Relevant bibliographies by topics / Resource teacher program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Resource teacher program'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Resource teacher program"

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Bjorklund, Peter, Alan J. Daly, Rebecca Ambrose, and Elizabeth A. van Es. "Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs." AERA Open 6, no. 1 (January 2020): 233285842090149. http://dx.doi.org/10.1177/2332858420901496.

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Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.
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Colbert, Robert D., and Jonna M. Kulikowich. "School Counselors as Resource Brokers: The Case for Including Teacher Efficacy in Data-Driven Programs." Professional School Counseling 9, no. 3 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900302.

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The term resource broker is offered to assist counselors with data-driven programs. A resource broker is a school professional who functions as an active force to identify, provide access to, and ensure the utilization of resources that enhance student development. A case is presented here for school counselors, as resource brokers, to include teacher efficacy in program assessments when data show inequities in student access to rigorous academic classes.
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Sleet, Kaysha, Susan B. Sisson, Dipti A. Dev, Charlotte Love, Mary B. Williams, Leah A. Hoffman, and Valarie Blue Bird Jernigan. "The Impact of Responsive Feeding Practice Training on Teacher Feeding Behaviors in Tribal Early Care and Education: The Food Resource Equity and Sustainability for Health (FRESH) Study." Current Developments in Nutrition 4, Supplement_1 (September 20, 2019): 23–32. http://dx.doi.org/10.1093/cdn/nzz105.

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ABSTRACT Background Establishing healthy eating habits early affects lifelong dietary intake, which has implications for many health outcomes. With children spending time in early care and education (ECE) programs, teachers establish the daytime meal environment through their feeding practices. Objective We aimed to determine the effect of a teacher-focused intervention to increase responsive feeding practices in 2 interventions, 1 focused exclusively on the teacher's feeding practices and the other focused on both the teacher's feeding practices and a nutrition classroom curriculum, in ECE teachers in a Native American (NA) community in Oklahoma. Methods Nine tribally affiliated ECE programs were randomly assigned to 1 of 2 interventions: 1) a 1.5-h teacher-focused responsive feeding practice training (TEACHER; n = 4) and 2) TEACHER plus an additional 3-h training to implement a 15-wk classroom nutrition curriculum (TEACHER + CLASS; n = 5). Feeding practice observations were conducted during lunch at 1 table in 1 classroom for 2- to 5-y-olds at each program before and 1 mo after the intervention. The Mealtime Observation in Child Care (MOCC) organizes teacher behaviors into 8 subsections. Descriptive statistics and the Shapiro–Wilk test for normality were calculated. Paired t tests were calculated to determine change in each group. Results A mean ± SD of 5.2 ± 2.0 (total n = 47) children and 1.7 ± 0.5 (total n = 14) teachers/center were observed at baseline, and 5.6 ± 1.7 (total n = 50) children and 1.7 ± 0.7 teachers (total n = 14) were observed/center postintervention. Total MOCC scores (max possible = 10) improved for TEACHER (6.1 ± 0.9 compared with 7.5 ± 0.3, t = 4.12, P = 0.026) but not for TEACHER + CLASS (6.5 ± 0.8 compared with 6.4 ± 1.0, t = −0.11, P = 0.915). No other changes were observed. Conclusions Teacher intervention–only programs demonstrated improvements in responsive feeding practices, whereas the programs receiving teacher and classroom training did not. Greater burden likely decreased capacity to make changes in multiple domains. We demonstrated the ability to implement interventions in NA ECE. Further research with larger communities is necessary. This trial was registered at clinicaltrials.gov as NCT03251950.
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Mudassir, Mudassir. "PENGEMBANGAN SUMBER DAYA PENDIDIKAN DI MADRASAH ALIYAH NEGERI (MAN) KABUPATEN BIREUN." Jurnal Ilmiah Didaktika 16, no. 2 (February 1, 2016): 255. http://dx.doi.org/10.22373/jid.v16i2.599.

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In line with the sharp competition due to technological development and environment the that is so dramatically in all aspects of human life, then every educational institution need professional human resources of education in order to provide excellent service and value. In other words, educational institutions are should not only able to provide satisfactory service (customer satisfaction) but also oriented on the value (customer value). The research results show that the development of human resources of education in MAN Bireuen consist of improving human resource education through teacher training. The necessary training is tailored to the needs of teachers. The training was carried out to take upgrade teachers’ performance that was low. Several obstacle faced in the development of education human resources the lack of teacher training and teachers’ knowledge in the field of information technology (IT). To solve these problems can be done through training program of teaching profession (PLPG) which aims to create a professional teacher and Teacher Competency Test (UKG). The Indonesian government should improve the quality of LPTK as teacher producers, and conduct teacher training on information and communication echnology (ICT) intensively.
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Tapan-Broutin, Menekse Seden, and Sirin Ilkorucu. "Different Types of Resources Used by Master Students Considering Their Thinking Styles." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 11. http://dx.doi.org/10.11114/jets.v6i11a.3796.

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The aim of this research is to determine the different types of resources, regarding the thinking styles, used by mathematics teachers to create an a-didactical situation using a video-game from an essential resource. In this research embedded mixed method was used. Participants were ten teacher-student-researchers, studying at the master degree program at a university in Turkey. The data obtained is analyzed regarding thematic analysis and descriptive statistic. The assignments were analysed in three categories; teacher resources, student resources, and researcher resources. It was found that assignments were used two types of resources, namely "teacher resources" and "student resources". There were no assignments that used "researcher resources. Also, it was also found that the legislative forms, hierarchic and monarchic forms, local levels, external scopes and liberal leanings were dominant among the students. It is suggested to increase the work to put forward the researcher identities in teacher-students’ education at the Universities.
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Sam Mbuli, Rose, and Jiajun Zhang. "Analysis of teacher professional development in Tanzania: View point school management practice." Journal of Social Sciences Advancement 1, no. 01 (September 28, 2020): 30–37. http://dx.doi.org/10.52223/jssa20-010104-04.

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The study analyse teacher professional development (PD) in Tanzania in view of school management practice in supporting teacher professional development. The present study take school management practice as a factor which can affect teacher professional development. The instruments which are used for the purpose of data collection were interviews, questionnaires, focus group and documentary review. The study examined the prevalence of teacher’s initiated management practices such as planning & scheduling, short term training programs & seminars, formal mentoring program, meeting held at school level and to encourage teachers on the effective utilization of teachers learning resource. As well the study outcomes recommend the government to increase autonomy to school management to enhance the power to choose specific objective to teacher’s professional development.
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Ahmed, Umair, Waheed Ali Umrani, and Ajay A. Chauhan. "otivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (May 15, 2019): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.643.

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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School &amp; College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, Lyuba Konopasek, Jennifer L. Koestler, Beverly Wood, and Larrie Greenberg. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Results Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Conclusions Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.
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Chauhan, Ajay A. "Motivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (December 31, 2018): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.699.

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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School &amp; College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher<br />Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs<br />to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Ahmed, Umair, Waheed Ali Umrani, and Ajay A. Chauhan. "Motivation and Retention of Teachers in a Family Business in Education A Case Study from South Asia." International Journal of Family Business Practices 1, no. 2 (December 31, 2018): 160. http://dx.doi.org/10.33021/ijfbp.v1i2.700.

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<p>The case describes the professionalization, especially, the motivation and the commitment issues faced by Pioneers` School &amp; College, a private family-run business in an emerging Asian economy of Pakistan. The case sheds light on the initiatives taken by the School’s Principal in this regard which resulted in the development of a unique teacher training program named, Teacher<br />Nurturing Program (TNP). At the core, the case focused on the training and development aspect of human resource management to motivate and retain the good teachers and improve quality of teaching standards. The case provides an opportunity for students to reflect upon the need for schools like Pioneers` to competitively act and introduce employee training and learning programs<br />to maintain teachers’ motivation and commitment issues as well as to improve the school image through higher quality standards.</p>
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Dissertations / Theses on the topic "Resource teacher program"

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Schimelpfenig, Diane Schedin. "A study of the learning resource teacher program /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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Jones, Peter J., and n/a. "A formative evaluation of selected aspects of the resource teacher program in the Australian Capital Territory." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060803.130214.

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This study describes an evaluation of some aspects of the Australian Capital Territory Resource Teacher Program during 1985. The Resource Teacher Program was an Australian Capital Territory Schools Authority initiative whereby an additional specially trained teacher was allocated to a school to assist with fulfilling particular needs which the school had identified. The study used two techniques to collect information, questionnaire and interview. The questionnaire data was analysed and provided response frequencies of all 263 respondents in relation to students, teachers, parents and schools in each of the sixteen schools in the Program. Interviews were also conducted to allow for those involved in the Resource Teacher Program to make a direct contribution to the study's information base. Aspects of two theoretical education evaluation approaches were used as the basis of the study's theoretical framework. The TenBrink model was used, working from required judgements through to recommendations. Aspects of Stake's approach to educational evaluational were also used to enable identification of issues and to facilitate input of the Resource Teacher Program's participants. It was shown that students who had been involved in the Resource Teacher Program benefitted in the areas of academic progress, behaviour modification programs, previously unmet needs and gifted and talented programs. Teacher benefits were in the areas of in-school curriculum and advisory support. Parents who had been involved in the Program had benefitted by developing an increased understanding of current educational practice and how to help their children. Schools had benefitted through better use of school counsellors, increased parent participation and improved teaching resources. The identification of issues which required consideration in order to enhance the Program's effectiveness were of major importance in this study. These included the Resource Teachers' role definition, Resource Teacher stress, school commitment to the Resource Teacher Program, evaluation of the Program, the training program, the notion of secondary school resource teachers and the Australian Capital Territory's Schools Authority's commitment to the Resource Teacher Program.
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Hodge, Cherise A. "Virginia's Instructional Technology Resource Teacher Program: Ten Years Later, What We Know, -Where Do We Need to Go?" VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4731.

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VIRGINIA’S INSTRUCTIONAL TECHNOLOGY RESOURCE TEACHER PROGRAM: TEN YEARS LATER, WHAT WE KNOW, WHERE DO WE NEED TO GO? By Cherise Ann Hodge, PhD A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2017 Director: Dr. Whitney Newcomb, Professor, Educational Leadership In 2004, Virginia’s Department of Education (VDOE) identified the need for technology integration in instruction to meet the needs of the 21st century student. For this to happen effectively, Virginia legislators authorized and funded an instructional position, the Instructional Technology Resource Teacher (ITRT), for each 1000 students in Virginia’s 132 school divisions (Virginia Standards of Quality [SOQ], 2004). The VDOE established guidelines for this position to direct school division implementation. Primary responsibilities for the position involve activities relating to teacher professional development. Virginia divisions chose varying models for deploying the ITRT to meet this requirement. In 2012, the legislature edited the directive for the position to give localities the option to use the position as an ITRT, as a data coordinator, or as both positions (Virginia Standards of Quality, 2012). This study uses survey data to determine how ITRTs are spending their time, ten years after the implementation of the program. Survey data was compared to data collected by Hooker (2006) and the guidelines for the position as published by the Virginia Department of Education (Virginia Department of Education [VDOE], 2008). Major findings indicate that ITRTs are still spending time on tasks that are not specified in the published guidelines. This study’s data correlate with the data gathered by Hooker (2006) following the first year of the implementation of the SOQ.
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LaRoche, David. "A case study of a career ladder pilot program within a large Florida school district." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001915.

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Geck, Carol W. "Teacher attitudes toward mainstreaming and resource programs." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/167.

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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.

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Miller, Kelley Marie McCann. "The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-Resourced Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/238.

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Due to the lack of research on White teacher racial identity development and White graduates of alternative teacher education programs teaching in urban under-resourced schools, this study aimed to: examine how White graduates of alternative teacher education programs perceive race and racism in their urban under-resourced schools, explore the impact of their alternative teacher education programs on their racial identities, and evaluate their abilities to deepen their racial identities in the context of their urban under-resourced schools. Critical examination and analysis of the experiences of White teachers, through the lenses of Critical Race Theory, Critical White Studies, and Howard’s Racial Identity Development Model, provided insights on how quickly expanding alternative teacher education programs across the nation are failing to adequately and critically address White teachers’ racial identity development. Well-intentioned participants recognized a noticeable racial mismatch, did not perceive race or racism in their urban under-resourced schools, lacked exposure to critical coursework, felt unprepared to work with racially dissimilar students, faced difficulties processing their experiences, and showed minimal evidence of having well developed racial identities. Alternative teacher education programs are recommended to prioritize race issues and racial identity development by providing opportunities for White educators to perceive race, adequately preparing and supporting White teachers, and implementing Howard’s (2006) Racial Identity Development Model.
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Mbambo, Markus S. "The role of teachers' resource centres from the perspective of school managers and teachers." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003638.

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This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
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Eret, Esra. "Prospective English Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.

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ABSTRACT PROSPECTIVE ENGLISH TEACHERS&rsquo
VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo
views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent
the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying
and the program and courses were generally adequate. On the other hand, from the students&rsquo
viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo
s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.
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Iqbal, Muhammad Zafar. "A study of children's misconceptions in science and the effectiveness of a related programme of teacher training in Pakistan." Thesis, University of Hull, 1985. http://hydra.hull.ac.uk/resources/hull:16569.

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The study comprised an investigation of children's misconceptions in science with the intention this should provide a base for further research linked to a wider programme of the improvement of science education in Pakistan. The investigation was carried out on the concepts of Force, Energy, Light, Work, and Electric Current using Interview-About-Instances approach. It was discovered that children in Pakistan hold misconceptions similar to those held by children in other parts of the world. Then, three groups of science teachers were tested in the concept Force after giving them different levels of information about students' misconceptions. It was found that science teachers also hold misconceptions and performance of the three groups was almost equal on the test. Next, the teachers of the sample students were trained to reteach three concepts: Force, Energy, and Light. After re-teaching, students were retested using both IAI and multiple-choice instruments. The results showed that pupils' misconceptions persist despite re-teaching. Then, in order to confirm or refute these results more widely, a larger number of teachers and students were involved. The purpose of this part of the study was to discover if in-depth teacher training can lead to more effective teaching. A special teacher training programme was developed. The selected teachers were randomly distributed into three groups. Group A was given in-depth training, whilst group B was given simple training. Group C served as a control group. After training, teachers retaught the concepts Force, Energy and Light in their own schools. Students were tested using multiple choice tests. It was found that group A was significantly different from groups B and C together only in one subset of test items in the concept Force. Also, the mean scores of students in group A in each test were found to be higher than those of students in groups B and C. From these results it is argued that programmes can be organised for the training of science teachers to tackle effectively problems arising from children's misconceptions. Finally, the study proposes a research project with an overall purpose of improvement of science education in Pakistan.
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Books on the topic "Resource teacher program"

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Education, Calgary Board of. The school library program: Teacher-librarian resource manual. [Calgary]: Calgary Board of Education, 1991.

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Education, Alberta Alberta. Career and life management 20: Teacher resource manual, 1988 core program. Edmonton: Alberta Education, 1988.

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Branch, Alberta Curriculum Support. Work experience program: Teacher resource manual, junior and senior high school. [Edmonton, Alta.]: Curriculum Support, 1990.

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Education, Alberta Alberta. Integrated Occupational Program language arts 8 and 9: Teacher resource manual. [Edmonton, Alta.]: Alberta Education, 1989.

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Schimmel, David. The lawyer-teacher partnership program: A resource guide for attorneys in law-related education. Bethesda, MD: Phi Alpha Delta Public Service Center, 1985.

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University of the State of New York. Office of the President of the University and Commissioner of Education. A report by the commissioner of education to the governor and legislature on the New York State Teacher Resource and Computer Training Center Program. Albany, N.Y: University of the State of New York, State Education Dept., 1987.

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Killian, Janice. Teacher resource kit. Milwaukee, WI: Hal Leonard, 1999.

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Utility, Seattle Solid Waste. Teacher manual and resource guide for This planet is mine!: A waste reduction, recycling, anti-litter and graffiti prevention education program for 11th grade high schools. Seattle: The Utility, 1994.

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Kahn, Harry. Teachers' resource centres. London: Commonwealth Secretariat, 1986.

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Schindler, Barbara. The story of Oklahoma: Teacher resource guide. Norman: University of Oklahoma Press, 2006.

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Book chapters on the topic "Resource teacher program"

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Crane, Rebecca, and Heledd Griffiths. "Implementing mindfulness-based programs." In Essential Resources for Mindfulness Teachers, 214–24. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429317880-29.

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Saunders, Robert L. "Evaluating Financial Resources for Teacher Education Programs." In A Practical Guide to Teacher Education Evaluation, 177–94. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2512-0_14.

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Garten, Edward D. "Evaluation of Library Resources for a Teacher Education Program." In A Practical Guide to Teacher Education Evaluation, 195–210. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2512-0_15.

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Almeida, Traci, and Maureen P. Hall. "An Untapped Resource." In Advances in Educational Marketing, Administration, and Leadership, 206–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6500-1.ch008.

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This chapter showcases a teacher preparation program (TPP) targeting early career, in-service teachers who are most vulnerable to early attrition and was created to support district efforts to retain and develop an effective workforce. The chapter focuses and puts a spotlight on the role of the instructional consultant, which is the most innovative aspect of this district-based teacher preparation program. These instructional consultants are embedded in the design and delivery of program coursework. This instructional consultant role was innovated to provide a conduit for teacher leadership in this ongoing partnership. This chapter recounts how this partnership began, how instructional consultants have become a conduit for leveraging and growing teacher leadership for all stakeholders involved in this school-university partnership, and the ongoing impact of this program in terms of teacher retention and improving instructional effectiveness.
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"Contrapower Harassment in Program Administration: Establishing Teacher Authority." In The Writing Program Administrator's Resource, 351–60. Routledge, 2005. http://dx.doi.org/10.4324/9781410612359-30.

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Mark, Christine L. "Evaluating and Funding the Professional Development Program." In Adult and Continuing Education, 1685–705. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch097.

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Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher's classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.
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Marttinen, Risto, Ray N. Fredrick III, and Anthony J. Villanueva. "REACH for Health." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 126–42. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch007.

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This chapter begins by briefly introducing the background of service-learning in kinesiology and, more specifically, physical education. A push for service-learning at the university level has led to teacher education programs across the nation to implement a variety of programs to provide their students with opportunities to engage in meaningful educational experiences. The main objective of this chapter is to provide an explanation of how one regional comprehensive University in California re-imagined their teacher education program to provide undergraduate students various service-learning experiences before attending a teaching credential program. These service-learning courses provide a service to under-resourced schools in the community while providing pre-service teachers authentic learning and teaching experiences.
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Kasemsap, Kijpokin. "Teacher Education and Teacher Professional Development." In Handbook of Research on Teacher Education and Professional Development, 112–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch007.

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This chapter reveals the prospect of teacher education; teacher education and technology utilization; the issues with professional development (PD); and the perspectives on teacher professional development (TPD) in the digital age. Teacher education offers teachers ways to keep their classrooms and curriculum highly educational. By providing teachers with teacher education programs, they are able to continue their own education, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new technologies. TPD is an essential method of improving teaching and learning for teachers. TPD provides time, resources, and educational personnel to support teachers to improve their skills about teaching and learning. The effective teacher education and TPD programs should include technology pedagogy, the 21st century skills, and ethical perspectives toward improving preservice teacher's technological skills and enhancing both learner's educational opportunities and learning outcomes.
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Inoue-Smith, Yukiko. "Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources." In Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment, 45–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5598-9.ch003.

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Facility and ease in using computer technology increase the value that students attach to online learning environments. The current study provides an analysis of teacher candidates' attitudes toward information technology as they predict receptivity to electronic resources (known as e-resources). This questionnaire-based study recruited a representative sample of teacher candidates (N = 101) at an American Pacific Island university as participants. Questions addressed the relationship between teacher candidates' levels of comfort with technology and the Internet, and their preferences for e-resources. Information literacy skills strongly predicted successful use of resource-based approaches to teacher education, which, in turn, predicted positive attitudes toward online learning environments. The results may guide teacher education programs, as they seek to optimize pre-service teachers' receptivity to course-appropriate resources. Working with future teachers affords an opportunity to promote their use of information technology, and their view of learning as a lifelong enterprise.
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Juárez, Lucinda M., Lisa Santillán, and Jennifer Gilardi Swoyer. "Teacher Residency 2.0." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, 206–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch012.

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A Hispanic serving university in South Texas is implementing a teacher preparation program called the Teacher Residency 2.0 Model. This residency model strives to develop culturally efficacious instructors by providing new teachers with a more intensely supported experience through a network that includes a cohort of teacher candidates, assistant professors in practice, mentor/master teachers, and an online platform. Through this combined network, teacher candidates are more adequately prepared and supported to teach on day one, through developed expertise in culturally efficacious instruction, established professional relationships, and have access to resources for enduring success in the field. The purpose of this chapter is to describe the implementation of the Teacher Residency 2.0 Model to develop culturally efficacious, high quality teachers by carefully crafting coursework and experiences. The program described here are year-long experiences that include a collaborative workspace at the university and the school districts.
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Conference papers on the topic "Resource teacher program"

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Valgasova, I. N., M. O. Zotova, and Zh R. Tegetaeva. "Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.805.817.

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The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differentiated approach into educational practice, but for its implementation an in-depth study of the individual typological and behavioral characteristics of students in pedagogical training areas is necessary. Since the modern high demands on the personal qualities and professional activities of teachers on the part of students and their parents, colleagues and heads of educational institutions are serious external incentives in the teacher’s work on himself. It is obvious that the success of pedagogical activity, in many respects depends on the ability of the future teacher to regulate his professional activities and personal characteristics. The aim of the study was to identify the types of temperament in future teachers, the formation of self-regulation and the relationship between them. The results obtained allow us to more effectively implement a personality-oriented approach in accordance with the specifics of the educational and professional orientation of students. To solve the tasks and verify the consistency of the hypothesis, the study used a combination of informative, reliable, complementary research methods. The data obtained during testing were subjected to mathematical processing in the SPSS program, Pearson’s correlation analysis was used, which allowed us to identify the relationship between the type of nervous system and the level of self-regulation.
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Pontual Falcão, Taciana. "Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?" In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp.2021.14505.

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Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.
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Irina, Elena-Roxana. "How Can We Form the self-image of Students from Primary School by Receiving the Literary Text." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/13.

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One of the premises that determines the research topic is that the methodologies for forming the self-image of the students of the primary classes in the process of receiving the literary text are not sufficiently known, systematized, valorized, applied. In addition, the literary text with its dual function of psychological and pedagogical resource is used in the educational approach more as a moral value. The emotional aspect, probed in the theories of art or more specifically of artistic literary education, which contributes to the development of the respective intelligence is less valued by teachers. The "poor" emotional intelligence developed at the students, the problems of the self-image made us preoccupied about this problem. The purpose of the research aims to reveal some methods corresponding to the literary-artistic education for the formation of the self-image of the students of the primary school in the process of receiving the literary text. The research aims to establish the psycho-pedagogical and literary-artistic landmarks for the formation of the self-image of the students of the primary school in the process of receiving the literary text; studying the practical situation regarding the formation of the student's self-image; applying questionnaires to investigate the student's self-image; highlighting, in the process of the pedagogical experiment, the tendencies and the particularities of forming the self-image of the student, as well as the validation of the formative approach within the control phase; creating opportunities to introduce didactic technologies specific to the system of literary-artistic activities for the formation of the student's self-image. Expected results: a comparative analysis of the curriculum and book of Romanian language and literature, 3rd / 4th grades in Romania and in the Republic of Moldova, regarding the existence of the competences / contents that lead to the formation of the self-image of the students, two lots (one experimental and one control) of 100 students from the 3rd / 4th grades from Romania and from the Republic of Moldova, on which questionnaires on the self-image will be applied, an optional curriculum Read and get to know yourself! for the 3rd / 4th grades, which aims at forming the self-image of the primary students in the process of receiving the literary text, an auxiliary for the 3rd / 4th graders and a guide for the teaching staff the optional class, with different contents aimed at forming the self-image of the students of the primary classes in the process of receiving the literary text, a training program and the course support, approved by the Ministry of National Education of Romania, 25 trained teachers. The research runs from November 2020 to June 2021.
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Sitoiu, Andreea. "Parental Education and the Need to Train Parents in 21st Century." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.

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The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.
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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.

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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link teaching materials and resources either on CourseMaker itself or the Internet. CourseMaker also provides for input by students, who can continue with a course at any stage or level, and can choose which course or lesson to access as needed. Setting up courses on CourseMaker does not require knowledge of computer programming: courses can be set up by the teacher to suit different academic contexts, purposes and student target groups. CourseMaker is not a commercial product but research output which is thought to have educational potential when used either as or in conjunction with a web-based learning programme.
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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.

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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
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Liao, Y. Gene, Chih-Ping Yeh, Joseph Petrosky, and Donald Hutchison. "Education and Workforce Development Programs in the Center for Advanced Automotive Technology." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23881.

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Abstract The automotive industry is currently experiencing a revolutionary technological transformation including electrification, connectivity, automated/autonomous, lightweighting, and sustainability. This paper presents the education and workforce development programs developed and delivered by Wayne State University and Macomb Community College partnership in meeting industry needs for future workforce in advanced automotive technology. Through funding from the National Science Foundation, a Center for Advanced Automotive Technology (CAAT) was established as an Advanced Technological Education center to support the partnering work, developing and leading systemic curricula reforms. The center worked with industry partners identifying curriculum gaps and provided professional development for teachers to fill those gaps. CAAT also supported new automotive technology university/college programs through its seed funding program which funded others to create, implement, and share new curricula. The center is a preeminent resource for educating engineers and technicians in advanced automotive technology as all materials that were developed in partnership with CAAT were reviewed by industry experts and offered as a free resource through website. CAAT continues its tasks supporting the United States in its efforts to build and maintain a competent workforce ready to use the skills of the 21st century to move industries ahead.
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Kamei, Toshiko. "The SWANs/ABLES Project: A resource developed by and for teachers to support the teaching and learning of students with additional learning needs." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_18.

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The inclusion of students with additional learning needs in schooling is part of policy and practice in Australia. However, it has been well documented that teachers lack the resources and training to meaningfully include students with additional learning needs in the full range of learning in their classrooms. The SWANs program of work aimed to fill this gap through the development of assessments based on learning progressions that provide teachers with targeted information to support the teaching and learning of all students including students with additional learning needs. The development and implementation of the SWANs/ABLES suite of resources illustrates how a practical assessment tool can support teachers to target the learning of students with additional learning needs regardless of their point of readiness to learn.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Taylor, Darci, and Joanne Elliott. "Supporting the transition to online teaching through evidence-based professional development." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0113.

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Professional development (PD) is essential to support teachers to transition to online teaching, yet there are few evidence-based guidelines to assist those designing PD to determine both its content and structure. This paper provides an example of the design of an evidence-based PD resource that drew on Kilgour et al.’s (2019) threshold concepts, Northcote et al.’s (2019) pedagogical guidelines for PD and various institutional inputs as a form of evidence. By combining these sets of evidence, the resource was designed to support teachers to develop skills for online teaching that was both evidence-based, and tailored to the educational context and needs of staff. The paper adds to the literature by providing those developing PD with an example of how institutional inputs can be combined with scholarly research to develop an evidence-based PD program that was readily adaptable to support staff teaching online during the COVID-19 pandemic.
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