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1
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 & 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 & 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 & 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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Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.
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PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;
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Saleng, Adam Zulkarnain, and Amir Hasan Dawi. "ROLE OF TEACHERS IN APPLYING READING CULTURE AMONG PRIMARY SCHOOL PUPILS." International Journal of Education, Psychology and Counseling 5, no. 35 (June 10, 2020): 178–87. http://dx.doi.org/10.35631/ijepc.5350016.
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This study aimed to identify the role of teachers in the development of reading culture in primary school children. Four teachers were selected as study informants in a primary school. The informants who are directly involved in the school's reading incentive program which is the School Resource Center Teacher and NILAM teacher. Qualitative methods are conducted using case studies. The interview process is implemented as a data collection technique. As a teacher, responsible for fostering a culture of reading is very important and should be considered as one of the tasks in the learning process. The informants agreed that the role of teachers in fostering a reading culture is important to educate primary school pupils to read more, implemented a variety of reading activities, the role of school resource center teachers to attract more students, and the collaboration between teachers in fostering a reading culture. All informants stated that the culture of reading exists among the students. However, the culture of reading primary school pupils is modest. This is due to the student's own unwillingness to read, limited time spent reading books in school, and access to resources centre is limited because the non-strategic location causes the pupils not to go and read.
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David, Marjorie A. "Reading at the Middle Level: Change May Be Good, But Not Always Easy." NASSP Bulletin 83, no. 610 (November 1999): 95–100. http://dx.doi.org/10.1177/019263659908361013.
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Barnwell Middle School changed their reading model from a pull-out program to using one reading teacher as an educational resource teacher. What kind of changes did this make in the program, and what happened as the program was implemented?
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Mohd Ismail, Rahida Aini, Rozita Arshad, and Zakaria Abas. "The Moderating Role of HOTS Training Program on Teacher Efficacy and Teacher Effectiveness Relationship." Journal of Public Management Research 3, no. 2 (December 20, 2017): 1. http://dx.doi.org/10.5296/jpmr.v3i2.11251.
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There has been an increased awareness from mass media, employers, educationalists, and researchers lately on Higher Order Thinking Skills (HOTS), as a prerequisite for the 21st century workforce. HOTS have portrayed a huge industry demand and the major goal of every educational institutions in providing education is to foster problem solving, critical thinking, and innovative skills among the students. Without a doubt, teachers are the most valuable resource accessible to all schools that shoulder the responsibility of molding and shaping students as individuals toward producing modern workforce who are good critical thinkers, creative, competent communicators and good problem solvers. Hence, the purpose of HOTS Training Program is to develop and improve the job-related knowledge, skills, and abilities to enhance teachers’ performance and ultimately improve student learning. The present study examines the moderating effect of HOTS training program on the relationship between teacher efficacy and teacher effectiveness. Hierarchical Regression analysis was used to determine whether HOTS Training Program is a moderator for the model to modify or strengthened the relationship between the Independent and Dependent Variables.
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Kane, Emily A., E. Dale Broder, Andrew C. Warnock, Courtney M. Butler, A. Lynne Judish, Lisa M. Angeloni, and Cameron K. Ghalambor. "Small Fish, Big Questions: Inquiry Kits for Teaching Evolution." American Biology Teacher 80, no. 2 (February 1, 2018): 124–31. http://dx.doi.org/10.1525/abt.2018.80.2.124.
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Evolution education poses unique challenges because students can have preconceptions that bias their learning. Hands-on, inquiry approaches can help overcome preset beliefs held by students, but few such programs exist and teachers typically lack access to these resources. Experiential learning in the form of self-guided kits can allow evolution education programs to maximize their reach while still maintaining a high-quality resource. We created an inquiry-based kit that uses live Trinidadian guppies to teach evolution by natural selection using the VIST (Variation, Inheritance, Selection, Time) framework. Our collaborative team included evolutionary biologists and education specialists, and we were able to combine expertise in evolution research and inquiry-based kit design in the development of this program. By constructing the kits with grant funds slated for broader impacts and maintaining them at our university's Education and Outreach Center, we made these kits freely available to local schools over the long term. Students and teachers have praised how clearly the kits teach evolution by natural selection, and we are excited to share this resource with readers of The American Biology Teacher.
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Darling-Hammond, Linda, and Gary Sykes. "Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge." education policy analysis archives 11 (September 17, 2003): 33. http://dx.doi.org/10.14507/epaa.v11n33.2003.
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Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.
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Shaw, Ryan D. "Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments." Journal of Music Teacher Education 29, no. 1 (September 11, 2019): 100–114. http://dx.doi.org/10.1177/1057083719874764.
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The purpose of this study was to investigate human resources (HR) professionals’ perceptions of music teacher job candidate performance on prescreening interviews in five Midwestern school districts. Specifically, I explored how HR professionals viewed music teacher job candidate performance in relation to specific facets of the interviews as well as to other candidates. The primary data sources were interviews with HR professionals in charge of hiring new teachers. Participants perceived that prescreening interview instruments revealed differences between primary (grades K–6) and secondary (grades 7–12) licensure areas. Music teacher candidates’ responses appeared to mirror those of secondary candidates; they had difficulty exercising empathy and discussing individual student growth, and instead focused on policies and exhibited a program director mindset. Finally, participants exercised agency to personalize prescreening interview instruments depending on licensure type and applicant pool.
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Goings, Ramon B., Bryan Hotchkins, and Larry J. Walker. "Examining the Preparation of School Human Resource Officers on Developing a Racially Diverse Educator Workforce Post Brown." Journal of Research on Leadership Education 14, no. 4 (November 5, 2019): 267–80. http://dx.doi.org/10.1177/1942775119878230.
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Given the rapid decline of teachers and school leaders after the Brown v. Board of Education decision, there has been an increased conversation on diversifying the educator workforce. Furthermore, little is known about the preparation of human resource officers (HROs) who share responsibility for teacher candidate selection and hiring. This study focuses on 12 HROs’ views on how their formal education prepared them to hire a diverse educator workforce. Findings suggest that HROs did not receive adequate training in their educational leadership program on workforce diversity and hiring. This study provides implications for educational leadership programs that train school-based HROs.
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Huefner, Dixie Snow. "The Consulting Teacher Model: Risks and Opportunities." Exceptional Children 54, no. 5 (February 1988): 403–14. http://dx.doi.org/10.1177/001440298805400503.
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The consulting teacher model is receiving increasing attention in state departments of education and local school districts. It offers possibilities for improving educational service in the mainstream to mildly handicapped children and other children at risk and is consonant with the current regular/special education initiative being promoted by the federal government. It also is consistent with reform strategies urging creation of master teachers. Because of its intuitive attractiveness, a risk exists that the model will be implemented prematurely on a statewide level. Among the likely and undesirable side-effects of hasty implementation are ineffective caseload management, conversion of the model into yet another tutoring model, premature replacement of the resource model, inadequate training of both regular and special educators, neglect of financial and program evaluation, and insufficient funding support from regular education. To increase the odds of successful implementation, states must accommodate multiple goals for the model, create administrative incentives that do not undermine it, and assure adequate preparation of teachers as consulting teachers. Without sufficient attention, resources, and planning, the consulting teacher model will fail to achieve its potential.
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Soedijarto, Soedijarto. "KEMAMPUAN PROFESIONAL GURU DAN KEMAMPUAN AKEDEMIK DOSEN DALAM UPAYA PENINGKATAN RELEVANSI DAN MUTU PENDIDIKAN NASIONAL." Perspektif Ilmu Pendidikan 13, no. VII (April 28, 2006): 48–59. http://dx.doi.org/10.21009/pip.131.7.
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It is strongly believed that teacher’s professional competence and lecturer’s academic competence play significant role in improving the relevance and the quality of national education. This article therefore discusses teacher as a professional job and the reasons why the teachers must be professional in this 21st century, the program of teacher provision, lecturer as an academic human resource at higher education, and the financial implication of the teacher as professional job and the lecturers of higher education as scientific instructors. To end the article some notes on the problems discussed are presented in details.
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MacNabb, Carrie, Lee Schmitt, Michael Michlin, Ilene Harris, Larry Thomas, David Chittendon, Timothy J. Ebner, and Janet M. Dubinsky. "Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation." CBE—Life Sciences Education 5, no. 2 (June 2006): 144–57. http://dx.doi.org/10.1187/cbe.05-08-0109.
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The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.
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Smith, D. R., R. S. Weinbeck, I. W. Geer, J. T. Snow, K. M. Ginger, and J. M. Moran. "1994 AMS Project ATMOSPHERE Summer Programs for Teachers." Bulletin of the American Meteorological Society 76, no. 6 (June 1, 1995): 945–50. http://dx.doi.org/10.1175/1520-0477-76.6.945.
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Project ATMOSPHERE, the K–12 educational program of the American Meteorological Society, has been involved in teacher enhancement for four years. Summer workshops for teachers have been a primary component of the AMS K–12 educational initiatives since its inception. During the summer of 1994, Project ATMOSPHERE conducted four workshops: two of the workshops were for teachers in the Atmospheric Education Resource Agent program; another was for K–12 teachers, including one teacher each from Canada and Australia; and the fourth was for faculty members at community colleges or four-year undergraduate institutions. These workshops provide teachers at all levels with instruction on a variety of atmospheric topics, an introduction to the operational and research activities of the meteorological community, and exposure to atmospheric scientists and their facilities. Such workshops provide enriching experiences for educators who teach about weather and climate topics in their science classrooms.
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Sáez-López, José Manuel, Ramón Cózar-Gutiérrez, José Antonio González-Calero, and Cosme J. Gómez Carrasco. "Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training." Education Sciences 10, no. 2 (January 22, 2020): 26. http://dx.doi.org/10.3390/educsci10020026.
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One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.
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Reusser, Janet, Loren Butler, Matthew Symonds, Rheba Vetter, and Timothy J. Wall. "An assessment system for teacher education program quality improvement." International Journal of Educational Management 21, no. 2 (February 27, 2007): 105–13. http://dx.doi.org/10.1108/09513540710729908.
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Arslangilay, A. Selcen, and Mehmet Taspinar. "The Metaphorical Perceptions of Teacher Candidates Attending the Pedagogical Formation Program on Academic Staff—Gazi University Sample." International Education Studies 10, no. 11 (October 29, 2017): 33. http://dx.doi.org/10.5539/ies.v10n11p33.
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Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff. The research was designed with qualitative model and phenomenology design was used. The sample of the study group was composed of 392 teacher candidates. Teacher candidates were asked to fill in the sentence; “Academic staff during the pedagogical formation program is like ….….; because …………………”. The data analysis was conducted with qualitative methods. The academic staff is described in 11 basic categories. Most of these categories are made of positive behaviors composing 86.47% as guiding, advisor and counselor, the resource of knowledge and experience, constructive and developer, multi-perspective, self-developing, open to change, respectful, patient, tolerant and democratic, role model, using effective body language and presentation techniques. The remaining 4 categories are made of metaphors presenting the negative behaviors of academic staff reflecting 14.03% of teacher candidates: just narrating, not communicating enough, authoritative and oppressive, behaving inconsistently and irresponsive, non-communicative and with high ego.
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Harahap, Muh Burhanudin, Maria Veronika Roesminingsih, and Mudjito Mudjito. "Concept of Human Resources Development to Improve Teacher Performance: Multi-Case Study." Studies in Learning and Teaching 1, no. 3 (December 28, 2020): 140–50. http://dx.doi.org/10.46627/silet.v1i3.52.
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This study aims to analyze the concept of Human Resource Development carried out by schools in improving the performance of teaching staff at Elementary School Muhammadiyah of 1 Jember and Al Baitul Amien of 1 Jember. This research method uses a qualitative approach with a multi-case study design. The multi-case study used in this study uses two research sites. Data collection techniques in this study used participant observation, documentation, and interviews. Based on the research conducted, it can be concluded that the concept of the human resource development program carried out by these schools to improve the quality of teacher performance, namely: (1) increasing the abilities, skills, attitudes, and responsibilities of educators (teachers) to be more effective and efficient, (2) optimizing human resource development as much as possible by delegating to educators (teachers), and (3) striving to improve education quality by recommending educators (teachers) to take further studies to a higher level. There is no multi-case study research in improving the performance of students.
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Sandoval De Luna, Loralyn. "HUMAN RESOURCE MANAGEMENT AND QUALITY ASSURANCE OF INTERNATIONAL AND ENGLISH PROGRAM SCHOOLS, CENTRAL THAILAND." International Journal of Advanced Research 8, no. 10 (October 31, 2020): 396–429. http://dx.doi.org/10.21474/ijar01/11868.
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The aim of this study is to examine Human Resource Management, its practices, perceived organizational support and employee outcomes in International and English Program schools in Central Thailand. A survey questionnaire was answered by 153 administrators and teachers who participated in this study and examined the levels of HRM and Quality Assurance and their relationship with each other. Besides this, Quality Assurance in Thailand in the respective schools included was discussed using secondary data from the Office of the National Education Standards and Quality Assessments (ONESQA) third round cycle of external assessment. Results showed younger employees view of Human Resource Management significantly differed from their older colleagues. It was also found that Human Resource Management is not a determinant in Teacher Performance. The Quality Assurance of schools included was found to be at a good level. Results also showed that there is a weakly positive correlation between Human Resource Management and Quality Assurance which is not significant. An intervention program was recommended to increase the level of HRM practices and Quality Assurance of schools in Central Thailand.
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Eustache, Eddy, Margaret E. Gerbasi, Jennifer Severe, J. Reginald Fils-Aimé, Mary C. Smith Fawzi, Giuseppe J. Raviola, Sarah Darghouth, et al. "Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings." International Journal of Social Psychiatry 63, no. 4 (April 3, 2017): 314–24. http://dx.doi.org/10.1177/0020764017700173.
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Background: Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. Aims: To assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti. Methods: We assigned student participants, aged 18–22 years ( n = 120), to teacher participants ( n = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher. Results: Favorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. Conclusion: This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.
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Higgins, Patricia. "Family History for Middle School Age Youth: A Multidisciplinary Enrichment Program." Practicing Anthropology 10, no. 3-4 (July 1, 1988): 22–27. http://dx.doi.org/10.17730/praa.10.3-4.w34666m3871jk670.
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As a proponent of efforts to bring anthropology to a wider audience, especially through pre-college education, I have worked with education faculty on my own campus to expose more teachers-in-training to anthropology; organized in-service workshops for pre-college teacher; compiled and edited materials for pre-college teachers and for interested anthropologists (see "For Further Reading"); and urged our professional organizations to provide more support services for pre-college teachers. Since 1985 I have been exploring yet another approach—working directly with pre-college youth in a summer program and academic year follow-up activities. Intensive, and therefore time-consuming, often tiring, and sometimes frustrating, the experience has nevertheless been are warding one. Such direct contact with youth—and with associated parents, teachers, school administrators, and community resource persons—can provide anthropologists with a means to influence education and to enhance the image of anthropology—a means compatible, moreover, with most academic careers.
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Hasibuan, Nur Azizah Putri, Maria Paristiowati, and Erdawati Erdawati. "Sustainability Development-Based Agroindustry in Chemistry Learning to Improve the Preservice Chemistry Teachers’ Competence." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, no. 1 (June 29, 2021): 125–38. http://dx.doi.org/10.24042/tadris.v6i1.8346.
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This research aims to integrate agroindustry and sustainability development into chemistry learning through the Project-Based Learning model (PjBL) to improve the competence of preservice chemistry teachers. This research employed the qualitative method. The Summer Course program was held collaboratively by Universitas Negeri Jakarta, Institut Pertanian Bogor, and Villanova University. The program was implemented online within six weeks due to the COVID-19 pandemic. The participants consisted of 25 students. The data had been collected through interviews, questionnaires, observations, student portfolios, and reflection journals. Based on the analysis, several projects developed by preservice chemistry teachers increased the application to solve sustainability problems in the agroindustry field. Furthermore, the project was expected to be developed into a natural product that can increase the agroindustry value for coffee farmers. The findings also foster the preservice chemistry teachers to improve their creative thinking, collaboration, higher-order thinking skills, and problem-solving skills. Besides, they developed their communication and collaboration after participating in the program. The paper outline is a project development learning experience in a sustainable field and would be a good resource for student-teacher involvement in teacher education.
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Sholihah, Hidayatus. "IMPLEMENTASI MANAJEMEN SUMBER DAYA MANUSIA DI MAN YOGYAKARTA III." Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam 1, no. 1 (February 15, 2018): 58. http://dx.doi.org/10.30659/jspi.v1i1.2425.
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This study is aimed at revealing the functions of human resource management in MAN Yogyakarta III (State Islamic Senior High School) that includes human resource planning, recruitment, selection and placement, training and development, performance appraisal, compensation, health program, teacher and employee relation and the effectiveness of human resource management.This study is a qualitative research. The subjects of this study are the principal, teachers, employees and students of MAN Yogyakarta III. The data were collected through participant observation, semi-structured interview and documentation. The technique employed to measure the data validity was triangulation. The research instrument was the researcher herself. The data were analyzed using interactive model consisting of three phases: data reduction, data display, and verification.The findings show that MAN Yogyakarta III (1) arranges human resource planning based on the vision, however, it is not effective because madrasah has no right to plan; (2) recruits competent teachers and employees effectively through news paper; (3) sets four types of effective selection: administration selection, academic selection, interview and micro teaching and positions the teachers and employees based on their academic qualification and competences; (4) implements effective training and development programs in accordance with the teachers` and employees` needs such as sharing ideas and knowledge, comparative study, internal presentation, evaluation and coordination; (5) appraises performance by checking the administration of teaching and supervision but the implementation of performance appraisal is not effective. (6) gives the effective compensation for the teachers and employees in accordance with their status; (7) undertakes effective health programs by creating clean and healthy school environment; (9) organizes some programs to establish effective relationship between the teachers and employees.
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Adi Rahadian, Ervan Kastrena, Aziz Amrulloh, Firdaus Hendry Prabowo Yudho, Andi Kurniawan Pratama, Muhamad Syamsul Taufik, and Asep Ramdan Afriyuandi. "Workshop on Implementation of Learning on Disability Teaching in the Era of Industrial Revolution 4.0." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (March 7, 2021): 158–66. http://dx.doi.org/10.36526/gandrung.v2i1.1170.
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In this study looking for how much the level of teacher ability in the development of physical education As for the stages of research as follows: (1) Conduct initial identification and analysis of the needs of the object and location of research and conduct preliminary studies, and also literature studies relating to research, (2) Arranging program plans regularly, (3) Arranging instructional, books or activity evaluation tools, (4) Developing research instruments to reveal the ability of physical education teachers in developing Physical Education learning (5) Conducting small group trials to Physical Education teachers; and (6) conducting field trials on physical education teachers. So the conclusion of this research is the experience factor which consists of teaching experience of children with special needs and contact experience with children with special needs. Third, knowledge factors consisting of teacher education background, training, knowledge, and teacher learning needs. Fourth, educational environment factors consisting of resource support, parent and family support, and the school system.
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Chróinín, Déirdre Ní, and Mary O’Sullivan. "Elementary Classroom Teachers’ Beliefs Across Time: Learning to Teach Physical Education." Journal of Teaching in Physical Education 35, no. 2 (April 2016): 97–106. http://dx.doi.org/10.1123/jtpe.2015-0030.
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This longitudinal research explored beginning elementary classroom teachers’ beliefs about learning to teach physical education (PE) across time. Understanding how beliefs shape the process of learning to teach PE can inform the design of more impactful physical education teacher education (PETE). We mapped beliefs over six years including the three years of an undergraduate elementary teacher education program and the first three years teaching in schools through reflective writing tasks and semistructured interviews. Across time these beginning teachers believed that learning to teach PE required active participation in PE content, building of a resource bank of content ideas, and practice of teaching the content. Building competence in PE content through active participation combined with development of more complex understandings of PE content through PETE pedagogies can better support elementary teachers learning to teach PE.
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Shiwakoti, Rabindra. "Relationship between Policy and Practices of Decision Making in Public Schools." Interdisciplinary Research in Education 5, no. 1-2 (February 4, 2021): 69–78. http://dx.doi.org/10.3126/ire.v5i1-2.34736.
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This study is critically analyzed the relationship between policy and practices of decision making in public schools of Nepal. I tried to explore the relationship between policy and practicesin two districts of Kathmandu valley by using qualitative data using power and decentralization theoryand different decision-making models. I understood that parents, head teacher, and teachers apply decentralization cum power theory in decision making practices in schools. I also found that these authorities mainly take decisions in physical resource management, teacher recruitment, and program extension. I also came to understand that mixed- model approach is blended between head teacher, teacher and community control model. At the practicing level, I found gap in the use of power in various aspects of decision making. I also found that these gaps were observed because of practicing of head teacher control model. The study implies that decision making process at the school level needs a new model that must be more contextual and participatory for the effective school management.
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Satriawan, Dodi. "The Development of Early Childhood Motor through Human Resource Empowerment of PAUD Teacher Using Educational Game Tools in Maos Lor, Cilacap District, Central Java Province." Jurnal Pengabdian Barelang 1, no. 3 (September 25, 2019): 27. http://dx.doi.org/10.33884/jpb.v1i3.1274.
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Improving education and training of teacher as a focus on reformation of educational system which is a goal that must be achieved in EFA (Education for All). As a tangible manifestation of the mandate through efforts to improve the quality of education and development of competency based on educational game tools or APE. PAUD teachers should also have the ability to design, create, utilize, maintain, and self-assess the tools for early childhood games because well-developed game tools will be more interesting than tools that were not developed first. This community service program activity is needed because the education level of PAUD teachers varies. Based on the results of the identification of the target audience, most PAUD teachers do not meet the academic qualifications and competencies properly. The ability to read, write, count, think actively and critically and the low implementation of learning models in the form of quality and fun educational teaching aids in PAUD institutions is very necessary. The expected output of this activity is the increasing, competency and quality of PAUD teachers towards educational game-based media learning programs (APE) and increasing the creativity of PAUD students by implementing APE-based learning media programs.
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Farber, Judith, Mary Ellen Denenberg, Susan Klyman, and Patricia Lachman. "Language Resource Room Level of Service." Language, Speech, and Hearing Services in Schools 23, no. 4 (October 1992): 293–99. http://dx.doi.org/10.1044/0161-1461.2304.293.
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This article describes the Philadelphia School District’s approach for providing an intensive level of language treatment by combining aspects of the traditional itinerant pull-out method with instruction received in the classroom. The speech-language pathologist assumes the roles of co-teacher, consultant, and direct treatment provider. This innovative program allows flexibility of programming and adjusts the level of effort to individual and classroom needs. Students with moderate to severe speech-language disorders are selected on a system-wide basis for this level of service. Initial resistance to the presence of speech-language pathologists in classrooms eases as students’ speech-language performance shows marked improvement. Preliminary data analysis indicates that the Language Resource Room model is a successful adjunct to traditional treatment modes.
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Maudy, Ajeng Regita, Misno A. Lathif, and Senny Weyara Dienda Saputri. "REACH THE STARS: HOW TO MANAGE HUMAN RESOURCES SUCCESSFULLY IN EARLY CHILDHOOD EDUCATION CENTER?" Journal of Early Childhood Education (JECE) 2, no. 2 (February 5, 2021): 125–37. http://dx.doi.org/10.15408/jece.v0i0.17256.
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This research is motivated by the success of the PAUD Terpadu Al Furqan Jember in developing students' potential, academic, and non-academic achievements. This success cannot be separated from human resource management, especially teachers as educators. This study aimed to determine the process of human resource management for teaching staff at PAUD Terpadu Al Furqan Jember. This type of research is descriptive qualitative with observation, interviews, and documentation as data collection methods. The results showed that the human resource management process in PAUD Terpadu Al Furqan Jember was carried out in planning, organizing, developing, and evaluating. The planning stage began with a needs analysis by the principal, followed by recruitment by the foundation. The principal's organizing stage is carried out by coordinating human resources' placement according to expertise and the appointment of a companion teacher to assist the apprenticeship program for new teachers. Schools and foundations carry out the development stage in competency improvement and quality control activities, routinely held every Saturday. The evaluation phase is carried out once a week after development activities and at the end of each semester carried out by the principal, peers, and parents. The evaluation results' follow-up is the existence of coaching carried out by the foundation and the school in constructive personal criticism, followed by training attended by all human resources.
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Maudy, Ajeng Regita, Misno A. Lathif, and Senny Weyara Dienda Saputri. "REACH THE STARS: HOW TO MANAGE HUMAN RESOURCES SUCCESSFULLY IN EARLY CHILDHOOD EDUCATION CENTER?" Journal of Early Childhood Education (JECE) 2, no. 2 (February 5, 2021): 125–37. http://dx.doi.org/10.15408/jece.v2i2.17256.
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This research is motivated by the success of the PAUD Terpadu Al Furqan Jember in developing students' potential, academic, and non-academic achievements. This success cannot be separated from human resource management, especially teachers as educators. This study aimed to determine the process of human resource management for teaching staff at PAUD Terpadu Al Furqan Jember. This type of research is descriptive qualitative with observation, interviews, and documentation as data collection methods. The results showed that the human resource management process in PAUD Terpadu Al Furqan Jember was carried out in planning, organizing, developing, and evaluating. The planning stage began with a needs analysis by the principal, followed by recruitment by the foundation. The principal's organizing stage is carried out by coordinating human resources' placement according to expertise and the appointment of a companion teacher to assist the apprenticeship program for new teachers. Schools and foundations carry out the development stage in competency improvement and quality control activities, routinely held every Saturday. The evaluation phase is carried out once a week after development activities and at the end of each semester carried out by the principal, peers, and parents. The evaluation results' follow-up is the existence of coaching carried out by the foundation and the school in constructive personal criticism, followed by training attended by all human resources.
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Rueda, Robert S. "Characteristics of Teacher-Student Discourse in Computer-Based Dialogue Journals: A Descriptive Study." Learning Disability Quarterly 15, no. 3 (August 1992): 187–206. http://dx.doi.org/10.2307/1510243.
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Twenty-seven learning disabled students in grades four through six engaged in interactive journal writing with their teachers in seven resource rooms (special education pull-out programs). Dialogue journal writing took place by means of a microcomputer program, and was carried out over a two- to three-month period. Although journal writing requires a conversational style, the literature suggests this might be affected both by learning disabled students' social and communicative abilities and by teachers' predisposition to engage in evaluative, “recitation”-style interactions in the classroom. A variety of discourse features of the journals were analyzed. In general, students engaged appropriately in written interaction with their teachers, but the journals tended to be dominated by teachers. For example, teachers wrote more, asked more questions, and introduced more new topics, including more topics that led to extended sequences or topic chains. Analysis of teacher input suggested that teachers used more complex than simple questions, and both students and teachers responded to a relatively high proportion of each others' initiations. In addition, various examples showed that teachers were able to be more conversational and less “teacher-like” in their discourse: that is, they were able to use a more personal style than otherwise common in the classroom. Analysis of the journals suggested that when such conversational style occurred, the topics were maintained to a greater extent than when the discourse was of a more traditional nature.
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Sun, Min, Emily K. Penner, and Susanna Loeb. "Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants." American Educational Research Journal 54, no. 4 (March 28, 2017): 607–43. http://dx.doi.org/10.3102/0002831217695790.
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Hoping to spur dramatic school turnaround, the federal government channeled resources to the country’s lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.
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Gillian, Edward, Bogna Ferensztajn, Bożena Franków-Czerwonko, and Urszula Paradowska. "The development of a Polish pre-literacy manual based on action research evidence." Problemy Wczesnej Edukacji 36, no. 1 (February 21, 2017): 75–86. http://dx.doi.org/10.5604/01.3001.0010.2000.
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There is a quantity of research in English speaking countries into the relationship between early oral language concepts and literacy. The research described in this paper attempted to transfer to the Polish language context the knowledge developed in English speaking countries on pre-literacy developmental norms. The aim of the study was also to increase children’s educational chances through an intervention program addressing pre-literacy concept deficit. As part of the research into Polish pre-literacy developmental norms and the teacher development program, a resource book was created with preliteracy concepts and activities sequenced developmentally according to current knowledge about how Polish children develop their skills in these areas. The textbook developed from a collaborative process between the researchers and pre-school teachers during the collection of pre-literacy developmental norm data and regular collaborative workshops focused of planning and implementing intervention programs with the use of explicit methodologies and formative assessment.
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Baker, Jess R., Belinda Goodenough, Yun-Hee Jeon, Christine Bryden, Karen Hutchinson, and Lee-Fay Low. "The Kids4Dementia education program is effective in improving children’s attitudes towards dementia." Dementia 18, no. 5 (October 23, 2018): 1777–89. http://dx.doi.org/10.1177/1471301217731385.
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Improving children’s understanding of people with dementia is essential for tackling societal stigma around dementia. Kids4Dementia is a teacher-led multimedia dementia education resource for 9–12 year olds (approximately 150 minutes duration). A non-randomised, waitlist-controlled, mixed-methods design examined whether Kids4Dementia was (1) efficacious in improving students” attitudes towards people with dementia and (2) engaging and acceptable for teachers and students. Students who completed Kids4Dementia (n = 136) showed improved scores on the Kids Insight into Dementia Survey, relative to the control school (n = 67), especially students who had not heard of dementia before (Time × Group × Dementia Familiarity interaction, F(1, 191) = 5.28, p = .023, partial η2 = .027). Qualitative reports indicated that the program was acceptable and engaging for teachers and students and corroborated improvement in student empathy and behavioural intentions towards people with dementia. The findings provide preliminary evidence for the efficacy of Kids4Dementia as an engaging, stakeholder-directed, curriculum-aligned dementia education program.
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Giri, Mukunda Kumar. "Teachers’ Engrossment in Professional Development in Surkhet Valley." Journal of NELTA Surkhet 4 (July 4, 2015): 81–90. http://dx.doi.org/10.3126/jns.v4i0.12865.
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Since 2010, National Center for Educational Development (NCED) has extended teachers’ professional development program for in-service teachers to Resource Centre (RC) level while the service of the then 10 month teacher training was limited to Education Training Center (ETC) (NCED, 2011). All the secondary level teachers have got at least one opportunity to attend Teachers’ Professional Development (TPD) training in these last three years in Surkhet district. In institutional schools, teachers are deprived of such opportunities; however, they are seen equally potent and equally professional. On the other hand, if we compare teachers’ individual professionalism, we find much variation although there is same kind of opportunities given to them. With an assumption that the teachers are the main resources to be used in the school system, this article summarizes the survey carried out amidst teachers, to explain TPD and to reflect the situation of teachers’ engrossment in professional development initiatives (PDI) in Surkhet valley. This study has attempted to assess the situation of teachers’ engrossment in Teachers’ Professional Development Initiatives in Surkhet valley. Journal of NELTA Surkhet Vol.4 2014: 81-90
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Yerimadesi, Yerimadesi. "Efforts to Improve Competency of Teacher MGMP Chemistry, Padang City Through Training For Development of Teaching Materials Based on Guided Discovery Learning." Pelita Eksakta 2, no. 2 (November 30, 2019): 121. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss2/45.
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This article is compiled based on the results of community service activities through the community partnership program of Padang State University in 2018 year. This activity aims to improve the competence of chemistry teachers in Padang City chemistry group through training based on guided discovery learning materials. The way to implement these activities can be done through training and workshops to 53 Padang chemistry group teachers. The instruments used were questionnaires for teacher and student responses. The product trial was carried out on 27 students of class X at Padang 1 Public High School in the 2018/2019 academic year. Data analysis was performed using percentage techniques and moment Cappa Cohen's. From the results of the questionnaire analysis of the chemistry teacher's response to the implementation and presentation of the material by the resource persons in succession, the average percentage percentage was 88% and 91% with the second category of aspects that being assessed very high. From the questionnaire analysis of teacher and student responses to learning using chemical modules based on guided discovery learning (GDL), the mean value of the kappa moment was 0.85 for the teacher's questionnaire responses with very high categories and 0.70 for the responses questionnaire of students with high categories. It was concluded that training in the preparation of teaching materials based on guided discovery learning could improve the competence of chemistry group teachers.
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Ulumudin, Ikhya. "EFEKTIVITAS PEMBERIAN DANA INSENTIF AKREDITASI PROGRAM BETTER EDUCATION THROUGH REFORMED MANAGEMENT AND UNIVERSAL TEACHER UPGRADING (BERMUTU) PADA PRODI PGSD." Jurnal Penelitian Kebijakan Pendidikan 1, no. 1 (July 11, 2018): 21–35. http://dx.doi.org/10.24832/jpkp.v1i1.33.
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AbstrakTujuan penelitian ini adalah untuk mengetahui pemanfaatan dan dampak pemanfaatan program bantuan DIA BERMUTU. Penelitian ini dilakukan pada 12 perguruan tinggi yang mendapatkan program bantuan DIA BERMUTU dengan metode survey dan teknik pengumpulan datanya adalah wawancara. Hasil penelitiannya adalah program DIA BERMUTU telah dimanfaatkan dan digunakan oleh penerima bantuan untuk peningkatan pengelolaan prodi PGSD. Pemanfaatannya dilakukan melalui program dan kegiatan diantaranya peningkatan kapasitas SDM, peningkatan mutu proses pembelajaran, peningkatan kelengkapan sarana prasarana dan system informasi, dan peningkatan kegiatan penelitian dan pengabdian masyarakat. Dampak dari pemanfaatan tersebut adalah terfasilitasinya prodi PGSD untuk memperoleh akreditasi lebih baik, serta menjadi stimulus prodi PGSD dalam merencanakan pengelolaan yang berkualitas, akuntabel, dan berorientasi pada pencapaian output yang BERMUTU secara berkesinambungan. AbstractThis research was carried out to find out the utilization of DIA BERMUTU Program and the effect of its utilization. The research was conducted in 12 universities, the grantees of DIA BERMUTU program, using survey method and interview as its data collection technique. The result showed that DIA BERMUTU program had been utilized and used by the grantees to improve the PGSD study program management through various programs and activities such as human resource capacity development, learning process quality improvement, enhancement of information system and infrastructure, and development of research and community services. DIA BERMUTU program could facilitate the PGSD Study Program to get a better accreditation level. Beside that, this program can also stimulate PGSD Study Program to have better plan toward more qualified, accountable, and sustainable-qualified-output-oriented management.
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Muh Burhanudin Harahap, Maria Veronika Roesminingsih, and Mudjito. "Implementation and Impact of Human Resources Development in Improving the Performance of Teachers in Schools (Multi Case Studies)." IJORER : International Journal of Recent Educational Research 2, no. 1 (January 31, 2021): 29–41. http://dx.doi.org/10.46245/ijorer.v2i1.69.
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This research aims to analyze the implementation and impact of human resource development in improving the performance of students. This research used a qualitative approach with the type of multi-case study research at the Elementary School Muhammadiyah of 1 Jember and the Elementary School Al Baitul Amien of 1 Jember. Data collection was carried out by observation, interviews, and documentation in both schools. The data analysis process was carried out by condensing data, presenting data, drawing conclusions, and verification. Based on the research conducted, it was concluded that the implementation of human resources in Elementary School Muhammadiyah of 1 Jember and Elementary School Al Baitul Amien of 1 Jember, namely 1) The school has fully professional development of educators in the form of training programs and always strives to improve the quality of education through skills improvement programs. 2) The school activity program is always maximized, through habituation in improving the quality of learning through activities, teaching, during the learning process and up to the implementation of quality training so that it is optimal. 3) Programmed school activities program in a clear concept in planning the skills development of educators. 4) Regulations concerning the development of written and straightforward teaching staff and maximized for the program of enhancing the skills of educators which are compiled through the formulation and determination of collective teacher teamwork. Then the impact of the development of human resources in improving the performance of students has a good overall impact on every program implementation of the two schools.
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Ulumudin, Ikhya. "EFEKTIVITAS PEMBERIAN DANA INSENTIF AKREDITASI PROGRAM BETTER EDUCATION THROUGH REFORMED MANAGEMENT AND UNIVERSAL TEACHER UPGRADING (BERMUTU) PADA PRODI PGSD." Jurnal Penelitian Kebijakan Pendidikan 1, no. 1 (October 16, 2018): 21. http://dx.doi.org/10.24832/jpkp.v1i1.2.
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Abstrak:Tujuan penelitian ini adalah untuk mengetahui pemanfaatan dan dampak pemanfaatan program bantuan DIA BERMUTU. Penelitian ini dilakukan pada 12 perguruan tinggi yang mendapatkan program bantuan DIA BERMUTU dengan metode survey dan teknik pengumpulan datanya adalah wawancara. Hasil penelitiannya adalah program DIA BERMUTU telah dimanfaatkan dan digunakan oleh penerima bantuan untuk peningkatan pengelolaan prodi PGSD. Pemanfaatannya dilakukan melalui program dan kegiatan diantaranya peningkatan kapasitas SDM, peningkatan mutu proses pembelajaran, peningkatan kelengkapan sarana prasarana dan system informasi, dan peningkatan kegiatan penelitian dan pengabdian masyarakat. Dampak dari pemanfaatan tersebut adalah terfasilitasinya prodi PGSD untuk memperoleh akreditasi lebih baik, serta menjadi stimulus prodi PGSD dalam merencanakan pengelolaan yang berkualitas, akuntabel, dan berorientasi pada pencapaian output yang BERMUTU secara berkesinambungan.Kata kunci: Efektivitas, DIA BERMUTU, Prodi PGSDAbstract:This research was carried out to find out the utilization of DIA BERMUTU Program and the effect of its utilization. The research was conducted in 12 universities, the grantees of DIA BERMUTU program, using survey method and interview as its data collection technique. The result showed that DIA BERMUTU program had been utilized and used by the grantees to improve the PGSD study program management through various programs and activities such as human resource capacity development, learning process quality improvement, enhancement of information system and infrastructure, and development of research and community services. DIA BERMUTU program could facilitate the PGSD Study Program to get a better accreditation level. Beside that, this program can also stimulate PGSD Study Program to have better plan toward more qualified, accountable, and sustainable-qualified-output-oriented management.Keywords: Effectivity, DIA BERMUTU, PGSD study program
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Tolkacheva, G. N., L. M. Volobueva, E. I. Izotova, and M. Yu Paramonova. "The Experience, Problems and Prospects of Module-organized Preschool Teacher Training Program within the Network of Higher and Preschool Educational Organisations." Психологическая наука и образование 20, no. 5 (2015): 117–29. http://dx.doi.org/10.17759/pse.2015200511.
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The article presents the testing results of new modules of the basic professional educational bachelor program, «Psycho-pedagogical Education» (preschool teacher) training direction, which is part of the modernization project of teacher education (Government contract # 05.043.11.0028 d.d. 16.06.2014, Federal Targeted Program for the Development of Education in 2011¬2015). Main attention is paid to the analysis of the development of student competencies according to Federal State Education Standard of «Psycho-pedagogical Education» training direction for bachelor students focused on the performance in accordance with the pre-school teacher professional standard. For this purpose, we compared the data obtained during final certification of modules that have already been tested, and computer testing conducted by the resource center for support projects on modernization of teacher education in Moscow State University of Psychology & Education. We identified problem issues and particular errors that may be debatable among professionals. Authors outlines promising ways to improve the modules of the basic professional educational program on the basis of proposals made by subcontracting universities.
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Ulumudin, Ikhya. "EFEKTIVITAS PEMBERIAN DANA INSENTIF AKREDITASI PROGRAM BETTER EDUCATION THROUGH REFORMED MANAGEMENT AND UNIVERSAL TEACHER UPGRADING (BERMUTU) PADA PRODI PGSD." Jurnal Penelitian Kebijakan Pendidikan 1, no. 1 (November 16, 2018): 21–57. http://dx.doi.org/10.24832/jpkp.v1i1.182.
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AbstrakTujuan penelitian ini adalah untuk mengetahui pemanfaatan dan dampak pemanfaatan program bantuan DIA BERMUTU. Penelitian ini dilakukan pada 12 perguruan tinggi yang mendapatkan program bantuan DIA BERMUTU dengan metode survey dan teknik pengumpulan datanya adalah wawancara. Hasil penelitiannya adalah program DIA BERMUTU telah dimanfaatkan dan digunakan oleh penerima bantuan untuk peningkatan pengelolaan prodi PGSD. Pemanfaatannya dilakukan melalui program dan kegiatan diantaranya peningkatan kapasitas SDM, peningkatan mutu proses pembelajaran, peningkatan kelengkapan sarana prasarana dan system informasi, dan peningkatan kegiatan penelitian dan pengabdian masyarakat. Dampak dari pemanfaatan tersebut adalah terfasilitasinya prodi PGSD untuk memperoleh akreditasi lebih baik, serta menjadi stimulus prodi PGSD dalam merencanakan pengelolaan yang berkualitas, akuntabel, dan berorientasi pada pencapaian output yang BERMUTU secara berkesinambungan. AbstractThis research was carried out to find out the utilization of DIA BERMUTU Program and the effect of its utilization. The research was conducted in 12 universities, the grantees of DIA BERMUTU program, using survey method and interview as its data collection technique. The result showed that DIA BERMUTU program had been utilized and used by the grantees to improve the PGSD study program management through various programs and activities such as human resource capacity development, learning process quality improvement, enhancement of information system and infrastructure, and development of research and community services. DIA BERMUTU program could facilitate the PGSD Study Program to get a better accreditation level. Beside that, this program can also stimulate PGSD Study Program to have better plan toward more qualified, accountable, and sustainable-qualified-output-oriented management. Â
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Högfeldt, Anna-Karin, Lauri Malmi, Päivi Kinnunen, Anna Jerbrant, Emma Strömberg, Anders Berglund, and Jørgen Villadsen. "Leading the teacher team – balancing between formal and informal power in program leadership." Tertiary Education and Management 24, no. 1 (October 17, 2017): 49–65. http://dx.doi.org/10.1080/13583883.2017.1384052.
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