter what field one enters, landing that first job and depositing that first paycheck is like no other feeling in the world. The excitement, anticipation, and demands of any career can be exceptionally challenging, and many people underestimate the toll that work—even meaningful work—can have on one's physical and mental well-being. This underestimation is especially true in the field of education, where many teachers in ever-expanding roles (teacher, mentor, counselor, etc.) work non-stop nine months out of the year only to find themselves physically and perhaps mentally exhausted. This chapter explores the teaching careers of college friends and how they have been able to break the cycle of Work/Exhaust/Repeat by recognizing, modifying, and preventing patterns that are ultimately harmful to their physical and mental well-being and make them less effective as educators.
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Sorokoumova, Galina Veniaminovna. "DIAGNOSIS AND PREVENTION OF MALADAPTATION OF FIRST-YEAR STUDENTS." In Theoretical and practical aspects of pedagogy and psychology, 161–69. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-104473.
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In the chapter describes the experience of prevention of maladaptation of first-year students, including the diagnosis of personality traits, identification of students at risk and psycho-corrective measures. The introduction substantiates the relevance of the problem of effective adaptation and prevention of maladaptation of first-year students, the importance of creating targeted systematic work with first-year students to prevent maladaptation. Materials and methods of research. In order to identify the risk group of students for various types of maladaptation and develop recommendations to reduce the level of maladaptation in first-year students, we conducted diagnostics of the personal characteristics of first-year students using the method of multifactorial personality research SMIL L.N. Sobchik Results and discussion of the results of the study. Based on the results of psychodiagnostics, we have developed recommendations for the risk group for hyposthenic /depressive type of maladjustment and for the risk group for the type of maladjustment «autism», including individual consultations, the inclusion of students in groups of psychological trainings on relevant topics, consultations for teachers and curators of groups on individual approach in interaction with students at risk, participation students in the work of a psychological circle in order to improve the psychological culture of students, etc. Conclusions. The work done made it possible to reduce the percentage of maladaptation of students and increase the efficiency of adaptation of first-year students to the process of studying at the university, which manifested itself in a significant decrease in the percentage of students expelled by the result of the 1st year of study.
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Dunlap, Shekema S. "Carrying a Double Load." In Black Women Navigating Historically White Higher Education Institutions and the Journey Toward Liberation, 1–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4626-3.ch001.
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Navigating academic spaces is challenging for first-generation college students, particularly for Black women doctoral students who produce decolonizing research at historically White institutions. For these Black women scholars, the workload is doubled. While learning to conduct research, Black women scholars must also survive the hidden curriculum of hegemonic academia while simultaneously doing the emotional labor of leading their committees towards an understanding and respect for Black women's intersectionality and its impacts on Black women scholars' ways of knowing. This chapter is an autoethnographic counternarrative of one Black woman doctoral student's endeavor to design and conduct Endarkened feminist research that honors the sacred, revolutionary work of Black classroom teachers. Consequently, this chapter aims to inspire more decolonized research and suggest meaningful ways that higher education institutions can support decolonizing researchers.
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Maddicott, John. "Halcyon Years, 1612–24." In Between Scholarship and Church Politics, 34–80. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192896100.003.0002.
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This chapter discusses Prideaux’s public career from 1612 to 1624. Opening with an account of his relationship with Isaac Casaubon, whose good name and scholarship he defended in his first publication, it goes on to describe his work as regius professor of divinity and to analyse his early Act lectures on the central Calvinist doctrines of grace and predestination. Continuing with this religious theme, it emphasises his high regard for the anti-Arminian decrees of the Synod of Dort. Next comes an account of Prideaux’s relations with the many foreign students and scholars, such as Sixtinus Amama and Matthias Pasor, who were attracted to Exeter by Prideaux’s outstanding reputation as a theologian and teacher. The chapter goes on to outline his and his College’s long conflict with William Lord Petre over nomination to fellowships, and the importance of the earl of Pembroke’s support in securing a favourable outcome for the College. It concludes by surveying Prideaux’s role in the university, particular as the university’s vice-chancellor under Chancellor Pembroke, and by indicating his sources of wealth and attempting to estimate his annual income. These years marked the most satisfying and successful phase in his long career.
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Botha, Carolina, and Elizabeth M. Reyneke. "215 ‘WIL goes POP’: The role of a professional orientation programme in addressing the apprenticeship of observation in first-year Bachelor of Education students." In Becoming a teacher: Research on the work-integrated learning of student teachers, 215–45. AOSIS, 2020. http://dx.doi.org/10.4102/aosis.2020.bk215.08.
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Alves, Kat D., and Melissa K. Driver. "Use of a Residency Program in Preservice Teacher Preparation." In Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field, 93–103. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9047-8.ch005.
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The training and retention of special education teachers is a critical need in the education field. One innovation that can be used in educator preparation programs to better prepare teachers is to establish a residency model. In this model, preservice teachers work as full-time teachers, while also completing their coursework. They receive support from university faculty and peers during this structured first year of teaching. This chapter will explore the need for residency programs, possible features and structures, short and long-term benefits, and potential challenges. In addition, this chapter explores ways to incorporate high-leverage practices into residency coursework.
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Vega, Juan A. Rios, Cecile M. Arquette, Hwa Lee, Heljä Antola Crowe, Jana Lynn Hunzicker, and Jane Cushing. "Ensuring Social Justice for English Language Learners." In Research Anthology on Instilling Social Justice in the Classroom, 489–506. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch030.
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Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.
Conference papers on the topic "First year teachers Work load"
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Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.
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constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding of creative practice and research.One of us being a professor in Studio Art with a background in Photography and the other in Architecture and EnvironmentalDesign, our collective experience and shared interests in interdisciplinary engagements motivated us to design and co-teach a new, graduate-level course focusing on collaboration and the creative process. Following preparations and planning for about a year, we taught the course titled “ Collaboration and Creativity” three times since its first iteration in the fall of 2017. Each semester varied widely in terms of the number of students enrolled, background and expectations both on the part of the students as well as us, as instructors. So far the cohort has included students from architecture, photography, ceramics, glass, painting, printmaking, sculpture and film and media programs.To facilitate research-based collaborative work, we considered place-based topics, allowing for various modes of research, which would generate connections with the local environment. Since students from diverse disciplinary backgrounds and with different skill-sets enroll in the course, we deliberately selected a neutral topic of study, a locally sourced stone, in order to encourage a shared experience of discovery. Taking its name from the creek that defines the northwestern arm of the city of Philadelphia, the Wissahickon schist stone—a metamorphic rock—is widely used in historical construction in the area and well-recognized for its distinct specks of shiny mica and multi-toned layers of gray, blue, brown, and black. We decided to work with this stone as a departure point for diverse lines of inquiry into physical, historical, cultural, and social domains.
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Moreno, Karina, Rosa Colomina, and Teresa Mauri. "INDUCTION OF NOVICE HOMEROOM TEACHERS IN CHILE: CHARACTERIZATION OF THE SUPPORT THEY RECEIVE DURING THEIR FIRST YEAR OF WORK FOR LEARNING THE PROFESSION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1180.
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"Transforming a First-year Accounting Course Using a Blended Learning Pathway." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4305.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.
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Forget, Thomas, William Philemon, Radnia Noushin, and Dean Crouch. "A Lesson in Abstraction." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.20.
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The digital model is both a simple tool of intuitive design thinking used to devise spatial compositions and the base layer of increasingly complex computational practices imbued with layers of contingent information. It has replaced paper as the primary venue of architectural communication, regardless of a user’s level of experience, specific purpose, or degree of sophistication. The ubiquity of the digital model begets complacency toward its implications, which include a significant threat to the logic of the traditional architectural design process established in the Renaissance and upheld throughout centuries of disciplinary change. The extent to which the threat poses a crisis is an open question, and architectural education today has an opportunity (if not a responsibility) to confront that question head-on, so as to produce a generation of practitioners cognizant of the stakes. After a generation of adaptation, and amid a steady stream of innovation that continually (and productively) destabilizes day-to-day practice, the logic of the digital model itself—the framework onto which innovations are applied—is taken for granted. Despite the persistence of increasingly tiresome digital-verses-analog debates, the discipline has yet to reflect critically on the basic nature of the digital model. That inquiry must begin at the most foundational level—the first year of the education of the architect. The project outlined in this paper is a central component of a new foundation design pedagogy currently under development at the University of North Carolina at Charlotte. It introduces students to the digital model in a manner that lays bare how contemporary design tools are both alike and unlike traditional ones, and it challenges students to wrestle with the relevance of historical practices in an era of relentless innovation. The description of the project included here is to be deployed in the second iteration of the new program in academic year 2019/2020. Illustrations are drawn from the first iteration in academic year 2018/2019. This is an ongoing experiment in architectural education being conducted in a transparent manner. Students understand that the curriculum is dynamic, not settled, and that their work is contributing to pedagogical and disciplinary research.
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Palmer, John, Robert Williams, and Heinz Dreher. "Automated Essay Grading System Applied to a First Year University Subject - How Can We Do It Better?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2553.
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Automated marking of assignments consisting of written text would doubtless be of advantage to teachers and education administrators alike. When large numbers of assignments are submitted at once, teachers find themselves bogged down in their attempt to provide consistent evaluations and high quality feedback to students within as short a timeframe as is reasonable, usually a matter of days rather than weeks. Educational administrators are also concerned with quality and timely feedback, but in addition must manage the cost of doing this work. Clearly an automated system would be a highly desirable addition to the educational tool-kit, particularly if it can provide less costly and more effective outcome. In this paper we present a description and evaluation of four automated essay grading systems. We then report on our trial of one of these systems which was undertaken at Curtin University of Technology in the first half of 2001. The purpose of the trial was to assess whether automated essay grading was feasible, economically viable and as accurate as manually grading the essays. Within the Curtin Business School we have not previously used automated grading systems but the benefit could be enormous given the very large numbers of students in some first year subjects. As we evaluate the results of our trial, a research and development direction is indicated which we believe will result in improvement over existing systems.
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Rhodes, Patrick, and Gregory Thomas Spaw. "Neonomads: Between Education and Practice." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.58.
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This paper examines the inherent intermediary realities of design-build within a continuum of academia and practice through the presentation of a series of “in-betweens” associated with a year-long design-build studio, a mobile shelter and research station for the Sharjah Environment and Protected Areas Authority (EPAA) sited within the extreme climatic conditions of the Arabian Desert. It analyzes a set of liminal, cultural, and environmental conditions and how they defined the design process; the way in which we engaged the community; and the resulting architecture as an assessment of the studio experience from the conceptual through to the deployment of built work. The impetus for the studio was a fascination with the Empty Quarter of the Rub’ al Khali, one of the most isolated places on Earth and until recently referred to as “terra incognita”, and the intersection between the disappearing Bedouin culture and the rapidly developing and modernizing culture of the United Arab Emirates. For thousands of years, the Bedouins have traversed the Arabian deserts and are the only masters of their more than 650,000 square kilometers of ancient sands. The first foreign explorers were not able to penetrate the Quarter until 1931, with the first accurate Western maps made by Thesiger between 1946 and 1950. Since then, only a few extreme adventurers have attempted its crossing, leaving the rest of us to wonder at its edge.
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Alves, Anabela C., Ana C. Pereira, Celina P. Leão, Sandra Fernandes, and Andre F. Uebe-Mansur. "The Use of Blogs in a Project-Based Learning Context for First-Year Engineering Students’ Teams." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23768.
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Abstract The Integrated Project of Industrial Engineering and Management 1 (IPIEM1) is a curricular unit of the first year developed in the first semester of the Integrated Masters degree of Industrial Engineering and Management (IEM11) – University of Minho, Portugal. In the 2019’s 1st semester and in the IPIEM1 previous versions, Project-Based Learning (PBL) was usually adopted as a learning methodology. In this pedagogical development context, freshman students develop a project integrating all five courses related to this current semester. To undertake this project, the students work in large teams that comprise nine to ten members. Throughout the semester, each team must accomplish the project phases and tasks. To communicate their progress and results developed during the semester, each team designed a blog. In the IPIEM1 previous editions of PBL of this year in this program, the weblog (blog) digital technology was also adopted, but it was never assessed. Thus, this paper has two main objectives: 1) to evaluate the importance of the blog for the teams; 2) to discuss teams’ engagement during its development, knowing that it would be a part of the assessment method. The survey results revealed that the teams considered the blog useful to keep an update record of the project progress and to stimulate the writing and reflection about project contents. Furthermore, some of teachers’ and students’ considerations showed the need for providing more training and experience in the development of blogs.
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Yáñez-Monje, Verónica, Mariana Aillon-Neumann, and Cecilia Maldonado-Elevancini. "THE RELEVANCE OF FEEDBACK MESSAGES IN COMMUNICATING QUALITY IN EDUCATIONAL CLASSROOM SETTINGS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end020.
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"This paper put forward an in-depth reflection grounded on two studies. The first regards to doctoral research designed to investigate teachers ‘interpretations of feedback in terms of theory and practice and it explores how this might be informed by their conceptions of how students learn. The inquiry involves three Year 5 and one Year 4 teachers from three different primary schools in London. The main sources of data comprise classroom observation and teachers’ interviews focusing on teachers’ feedback practices and the underlying principles that guide them in the actual conducting of classroom interaction and through pupils written assignments. Analysis suggested that feedback focused on correcting basics errors, seeking further actions on the task at hand and contrasting the work with learning objective and success criteria. The main lessons learnt from the practices and views held by teachers in England were distilled into little stories and made them accessible to other teachers to help them to reflect on their own positions on the feedback issues. This was endeavoured in the context of the work in Chile within a teacher professional development programme with 60 enrolled primary school teachers. They were asked to select written assignments stemming from their pupils work to design written feedback for these tasks. This is followed by an iterative process of reflection about the messages conveyed through their comments. Data show that the teachers faced difficulties at the initial stages of development as their comments were evaluative, that is, centred on what was missing, with little room for students’ self-assessment. The participants greatly improved their elaborated comments as being more descriptive, and with a focal point on the task features. Both studies provide insightful data in terms of the problematic nature of teachers’ comments as pupils cannot achieve a broader understanding of quality within their pieces of work. It seems that teachers still hold a remedial approach to feedback. (Black & Wiliam, 2012, Swaffield, S. 2011; Sadler, 2007,2010)."
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Mutama, Kuda R., Norm Duperron, and John Seeliger. "From Commissioning to First Year Operation of a Modern Coal Fired 242 MW Plant Facility." In ASME 2009 Power Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/power2009-81199.
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In this paper lessons learned during the period from commissioning the TS Power Plant to first year of commercial operations are discussed. It is hoped that the experience at TS Power Plant will be valuable to other new plants during the post-commissioning phase. In June 2008 the TS Power Plant commenced commercial operations. The plant is designed for a gross power output of 242 MW. Combustion takes place in a sub-critical B&W radiant boiler, which uses PRB coal for fuel to generate 1,491,000 lb/hr superheated steam at a design pressure and temperature of 2650 psi and 1055 °F respectively. The steam is used to drive a Toshiba reheat steam turbine generator set. To date the plant performance is better than expected. Actual HP turbine throttle pressures at desired load are less than design with a lower heat rate than expected. The plant has state of the art technology and follows strict emission removal standards in accordance with its air permit for the reduction of CO, NOx, SO2, mercury and particulate matter. Plant personnel addressed problems ranging from mechanical, instrumentation and control, to freezing weather issues during the first year of operations. On several occasions the plant experienced forced outages and personnel had to troubleshoot in order to identify the root cause of the problems. The critical problems developed with the DCS, coal handling system, fans and air dampers, boiler combustion systems, steam turbine auxiliaries, selective catalytic reduction system, spray dry absorber, and water treatment. A significant number of the problems were carried over from facility commissioning and new ones developed during normal operations. Plant personnel had to work through these problems on a daily basis. The operating staff had gained significant experience during the plant commissioning phase by participating in loop shooting and equipment commissioning. It is also important to note that operations staff completed a General Physics training program designed specifically around the TS Power plant systems during construction. The plant was running relatively smoothly with an average availability of 99.84% for the last three months of 2008.
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Mian, Ahsan, Margaret Pinnell, Leanne Petry, Raghavan Srinivasan, Suzanne Franco, and Melissa Taylor. "Summer Research and Collaborative Professional Development Experience for NSF RET Teachers in Advanced Manufacturing and Materials." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66141.
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The current collaborative National Science Foundation Research Experience for Teachers (NSF-RET) site placed seventeen in-service and pre-service teachers with research mentors at one of the three regional universities WSU, CSU, and UD to work on engineering research projects. These research projects were chosen in such a way so that they were relevant to regional strengths in advanced manufacturing and materials. In addition to research, the RET teachers participated in various professional development (PD) activities such as “boot camp” facilitated by ASM Materials Education Foundation prior to the start of their research experience, field trips, seminars given by guest speakers and group work that produced K-12 curriculum related to the teams’ research experience. The teacher groups also presented the developed STEM curriculum and the final laboratory project results, and provided regular guided reflections regarding their efforts during the six-week program. This paper presents a brief overview of the collaborative RET project and details the achievement during the first project year. Emphasis is given to the collaborative PD activities of all seventeen teachers and the research projects performed by the two WSU RET groups comprised of four in-service and two pre-service teachers.