Relevant bibliographies by topics / Itinerant teachers

Academic literature on the topic 'Itinerant teachers'

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Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Itinerant teachers"

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Lee, Jeongmi, and Kyoungwon Lim. "An Itinerant Teacher’s Experience in Adapting at Facilities for Students with Disabilities." Korean Association for Qualitative Inquiry 8, no. 2 (June 30, 2022): 213–59. http://dx.doi.org/10.30940/jqi.2022.8.2.213.

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This study was aimed to reflect on myself and to find socio-cultural meaning by sharing my experiences as an itinerant teacher and my interactions with the surrounding culture, using self-cultural descriptive papers, and to give implications for special education. In order to achieve the purpose of this study, the researcher collected memory data, self-reflection data, cultural artifacts, self-observation data, call records, and transcripts of various conferences related to itinerant education for 4 years and 3 months. The collected data were analyzed by applying a comprehensive analysis procedure based on pragmatic eclecticism. The result of the study showed, first, it was not only an individual ability problem that caused itinerant teachers to have difficult in class. Second, the answer to the frustration and confusion caused by the students was eventually found in the students. Third, the most important thing in relation to facilities was how to build a rapport. Fourth, it was the receptive atmosphere and interest in the school that help itinerant teachers feel positive about teacher efficacy. Fifth, all the difficulties and confusion that itinerant teachers may have in the field of itinerant education could be overcome through cooperative relationships with higher-level institutions including the learning community of itinerant teachers, not through individual efforts of the itinerant teachers. The results of this study will be the basis to better understand the itinerant education, which has not been getting much attention in the past. In addition, it will be of comfort to itinerant teachers who, including myself, are struggling with itinerant education.
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Dinnebeil, Laurie A., William F. McInerney, and Lynette Hale. "“Shadowing” Itinerant ECSE Teachers: A Descriptive Study of Itinerant Teacher Activities." Journal of Research in Childhood Education 21, no. 1 (September 2006): 41–52. http://dx.doi.org/10.1080/02568540609594577.

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Cho, Su Min, and Jae Young Hong. "The Challenges and Support Needs of Beginning Teachers Working at The Special Education Support Centers for Itinerant Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 253–72. http://dx.doi.org/10.22251/jlcci.2022.22.19.253.

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Objectives The purpose of this study was to conduct a qualitative study and deeply examine the challenges and support needs experienced by beginning teachers in special education support centers during itinerant education. Methods To this end, snowball sampling was conducted to target 5 beginning teachers working in special education support centers in Jeollabuk-do Province as the research participants. This study intended to closely investigate the experience of beginning teachers that implement itinerant education in special education support centers, so a semi-structured interview was developed with 3 domains and 12 components about the ‘operation status of itinerant education,’ ‘challenges of itinerant education,’ and ‘support needs for itinerant education.’ Based on the semi-structured interview, 1-2 sessions of in-depth interview, which is a qualitative study, were conducted and the collected data were analyzed with inductive analysis through the three coding processes that consisted of transcription, coding, and meaning generation. Results The analysis result showed that the struggles of the beginning teachers can be classified into 4 upper categories and 13 sub-categories. The first upper category is ‘a lack of expertise’ and recognized the lack of expertise as a teacher such as establishing itinerant education activity plans, classes, and interventions for behavior problems. The second upper category is ‘psychological conflicts from relationships’ and beginning teachers experienced challenges in their relationships with inclusive teachers, guardians, and the students during the itinerant education. The third upper category was the ‘barren road for self-development’ as there were limits in the training for itinerant education or human resource. The fourth upper category is the ‘poor environment and administrative⋅financial support’ and there were insufficient environmental conditions for itinerant education and administrative⋅financial support. The support needs of the beginning teachers can be categorized into 3 upper categories and 6 sub-categories. The first upper category is for ‘teachers to develop’ through efforts for the growth of teachers' expertise such as training and professional learning community. The second upper category is ‘a school that collaborates and communicates.’ The beginning teachers emphasized the need to cooperate and communicate with the inclusive teachers and the school parents. The third upper category is ‘effective administrative⋅financial support’ as there were demands of appropriate administrative⋅financial support to perform the duties effectively. Conclusions The study results can be applied as the base data of policy support plans for the itinerant education of the beginning teachers in special education support centers and also to examine the measures required for the beginning teachers to develop into professional itinerant teachers.
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Bina, Michael J. "Rural special education itinerant service delivery: Practical suggestions to overcome job realities and shortcomings." Rural Special Education Quarterly 7, no. 4 (March 1987): 20–26. http://dx.doi.org/10.1177/875687058700700407.

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This article focuses on the realistic shortcomings and advantages of rural special education itinerant service delivery. Practical strategies for overcoming the job realities are provided. Discussion centers on implications for school administrators, teacher training personnel, and the itinerant teachers themselves. The article emphasizes the much needed abilities to adjust to change, to modify expectations, and to exercise a healthy sense of humor.
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Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
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김현집 and 손승현. "Perceptions and Practices of Itinerant Teachers on the Inclusive Model of Itinerant Education." Journal of Inclusive Education 5, no. 2 (December 2010): 19–39. http://dx.doi.org/10.26592/ksie.2010.5.2.19.

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Donald F. Moores. "Inclusion, Itinerant Teachers, and the Pull-out Model." American Annals of the Deaf 153, no. 3 (2008): 273–74. http://dx.doi.org/10.1353/aad.0.0048.

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Luckner, John L., and Kevin J. Miller. "Itinerant Teachers: Responsibilities, Perceptions, Preparation, and Students Served." American Annals of the Deaf 139, no. 2a (1994): 111–18. http://dx.doi.org/10.1353/aad.2012.0044.

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Dinnebeil, Laurie A., William F. McInerney, and Lynette Hale. "MINI-THEME COMMENTARY: "Itinerant ECSE Teachers in Action"." Journal of Educational and Psychological Consultation 15, no. 2 (June 2004): 167–75. http://dx.doi.org/10.1207/s1532768xjepc1502_4.

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Luckner, John L., and Jennifer Howell. "Suggestions for Preparing Itinerant Teachers: A Qualitative Analysis." American Annals of the Deaf 147, no. 3 (2002): 54–61. http://dx.doi.org/10.1353/aad.2012.0210.

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Dissertations / Theses on the topic "Itinerant teachers"

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Carter, Karen. "Itinerant teachers of music : a state of flux." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/3552.

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Teachers who are itinerant contend with many factors that complicate their ability to deliver programmes. This thesis investigates the experiences of one such group of itinerant educators, Itinerant Teachers of Music (ITMs). They are responsible for the teaching of instrumental music in secondary schools in AotearoalNew Zealand. I used a case study to examine the phenomenon of itinerancy and considered the experiences of ITMs and ITM Co-ordinators in the Canterbury region and the views of the Heads of Music Departments (HoDs Music) with whom they work. This included observing ITMs at work and interviewing ITMs, ITM Co-ordinators, and HoDs Music about being itinerant. I consulted strategic documents such as music education reports, curriculum statements and job descriptions to examine the place of ITMs in official music education discourses. A social constructionist perspective underpins the research. Social constructionism emphasises the socially constructed reality of ITMs' experiences and raises issues of power and access to those discourses that define itinerancy. I argue that itinerancy as encountered by ITMs is characterised by three main themes: temporality, invisibility and adaptability. Time dominates itinerant work. Teaching is compressed into twenty minute blocks, travel times are minimised. An ITMs day is intensive, with scarcely a wasted minute. This influences the quality oftheir work and interactions with colleagues. Their present situation is affected by historical discourses of itinerancy, their future determined by current restrictions. To be itinerant, with multiple work sites and frequent travel is to be largely invisible. This invisibility, as ITMs engage in their work, impacts on their identity, status, relationships and place in schools and educational discourses. Adaptability and flexibility are essential ITM traits. ITMs are required to conform to the demands and expectations .of diverse school systems, HoDs Music and students, as well as their own employers, as they work within systemic constraints. They are multi-skilled musicians and teachers. ITMs work in conditions intensified by itinerancy where temporality, invisibility and adaptability are the criteria by which they are defined and they have defined themselves. I conclude with nine recommendations for change that involve a review of the operational structures regulating the practice of itinerancy in the ITM programme and an examination of the resources allocated to it.
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Clark, Kathleen M. "A survey of kindergarten teachers' perceptions of special needs preschool itinerant services." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406708949.

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Norman, Nancy Alice. "Narratives of teacher-student relationships : how itinerant teachers of the deaf and hard of hearing support their students’ social and emotional development." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58523.

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Positive teacher-student relationships promote healthy school experiences and have been shown to play an important role in creating positive social and academic outcomes for students, including students with special learning needs (e.g., Hamre & Pianta, 2001). Most deaf and hard-of-hearing (DHH) students are educated in inclusive school environments alongside their hearing peers, and likely receive additional support from an itinerant teacher of the deaf and hard of hearing throughout their school years (kindergarten to grade 12). However, very little is known about the significance of this unique teacher-student relationship in terms of social and emotional support, nor in what ways this relationship may help or hinder social inclusion at school. To address the paucity of research in this area, I used a narrative inquiry and multiple case study design to examine the characteristics of the itinerant teacher-DHH student relationship. Each participant (four itinerant teachers and four DHH students) participated in two separate individual interviews and was asked to reflect upon their relationship working with DHH students or itinerant teachers, as appropriate. The first interview was semi-structured and captured the participants’ perspectives of their itinerant teacher-DHH student relationships generally. The second interview focused on the meaning and significance of the itinerant teacher-student relationship. Narrative stories for each participant were written from the interview data and analyzed using a constant comparison, thematic content analysis (Braun & Clarke, 2006). Six prominent themes emerged from the itinerant teacher narrative stores: identity development (of students), attachment, safe space, connector, advisor, and itinerant teacher identity. Five prominent themes emerged from the DHH student narrative stories: identity development (of students), attachment, safe space, connector, and advisor. This study contributes to the field of Deaf Education in terms of identifying possible important aspects of the itinerant teacher-student relationship from both the teachers’ and the students’ perspectives. In addition, the findings shed light on potential interpersonal mechanisms that may be involved in creating successful school experiences for DHH students who are educated in inclusive school environments.
Education, Faculty of
Graduate
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Reed, Susanne. "The beliefs and practices of itinerant teachers of deaf and hard of hearing children about literacy development." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279878.

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The purpose of this qualitative case study was to examine the beliefs and practices of itinerant teachers of deaf and hard of hearing (d/hh) students about literacy development. The study examined the match between the itinerant teachers' beliefs and their practices match and the effects of the itinerant setting on beliefs and practices. These are important questions in the field as so many d/hh students are currently enrolled in public school settings. Five itinerant teachers participated in the study and met the following criteria: spend 70% or more of their time providing itinerant services and who serve two or more elementary schools, provide itinerant services to elementary age d/hh students, have at least five years of teaching experience with two or more years spent as an itinerant, and located within a 150 mile radius of Tucson, Arizona. A series of three interviews and four observations were completed with each teacher. The qualitative analysis program QSR Nudist 4 (2000) was used initially to analyze all of the data from the interviews and observations. This was followed by at least four readings of the original transcripts, once for each research question. Conclusions were drawn and similar patterns, phrases, ideas and themes were labeled and indexed. The teachers believe that d/hh students develop literacy in similar ways to hearing children if they have a strong language base. They also find it valuable to have a broad knowledge of literacy development for hearing children in order to identify gaps that d/hh students might have. The teachers use a combination of service delivery models, pull-out and in-class. The teachers use a combination of meaning-centered and skills-based models and a wide variety of practices for developing literacy. The majority of the teachers' beliefs match their practices. A number of specific effects of the itinerant setting affect the teachers' practices including: support from team members, space, consistency of student sessions, isolation, availability of resources, time, student teacher ratio, ownership of students and programming, and flexibility. Importance of the findings and their implications are discussed.
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Daniels, Jacqulyn Anne Donnenwirth. "The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4400.

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The primary question for this dissertation was: Does online professional development increase novice itinerant Teachers of Students with Visual impairments' (TVI) efficacy for assessing learning and literacy media for students with multiple disabilities including visual impairments? The literature suggested novice TVIs might experience low efficacy when implementing strategies unique to their job after leaving teacher-training programs. Working in an itinerant position can intensify perceptions of low efficacy. One area of low efficacy was conducting and reporting on the assessment of learning and literacy media (ALLM). Using a quasi-experimental pre/post-design, data were collected from pre/postintervention knowledge questionnaires about the assessment process and pre/postintervention written ALLM reports. Eleven participants with 1-5 years of experience as TVIs were divided into control and intervention groups. Four online modules were delivered to the intervention group. The data were analyzed using two dependent and two independent sample t tests. The results indicated the change scores between the control groups pre- and post-submissions did not improve. The change scores between the intervention groups pre- and post-submissions did significantly improve after participation in the online modules. The change scores overall between the intervention and control groups' pre/post submissions were statistically significant. The intervention group completed an acceptability rating scale regarding the feasibility of the modules and the results had an average score of 3.5 (4 = strongly agree). The primary limitation of this study was the small sample size and, therefore, did not allow for generalization.
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Arendse, Agnetha. "Investigating the challenges facing Itinerant Learning Support Educators (ilse) in the context of inclusive education in the Metro South Education District." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9807_1298612022.

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The study aims to understand the challenges facing the Itinerant Learning Support Educators in an Inclusive Education framework. At the onset of the study there were very limited research studies and literature available on the challenges facing Itinerant Learning Support Educators hence literature in the study drew on the development and history of Special Education towards a global shift with regard to Inclusive Education policy development. As such the literature was utilized to understand how global phenomena and policies in developed countries impact on local policy transformation and contexts. The study followed a qualitative research approach to explore the challenges facing Itinerant Learning Support Educators in performing their functions. To gain an in depth understanding of their perceptions a case study method was followed and data collection techniques included focus group interviews. The sample in this study comprised of 14 Itinerant Learning Support Educators. The data was analyzed using a thematic approach. The findings of this study highlighted that despite a shift towards Inclusive Education in South Africa, Itinerant Learning Support Educators found themselves challenged by a range of contextual issues that impacted on the effective delivery of inclusive principles and practices. The study recommends that the Department of Education should take cognisance of these challenges, review the job description of Itinerant Learning Support Educators and put clear guidelines and support structures in place to support them in functioning optimally within an Inclusive Education paradigm.

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Chun, Chou Pi, and 周璧君. "An exploration on Itinerant Teachers’ Role Perception." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/87581646408296849446.

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碩士
國立臺北教育大學
特殊教育學系碩士班
96
The purpose of the study is sought to investigate the role perception of several itinerant teachers and how they adjust themselves to the conflict they encounter. A qualitative research method was used in this study. Six itinerant teachers were interviewed with semi-constructed interviews. The results of the study indicated below: The itinerant teachers recognize themselves through the content of their work requirement. There are several elements that may have influences on their role awareness including personal motivation, personality, and the social interaction within the work environment. The teachers believe that the job itself does not have any problems. The issue is whether or not a teacher is suitable for this position. The role conflicts that an itinerant teacher may have including the conflicts within the role and the conflicts produced by others when a high expectation was given. It happens more often to the female itinerant teachers when they are not able to take care of their family and their work at the same time. They adjust themselves by seeking professional help, adjusting ways to deal with issues, adjusting their emotional needs, and tolerating the problems. The flexibility of selecting a position and the attitude of the authority of the department of education also affect the role awareness of the itinerant teachers.
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"Teacher Satisfaction Among Itinerant Teachers of the Deaf and Hard of Hearing." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.40784.

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abstract: Teachers of the deaf and hard of hearing have served Arizona since 1912 when the Arizona School for the Deaf and Blind opened in Tucson, Arizona. Several decades later the Phoenix Day School for the Deaf was established in the Phoenix metropolitan area. To reach deaf and visually impaired students in the rural areas of Arizona, itinerant teachers travel from school to school, providing instruction and consultation with families and school personnel. The purpose of the study was to examine the perceptions and attitudes of itinerant teachers of the deaf and hard of hearing as to job satisfaction. Four research questions addressed the roles and responsibilities of itinerant teachers: extent of teacher participation in professional development activities; the opinions and attitudes of teachers toward their work; and additional comments and concerns. To answer these questions, 43 participants from five cooperatives established by the Arizona State School for the Deaf and Blind responded to a modified version of the 2007-2008 Schools and Staffing Survey regarding itinerant teacher job satisfaction. Two open-ended questions made this survey a mixed methods study of both quantitative and qualitative data. It was found itinerant teachers worked with students with a variety of hearing losses and educational needs; worked with regular classroom teachers and other school personnel; planned, assessed, and kept records; coordinated and conducted consultation and IEP meetings; worked with parents; provided technical support; traveled to different schools to work with students; provided accommodations and modifications; and provided direct instruction to DHH students. As to professional development, participants found language strategies and content of subjects taught to be useful and most attended. Ninety-one percent of the cooperative teachers seemed satisfied as a teacher. They felt support from administration, were satisfied with how the cooperatives were managed, and agreed that they were recognized for their efforts. Some of the concerns from teachers were their salary, the paperwork involved with itinerant teaching, and the limited amount of resources available to them. Overall, the findings of this study provided a baseline of information that suggest more work needs to be done related to job satisfaction of itinerant teachers.
Dissertation/Thesis
Doctoral Dissertation Educational Administration and Supervision 2016
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Chang, Hong Chang, and 張弘昌. "A Study of Job Satisfaction for Itinerant Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17664445937333453642.

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碩士
國立彰化師範大學
特殊教育學系所
93
A Study of Job Satisfaction for Itinerant Teachers Chang-Hung Chang Abstract The main purpose of this study focused on the operation of itinerant system of visual impairment in Taiwan and the satisfactory of itinerant teachers in the elementary and junior high school. Samples of this study were itinerant teachers who worked in the primary and junior high school of 24 counties in Taiwan. The total of valid questionnaires are 88 and that stands 90.1% of the response. The data collected was analyzed by frequency distribution, percentage, mean, and standard deviation. The findings are summarized as follows： 1. The percentage of students with visual impairment placed in the regular classroom to accept itinerant service is about 50%. The rest are composed with special education and resource classroom. 2.The service for students with visual impairment will mainly be pull-out, add-in and team teaching together. 3. The disciplinary team for visual impairment education is just under its way, the main operation model is multi-disciplinary. 4.The itinerant teachers are chiefly satisfied with their job. The degree of satisfactory descending from high to low is: personal relationship, opportunities for further education, working affairs, working environment, salary and welfare, and support from administration. 5. The problem of visual itinerant system can be divided into three parts: instruction, administration, and the disciplinary team. The problem in instruction is the divergence of disabilities. In administration is the shortage of funds. And in disciplinary team is that team members cannot accept others opinions.
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"Teaching and travelling in tune: Identity in itinerant band programs." Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-06-1568.

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This narrative inquiry explores teacher professional identity and curriculum making (Connelly & Clandinin, 1988) in the experiences of three itinerant band teachers. The narrative experiences of Grace, Cole, and Denise reflect the complexity of teaching in multiple schools and working within a curricular framework that is diverse and multi-faceted. While most classroom teachers work with one group of students in a single school, the travelling nature of itinerancy sets them apart from this standard. Benson (2001) argued that “limited involvement in any one single school site, places her or him in a significantly different position than the regular classroom teacher” (p. 3). Staying in tune with students, parents, and colleagues, while concurrently working in several school settings, can be a challenge for managing relationships, assessment practices, concert obligations, and school events (Roulston, 1998). An itinerant band program is a collection of stories with individual narratives being interwoven into a patchwork of identities, or narratively speaking, as people’s stories to live by (Clandinin & Connelly, 2000). Clandinin, Huber, Huber, Murphy, Murray-Orr, Pearce, and Steeves (2006) explained that curriculum making and identity making, acts that shape the stories to live by of teachers and children, are closely aligned. Students are immersed in musicking (Small, 1998) and curriculum making alongside their teacher. As stories are composed in unison, curriculum making represents "teachers' and students' lives together" (Clandinin & Connelly, 1992). Curriculum, viewed as a course of life (Connelly & Clandinin, 1988), involves the composition of identities and stories to live by. It is wrapped up with assessment making and identity making, with school stories intersecting with personal experience (Huber, Murphy, & Clandinin, 2011). Individual identities dance with the collective identity of the group as curriculum-as-lived (Aoki, 2012) is brought to life in the ensemble experience. Beyond the study of notes, rhythms, and technique, there is a web of interaction that pervades curriculum as it is embodied in the lives of students and teachers. It encompasses routine happenings in a rehearsal space, personal exchanges during recess breaks, recollections of events from past experiences, and future plans for the ensemble. It is coloured by the experience of itinerant teachers who weave parallel storylines across a series of learning landscapes. The complex nature of teaching initiates an ingrained inter-connectedness between personal and professional lives (Hargreaves, Meill, & MacDonald, 2002). Plotlines are blurred, making it difficult to distinguish between the two as they are inextricably linked by experience and emotion (Connelly, Clandinin, & He, 1997). Lack of a single, permanent teaching space calls for deeper exploration into implications for curriculum and teacher identity. Narratively inquiring into stories of itinerant band teachers is one approach that studies the contextual nature of identity. Storytelling represents a mode of knowing (Bruner, 1986). Each story is told from “a particular vantage point in the lived world” (Greene, 1995, p. 74), holding a plurality of experience and interpretation. Stories are closely tied to how teachers conceive themselves in the place of school (Connelly & Clandinin, 1999). Working on the periphery of collegial connections and the school community imparts physical and emotional tolls on professional identity. These factors contribute to an overall perception about the nature of itinerant teaching (Roulston, 1998). The shifting framework of itinerancy compounds the variable nature of teacher identity. Gathering artifacts and conversations about the storied existence of three itinerant band teachers, tensions appear over curriculum hierarchy, loss of instructional time and place, and collegial isolation. These are plotlines that exist within these school "borderlands" (Anzaldua, 1987). Contrapuntal lines of temporality, sociality, and place (Clandinin & Connelly, 2006) intersect with one another, some moving in relative harmony, while others create bumping points that influence perceptions of personal practical knowledge. Itinerant band teachers experience temporary shifts in self as they make sense of the fluid and changing world around them.
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Books on the topic "Itinerant teachers"

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Bullard, Carolyn. The itinerant teacher's handbook. 2nd ed. Portland, Ore: Butte Publications, 2013.

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1954-, Monthei Sharon L., and National Federation of the Blind., eds. Handbook for itinerant and resource teachers of blind and visually impaired students. Baltimore, MD: National Federation of the Blind, 1989.

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Itinerant teaching: Tricks of the trade for teachers of students with visual impairments. 2nd ed. New York: AFB Press, 2005.

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Smith, Mary Deane. The art of itinerant teaching: For teachers of the deaf & hard of hearing. Hillsboro, Or: Butte Publications, 1997.

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Olmstead, Jean E. Itinerant teaching: Tricks of the trade for teachers of blind and visually impaired students. New York: American Foundation for the Blind, 1991.

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Escola itinerante: Na fronteira de uma nova escola. São Paulo: Editora Expressão Popular, 2009.

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Salvatore Lener s.j.: Un giurista itinerante nei campi della storia, della politica e della religione. Napoli: Luciano, 2001.

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Guide to Itinerant Early Childhood Special Education Services. Brookes Publishing, 2011.

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Bullard, Carolyn L. The itinerant teacher's handbook. Butte Publications, 2003.

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Carine, Meurer Ane, and David Cesar De, eds. Espaços-tempos de itinerância: Interlocução entre universidade e escola itinerante do MST. Santa Maria: Editora UFSM, 2006.

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Book chapters on the topic "Itinerant teachers"

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Topping, Keith J. "Itinerant Support Teachers." In Educational Systems for Disruptive Adolescents, 93–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343394-20.

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First, Michael B., Elizabeth Spencer, Elizabeth Spencer, Sander Begeer, Brynn Thomas, Danielle Geno Kent, Maria Fusaro, et al. "Itinerant Teacher." In Encyclopedia of Autism Spectrum Disorders, 1654. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1766.

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Meers, Karen. "Itinerant Teacher." In Encyclopedia of Autism Spectrum Disorders, 2577. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1766.

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Paraskeva, João M., and Maria Alfredo Moreira. "Itinerant curriculum theory in the making." In Teacher Education and the Development of Democratic Citizenship in Europe, 125–43. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429030550-9.

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Grooms, Linda D. "Distance Learning From Itinerant Teachers to Cloud-Based Technologies." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 855–69. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch053.

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The knowledge explosion, the increased complexity of human life, and the ubiquitous, 24/7 nature of technology coupled with the globalization of the marketplace herald the need to embrace the most effective methods and platforms of teaching and learning. Currently providing powerful educational opportunities, the science and technology of distance teaching and learning continues to multiply at unprecedented rates. While historically traveling from village to village verbally disseminating knowledge was the only process of training those at a distance, today's learners eagerly embrace the rapidly expanding cloud-based technologies of the 21st century, offering a plethora of informational and educational opportunities. With this exponentially expanding global educational landscape, one must question what exactly distance teaching and learning is, how it has evolved, what the current state of affairs is, and what we anticipate in the future?
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"The Itinerant Pulpit Of The Woman’s Christian Temperance Union (Wctu): Teachers Or Preachers?" In A New History of the Sermon, 367–412. BRILL, 2010. http://dx.doi.org/10.1163/ej.9789004185722.i-571.67.

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Gorvine, William M. "Teaching, Writing, Travel, and Dialogue." In Envisioning a Tibetan Luminary, 95–125. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199362349.003.0005.

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Chapter 4 examines the mid-career activities of this minority Bönpo living beyond the framework of an institutionally based monastic life. These developments include his emergence as a sought-after teacher; his contemplative approach to the writing process; his myriad experiences and responsibilities as an itinerant lama; his burgeoning relationships with influential patrons; and his connections with cosmopolitan figures beyond the Bön tradition. During his journeys Shardza typically presided over rituals, offered and occasionally received teachings and initiations, attracted students and patrons, and raised funds for religious purposes. He also engaged in in-depth conversations with other respected teachers he encountered, both Bönpo and Buddhist, often on the basis of his written works. Tenpé Gyaltsen reports that these ecumenical relations attest to his broadmindedness and freedom from narrow sectarian bias.
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Nasrallah, Laura Salah. "On Travel and Hospitality." In Archaeology and the Letters of Paul, 76–104. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199699674.003.0004.

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The apostle Paul is often depicted as one among other apostolic heroes who traveled the Mediterranean to spread the gospel. The Letter to the Galatians indicates conflict between these travelers, whose visits and absences result in turmoil and social fractures within the community. A contemporaneous inscription from Galatia demonstrates a local attempt to control the exploitative practices of Roman imperial travelers who demand housing, food, animals, and help during their move through the region. The power differential between Roman officials with diplomata and early Christian travelers is considerable. Nonetheless, the inscription provides a context for considering the cost and consequences of hospitality for the many Christ followers who hosted apostles and itinerant teachers.
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"Inclusive educational practices in Uganda: evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools." In Disability, Poverty and Education, 81–96. Routledge, 2014. http://dx.doi.org/10.4324/9781315829531-11.

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"The Intersections of Ethnicity, Gender, Social Class and an Itinerant Lifestyle: Deconstructing Teachers’ Narratives and Thinking about the Possibilities for Transformative Action." In Educational Inequalities, 75–94. Routledge, 2013. http://dx.doi.org/10.4324/9781315886190-10.

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Conference papers on the topic "Itinerant teachers"

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Costa, Rosalina Pisco, Beatriz Roque, and Vanessa Carreira. "Monsters, fear and fun. Bringing creative methodologies into the higher education classroom to study children and childhood." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13151.

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This paper addresses the methodology of Design Thinking and its applicability as a creative methodology when teaching and learning Sociology of Childhood in a higher education context. Students were asked to develop an exercise in order to expand and deepen the theoretical and conceptual knowledge discussed in theoretical classes. Active and creative methodologies were specifically and purposefully designed to develop the ability to think critically about the problems presented, stimulating debate and sociological imagination. Inspired by the Mindshake Design Thinking Model Evolution 6², practical classes were organized and oriented towards specific techniques, namely the “Inspiration Board”, “Intent Statement” and “Insight Clustering”, following, respectively, the phases of exploration, data collection and analysis and interpretation of results. Illustration is given through the development of a research itinerary committed to think, discuss and creatively research the meanings of the “dark” and “darkness” of the night for children. Incorporating Design Thinking in the teaching and learning process in the field of social sciences, namely when researching children and childhood from a sociological perspective, proved to be a both fruitful and engaging tool both for teachers and students.
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Reports on the topic "Itinerant teachers"

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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6284.

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