Academic literature on the topic 'Practice educators'
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Journal articles on the topic "Practice educators"
Lowenhaupt, Rebecca, Dafney Blanca Dabach, and Ariana Mangual Figueroa. "Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape." AERA Open 7 (January 2021): 233285842110400. http://dx.doi.org/10.1177/23328584211040084.
Full textAbdi, Nimo M., Elizabeth Gil, Stefanie LuVenia Marshall, and Muhammad Khalifa. "Humanizing practices in online learning communities during pandemics in the USA." Journal of Professional Capital and Community 5, no. 3/4 (July 13, 2020): 205–12. http://dx.doi.org/10.1108/jpcc-07-2020-0066.
Full textRay, Dee, Kimberly Jayne, and Raissa Miller. "Master Counselors as Teachers: Clinical Practices of Counselor Educators." Journal of Mental Health Counseling 36, no. 1 (January 1, 2014): 78–94. http://dx.doi.org/10.17744/mehc.36.1.r71044x11x44tn5p.
Full textBarlow, Susan, John Crean, Alissa Heizler, Kathy Mulcahy, and Jane Springer. "Diabetes Educators." Diabetes Educator 31, no. 3 (May 2005): 359–72. http://dx.doi.org/10.1177/0145721705276572.
Full textHarcourt, Deborah, and Lesley Jones. "Re-thinking Professional Development: Positioning Educational Documentation as Everyday Professional Learning." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 81–85. http://dx.doi.org/10.1177/183693911604100410.
Full textSheridan, Louise, and Matthew Mungai. "Teacher-Student Reflections: A Critical Conversation about Values and Cultural Awareness in Community Development Work, and Implications for Teaching and Practice." Education Sciences 11, no. 9 (September 9, 2021): 526. http://dx.doi.org/10.3390/educsci11090526.
Full textEno, Stuart, and Judy Kerr. "‘That was awful! I’m not ready yet, am I?’ Is there such a thing as a Good Fail?" Journal of Practice Teaching and Learning 11, no. 3 (May 28, 2013): 135–48. http://dx.doi.org/10.1921/jpts.v11i3.274.
Full textMichels, Nicolette, Richard Beresford, Kate Beresford, and Karen Handley. "From fluctuation and fragility to innovation and sustainability: The role of a member network in UK enterprise education." Industry and Higher Education 32, no. 6 (October 15, 2018): 438–50. http://dx.doi.org/10.1177/0950422218805575.
Full textDouglass, Anne L. "The Role of Relationships: An Exploratory Study of Early Childhood Educators Earning a Bachelor’s Degree." SAGE Open 9, no. 1 (January 2019): 215824401983783. http://dx.doi.org/10.1177/2158244019837830.
Full textBates, Claire. "What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?" Journal of Practice Teaching and Learning 15, no. 1 (January 26, 2018): 39–62. http://dx.doi.org/10.1921/jpts.v15i1.1123.
Full textDissertations / Theses on the topic "Practice educators"
Lanman, Sarah Ann. "Counselor Educators: Clinical Practice and Professional Identity." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817.
Full textAlindekane, Leka M. "Student nurse-educators’ at a nursing school in the Western Cape, perceptions of teacher identity from a personal knowledge perspective." University of the Western Cape, 2014. http://hdl.handle.net/11394/4178.
Full textTeacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.
Hooper, Belinda. "Preparing Early Childhood Special Educators for Inclusive Practice." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2380.
Full textCall, Melissa Jewell. "Examination of Exceptional Student Educators’ Personal Practical Theories and the Implications for Practice." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/595.
Full textTecker, Sheryl S. "Bridging the Gap| Growth Mindset Research and Educators' Practice." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745035.
Full textThis research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students’ perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district’s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students’ grade point average did improve compared to students from the previous school year in the same district.
Parsons, Amy L. "Early Childhood Educators' Constructions of Play Beliefs and Practice." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24047.
Full textFischer, Mary E. "Why do educators incorporate action research into their practice /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7639.
Full textWilson, Teresa. "Conversations with First Nations educators, weaving identity into pedagogical practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ52811.pdf.
Full textQureshi, Naima. "Professional development of teacher educators : challenges and opportunities." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/79421/.
Full textQiu, Chao. "The professional development of teacher educators in Shanghai." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6798/.
Full textBooks on the topic "Practice educators"
Carpenter, V. Theory in practice for educators. Palmerston North, N.Z: Dunmore Press, 2001.
Find full textSwennen, Anja. Becoming a Teacher Educator: Theory and Practice for Teacher Educators. Dordrecht: Springer Netherlands, 2008.
Find full textNurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing, 2007.
Find full textHaessig, Carolyn J. Outcomes assessment for dietetics educators. Chicago, IL: American Dietetic Association, Commission on Accreditation for Dietetics Education, 2000.
Find full textAnirban, Ganguli, and Jadavpur University. Centre for Sri Aurobindo Studies, eds. Education: Philosophy and practice. New Delhi: Published by Decent Books in association with Centre for Sri Aurobindo Studies, Jadavpur University, Kolkata, 2011.
Find full textAnderson, David, Alex de Cosson, and Lisa McIntosh, eds. Research Informing the Practice of Museum Educators. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-238-7.
Full textCatherine, Knowles, ed. Developing professional practice, 0-7. Harlow, England: Pearson Longman, 2009.
Find full textCathy, Diggins, ed. On reflection: Reflective practice for early childhood educators. Lower Hutt, N.Z: Open Mind Publishing, 2002.
Find full textBond, M. Aaron, and Barbara B. Lockee. Building Virtual Communities of Practice for Distance Educators. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03626-7.
Full textChris, Kimble, Hildreth Paul M. 1959-, and Bourdon Isabelle, eds. Communities of practice: Creating learning environments for educators. Charlotte, N.C: Information Age Pub., 2008.
Find full textBook chapters on the topic "Practice educators"
Lempka, Scott. "Interview Practice." In Prepared Interviewing for Educators, 29–38. Second edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429199257-3.
Full textNg, Wan, Colette Murphy, John Mccullagh, Andrea Doherty, and Naomi Mcleod. "Developing Reflective Practice." In Handbook for Teacher Educators, 33–48. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_3.
Full textLarkin, Kevin, Marta Kawka, Karen Noble, Henriette van Rensburg, Lyn Brodie, and Patrick Alan Danaher. "Empowering Educators: Promoting Enabling Teaching and Learning in Research and Practice." In Empowering Educators, 1–13. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896_1.
Full textBegg, Andy, Susan Rodrigues, and Varughese K. Varughese. "Research-Informed Practice and Ethics." In Handbook for Teacher Educators, 79–89. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_6.
Full textLempka, Scott. "Verbal Practice for the Interview." In Prepared Interviewing for Educators, 39–48. Second edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429199257-4.
Full textHarrison, Jennifer, and Elka Yaffe. "Teacher Educators and Reflective Practice." In Becoming a Teacher Educator, 145–61. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8874-2_11.
Full textRedman, Christine, and Susan Rodrigues. "From Philosophy and Research to Pedagogy and Practice." In Handbook for Teacher Educators, 1–13. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_1.
Full textManojlovic, Borislava. "Learning from Practice: Peacemakers as Educators." In Education for Sustainable Peace and Conflict Resilient Communities, 131–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57171-3_6.
Full textBillett, Stephen. "Vocational Educators: Understanding Practice at Work." In International Perspectives on Competence in the Workplace, 41–64. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0742-9_4.
Full textBrown, Brigid. "Teachers solving their own problems of practice." In Educators' Learning from Lesson Study, 162–69. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003230915-26.
Full textConference papers on the topic "Practice educators"
Chen, Mei-Fen. "Practice project management in website design." In ACM SIGGRAPH ASIA 2008 educators programme. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1507713.1507726.
Full textHatanaka, Tomoko. "Integrating digital art practice and art history studies." In ACM SIGGRAPH 2007 educators program. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1282040.1282051.
Full textMotley, Mandy. "P-227 Practice educators – the dual professionals." In People, Partnerships and Potential, 16 – 18 November 2016, Liverpool. British Medical Journal Publishing Group, 2016. http://dx.doi.org/10.1136/bmjspcare-2016-001245.248.
Full textLokteva, Alyona Igorevna, and Marina Evgenyevna Rodionova. "Prevention and correction methods of emotional burnout syndrome of educators." In International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-310918.
Full textFincher, Sally, Brad Richards, Janet Finlay, Helen Sharp, and Isobel Falconer. "Stories of change: How educators change their practice." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462317.
Full textGopal, A., C. Gay, and A. Abel. "W12 Twitter for clinical educators." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.3.
Full textSivia, Awneet. "Particulars of Practice: A Collaborative Self-Study of Teacher Educators Mentoring Candidates in Practicum." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439649.
Full textBarker, Jennifer. "Critical Reflection and the Role of the Architectural Educator in the Design Studio." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.8.
Full textBeliaev, Gennadii Iurevich. "British educators and philosophers of education about the features and trends of modern comparative education science." In International Research-to-practice conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-471736.
Full textAkchulpanova, A. A. "Psychological And Pedagogical Follow-Up For Prospective Educators Aiming At Their Willingness’formation." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.3.
Full textReports on the topic "Practice educators"
Zachry, Anne. Bridging the Gap Between Academia and Practice: Possibilities for Research Collaboration and Funding. University of Tennessee Health Science Center, 2019. http://dx.doi.org/10.21007/chp.ot.fp.2019.0002.
Full textMahat, Marian, and Wesley Imms. Archipelago of Possibilities: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124323.
Full textPautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.
Full textKaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.
Full textLavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.
Full textSchell, Laurie. Introduction to Case-making and Systems Change in Arts & Cultural Education. Creative Generation, February 2022. http://dx.doi.org/10.51163/creative-gen009.
Full textLeung-Gagné, Melanie, Jennifer McCombs, Caitlin Scott, and Daniel Losen. Pushed out: Trends and disparities in out-of-school suspension. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/235.277.
Full textZacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.
Full textMcKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.
Full textSouthwell, Brian, and Vanessa Boudewyns, eds. Curbing the Spread of Misinformation: Insights, Innovations, and Interpretations from the Misinformation Solutions Forum. RTI Press, December 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0008.1812.
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