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Relevant bibliographies by topics / School and teacher

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Academic literature on the topic 'School and teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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Journal articles on the topic "School and teacher"

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Ni, Yongmei. "Teacher Working Conditions, Teacher Commitment, and Charter Schools." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (June 2017): 1–38. http://dx.doi.org/10.1177/016146811711900606.

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Background The charter school movement relies on teachers as critical components. Teacher commitment is an important aspect of teachers’ lives, because it is an internal force for teachers to grow as professionals. It is also considered one of the crucial factors in influencing various educational outcomes, including teacher effectiveness, teacher retention, and student learning. However, no empirical studies have examined teacher commitment in charter schools. Purpose To address this knowledge gap, this study compares organizational and professional commitment of teachers in charter schools and traditional public schools (TPSs) and explores how these differences are associated with teachers’ characteristics, school contextual factors, and working conditions in the two types of schools. Research Design This study utilizes quantitative analyses of national data from the 2007– 2008 School and Staffing Survey. Hierarchical linear models were developed to examine whether teacher commitment differs between charter schools and TPSs; how teacher characteristics, school contextual factors, and teachers’ perceptions of working conditions contribute to the difference; and finally, whether these variables differentially influence teacher commitment in charter schools and TPSs. Conclusions On average, teachers in charter schools experienced lower levels of organizational commitment than teachers in TPSs, but similar levels of professional commitment. Teacher working conditions explained a large amount of the variance in between-school teacher commitment, suggesting that improving principal leadership, increasing opportunities for professional development, and alleviating teachers’ workload would be effective ways to promote teacher commitment in charter schools.

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Jozauska, Kristine. "TEACHER AUTHORITY IN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 171. http://dx.doi.org/10.17770/sie2019vol2.3876.

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The purpose of education is to initiate the young into the different ways in which, over the centuries, men have organized their experience and understanding of the world. This initiation depends upon the ability of teacher to explain and inspire, and on the willingness of the young to engage in this enterprise with a proper humility. The discussion on the role of authority in knowledge development and the subject of lack of teacher's authority is in great tension. The role of the teacher has changed, authority, a fundamental part of the teaching–learning process, is a problematic and questioned by society, the media, parents and students. Due to the fact that the teacher is in the role of the manager of the class, they require power in another form, the authority to influence student behavior. This could be termed teacher authority. Power and authority are central features of teachers' work. Many studies of teachers emphasize the impact that teachers have on students. Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in modern teaching contexts.The main goal of the article is to analyze the teacher's authority and the pedagogical act in the situation of social change.

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Rofiah, Lailatul. "Pengaruh Motivasi Kerja Guru dan Keaktifan dalam MGMP terhadap Kreativitas Guru Ekonomi di SMA Se-Kota Malang." Tarbiyatuna : Kajian Pendidikan Islam 3, no. 1 (January 31, 2019): 21. http://dx.doi.org/10.29062/tarbiyatuna.v3i1.197.

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The main actor in education is a teacher. the task of the teacher is not only to enter the class, convey the subject matter, give assignments, then finish, but the teacher has the task of how the students who have diverse characteristics can be active and have creative thinking. Before transmitting their creativity to students, the teacher as an educator must know the creative potential that must be possessed. Teacher creativity can arise if the teacher is active in activities / training conducted at school or outside the school such as active activities in the MGMP, active in MGMP can arise if the teacher has high work motivation. The purpose of this study was to determine (1) the effect of teacher's work motivation on the creativity of economic teachers in high schools throughout the city of Malang, (2) the effect of MGMP activeness on the creativity of economic teachers in high schools throughout Malang, (3) the influence of teacher's work motivation and activeness in MGMP, towards the creativity of economic teachers in high schools throughout Malang. The results of this study are teacher work motivation and activeness in MGMP together have a significant effect on the creativity of economic teachers in high schools throughout Malang City. Related to this research, it is suggested that: the teacher develops his abilities and skills to prepare, implement and evaluate learning that is more creative and innovative again by following trainings carried out at school and outside the school.

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Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.

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Cannata, Marisa. "Teacher community in elementary charter schools." education policy analysis archives 15 (May 15, 2007): 11. http://dx.doi.org/10.14507/epaa.v15n11.2007.

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The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

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Feng, Li. "Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility." Education Finance and Policy 5, no. 3 (July 2010): 278–316. http://dx.doi.org/10.1162/edfp_a_00002.

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This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997–2003 in conjunction with the 1999–2000 Schools and Staffing Survey and its Teacher Follow-Up Survey (SASS-TFS) data set. The SASS-TFS illustrates the possible misclassification of teachers in certain state administrative databases. Results suggest that new teachers in Florida and elsewhere usually teach in more challenging schools and have more disadvantaged children in their classrooms than teachers with more years of experience. Within-school classroom assignments play an important role in teacher mobility decisions. Specifically, school-specific policies on reducing disciplinary problems and possible strategic deployment of teachers in different classrooms may be effective in increasing school-level teacher retention rates.

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Nandang, Ade, and Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.

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In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.

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Margevica-Grinberga, Ieva, and Indra Odiņa. "Mentoring for school-based teacher education." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2389–401. http://dx.doi.org/10.18844/cjes.v16i5.6348.

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Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample consisted of 55 participants of mentor professional development programme and 2 mentor trainers. The data analysis of participants’ questionnaires, reflections, mentor trainers’ self-evaluations and feedback on participants’ assignments led to the guidelines for building partnership between schools and universities to promote a common understanding of school-based teacher education. Keywords: mentor education; school-based teacher education; student teacher; university-school partnership

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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.

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Olsen, Brad, and Lisa Kirtman. "Teacher as Mediator of School Reform: An Examination of Teacher Practice in 36 California Restructuring Schools." Teachers College Record: The Voice of Scholarship in Education 104, no. 2 (March 2002): 301–24. http://dx.doi.org/10.1177/016146810210400205.

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Our analysis investigates variations among intended reforms as demonstrated by observed teacher practice in 36 California restructuring schools. We identify a series of individual and school-wide influences that shape any teacher's relationship to the particular reform(s), therefore leading each teacher to mediate the reform(s) in individual ways. This paper posits a theoretical model of the teacher-as-mediator process which we use to shed analytic light on the “black box” of the teacher-as-mediator role in the reform process. We use data collected over 3 years in 36 schools to highlight a process whereby three concurrent strands of “mediating influences” (the formal implementation process, school-wide influences shaping climate, and individual influences on the teacher) interrelate to mold each teacher's disposition to implement the particular reform. This disposition, which we call “individual's mediating responses,” determines the shape, color, and tenor of the reform as it unfolds through teacher practice in the classroom. This produces the variation between teachers in a given school, between departments, between schools adopting similar reforms, and the discrepancy between intended reform consequences on the one hand and actual classroom practices on the other. Our essay illuminates the mediation process by identifying and illustrating lines of influences on teachers enacting reform and by exploring how those influences interrelated in practice. Our conclusion offers a series of questions researchers and policy makers may wish to take up as they consider how to better align school-wide reform efforts with actual practices of classroom teachers.

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Dissertations / Theses on the topic "School and teacher"

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Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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Moran, Kelly A. "Teacher Empowerment: School Administrators Leading Teachers to Lead." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1443197279.

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Lenhardt, Bradley J. "Teacher misassignment and student math achievement in Oregon public schools : a teacher- and school-level analysis /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153791.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 77-81). Also available for download via the World Wide Web; free to University of Oregon users.

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Fok, Oi-yiu Eleanor. "Beginning teachers' opinions of induction practices in Hong Kong aided schools : implications for school management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037768.

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Haun, Dwight D. "Attrition of beginning teachers and the factors of collaboration, school level, and school setting /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091930.

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Jacobs, Elfean Randall. "Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.

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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.

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Mertler, Craig A. "Teacher motivation and job satisfaction of public school teachers." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342021413.

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Schreiner, Deborah Jolyn. "Teacher evaluation: Perceptions of elementary school teachers and principals." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187302.

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This dissertation was developed to examine the perceptions of elementary school teachers and their principals regarding teacher evaluation. The study gathered data concerning attitudes toward current evaluation practices as well as perceived ideal practices. A survey instrument was designed and distributed to elementary school teachers and principals in sex selected public school districts in a selected county in Arizona. A total of 159 teacher surveys and 11 principal surveys were used for the data analysis. The participants were asked to respond to 20 questions for both their current situation and perceived ideal situation of teacher evaluation. These responses were given on a five-point Likert scale and were used to define both an accountability scale and a professional growth scale for perceptions of teacher evaluation. In addition, three open-ended questions required brief written responses regarding strengths and weaknesses of the evaluation system in place in their district. Another eight questions collected demographic data. Both the t-test and the ANOVA were used to determine significant differences between the responses of the two groups. The results of this study revealed that teachers and principals agreed with each other's perceptions of accountability and professional growth as primary purposes of teacher evaluation. Contrasts were noted when responses for each group were compared between the real and ideal scales. Teachers and principals both indicated that an even stronger emphasis be given to accountability and growth. There was a significant difference found between teachers' ideal perception of their level of involvement in the development of evaluation procedures and their perception of the amount of involvement they currently experience. Significant differences were also found between teachers' perceived ideal and real levels of confidence in their evaluator's competence. Additionally, both groups indicated that including feedback from students and peers was a necessary but deficient component in teacher evaluation. Demographic variables had no significant influence on the perceptions of either teachers or principals with regard to teacher evaluation. Overall, both teachers and principals perceived their current evaluation procedures less favorably than their perceived ideal practices of evaluation. Teachers and principals appear eager to discuss and refine evaluation practices.

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Peyton, Judith V. Rhodes Dent. "Collaborative family-school conferencing a nondeficit model /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804935.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.

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McSheehy, Slade R. "Elementary school teachers and students living in poverty teacher understanding and pedagogy /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/s_mcsheehy_030209.pdf.

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Books on the topic "School and teacher"

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Sheffield, Jack. Teacher, Teacher! London: Transworld, 2009.

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ill, AndoTwin, ed. Teacher. Lake Forest, CA: QEB Publishing, 2015.

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Copyright Paperback Collection (Library of Congress), ed. The fake teacher. New York: Pocket Books, 1999.

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Sheffield, Jack. Teacher, teacher!: The alternative school logbook 1977-1978. Huddersfield: Central Publishing Services, 2004.

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Learner-centered principalship: The principal as teacher of teachers. Westport, Conn: Praeger, 1994.

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Glasser, William. The quality school teacher. New York: HarperPerennial, 1993.

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Rusbuldt, Richard E. Basic teacher skills: Handbook for church school teachers. Valley Forge, PA: Judson Press, 1997.

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Lawton, Edward J. The effective middle level teacher. Reston, Va: National Association of Secondary School Principals, 1993.

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Sheffield, Jack. Village Teacher. London: Transworld, 2010.

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Schneider, Meg F. Help! my teacher hates me. Edited by Goldin David ill. New York: Workman Pub., 1994.

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Book chapters on the topic "School and teacher"

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Rodwell, Grant. "Teachers, universities and teacher preparation." In Risk Society and School Educational Policy, 178–97. First edition. | Abingdon, Oxon ; New York : Routledge, 2018. | Series: Routledge research in education policy and politics: Routledge, 2018. http://dx.doi.org/10.4324/9780429444036-9.

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Kang, Liyin, and Dong Wang. "Teacher Development School." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_7-1.

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Kang, Liyin, and Dong Wang. "Teacher Development School." In Encyclopedia of Teacher Education, 1755–61. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_7.

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Tartt, Emma, and Meta Van Sickle. "Teacher Development." In Talent Development in School, 187–99. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238478-12.

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Steele, Danny. "Transforming Your School." In The Total Teacher, 95–106. New York: Eye on Education, 2021. http://dx.doi.org/10.4324/9781003108566-12.

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Bradley-Levine, Jill. "Advocacy Across the School." In Promoting Teacher Advocacy as Critical Teacher Leadership, 68–96. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003094289-6.

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Zhao, Decheng. "What Makes a Good Teacher?" In School Improvement, 98–113. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003303305-10.

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Johnson, Brad, and Hal Bowman. "Any Day of the School Year Can Become the New First Day of School." In Dear Teacher, 46–47. New York, NY: Routledge, 2021. | Identifiers: LCCN 2020043269 (print) | LCCN 2020043270 (ebook) | ISBN 9780367645809 (hardback) | ISBN 9780367622213 (paperback) | ISBN 9781003125280 (ebook): Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-38.

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Bertel, Julie M., and Karen J. Weston. "Teacher Burnout." In Encyclopedia of Cross-Cultural School Psychology, 965–66. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_417.

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Conaway, Kathryn A. "Teacher Efficacy." In Encyclopedia of Cross-Cultural School Psychology, 966–68. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_418.

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Conference papers on the topic "School and teacher"

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Penteado, Bruno Elias, and Seiji Isotani. "An analytics approach to investigate teacher turnover." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbie.2021.218738.

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Some educational problems embed spatial and temporal complexities, and the aggregation of these data may cause contextual information to be lost. One such example regards teacher turnover, which impacts directly the students' learning processes. In this work, we adopted an observational cross-sectional methodology, using visual analytics techniques to identify complex patterns in the mobility data of teachers in public schools from the city of São Paulo between 2016 and 2017. For this, we used education open data from the Brazilian government, which maps which teachers teach in which schools through a yearly school census. In addition, we sought to understand which are the main factors that, along with institutional rules, influence this sort of decision. To contextualize the main factors, we used synthetic indicators developed by the Brazilian government to identify different motivation clusters that may influence teachers' decisions to move to another school. As result, we identified different patterns varying according to their contract type and their respective geographical patterns. The clusters also identified as main factors: school performance, school climate, and management complexity.

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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.

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Čekse, Ireta, and Reinis Alksnis. "Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.18.

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In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.

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Burgess, Tim. "Teacher knowledge for teaching statistics through investigations." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08307.

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This report compares the teacher knowledge of two early career primary school teachers (drawn from a study of four teachers) as it was needed in the classroom during the teaching of statistics through investigations. The study involved video recording a sequence of four or five lessons and audio recoding post-lesson stimulated recall interviews with the teachers. These interviews were based on the teacher viewing selected episodes from the lesson videos. The results showed marked differences in the teacher knowledge of the two teachers, as analysed against a framework developed from the mathematics teacher knowledge domain and the statistical thinking domain. The conclusions and implications drawn from the results are discussed in relation to both initial (or preservice) teacher education and professional development for teachers.

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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study

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de Queiroz, Cileda, and Silva Coutinho. "Teaching statistics in elementary and high school and teacher training." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08407.

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The focus of the reflections presented here is the teacher’s point of view on the teaching and learning of statistical concepts. This paper reports the research efforts carried out recently by our group with converging results. We identified that teachers have difficulty in teaching topics related to statistics, particularly when some analysis of the data is required. Teacher discourse shows they favor the philosophy of Exploratory Data Analysis (EDA), but in practice, they restrict their work, according to the results of our study, to a more technical approach that emphasizes the use of algorithms. This research suggests the need for initial and continued training in statistics for mathematics teachers.

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Liepiņa, Kristīne, and Lūcija Rutka. "Support for teachers to reduce early school leaving." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.39.

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The early school leaving is an important topic in many countries. High early school leaving rates have many costs to individuals and society as a whole (Andrei et al., 2011). State Education Quality Service in Latvia implements European Social Fund Project No. 8.3.4.0/16/I/001 “Support for reducing early school leaving” to reduce the number of children and young people leaving school. The project promotes the creation of a sustainable cooperation system between the municipality, school, educators and parents to identify children and young people at risk of early school leaving and provide them with personalized support. Teacher has great influence on students’ educational decisions (Dunn et al., 2004). The way teachers see themselves as professionals and how they compose their identities in schools is important factor in preventing early school leaving. In order for the teachers to feel confident in their contribution and possible positive solution to the problem, they must have knowledge of the problem and effective solutions. According to the Project teachers are given the opportunity to professionally develop and strengthen their skills for working with young people. The aim of the study is to study the role of a teacher in reducing early school leaving and to reveal the necessary forms of support for the performance of pedagogical activity. Data for this study came from a survey and focus group discussion. 815 teachers participated in the study. Analysis of the data reveals that there are several dimensions in the role of the teacher in reducing early school leaving: creating a favorable and safe learning environment, promoting cooperation with parents and colleagues, improving one’s pedagogical competence, helping students to identify and solve learning and interpersonal problems, and revealing their mental and physical potential. The research results show main areas of professional development of teachers: sharing experience with colleagues and learning from each other, learning student’s individuality at a greater extent, diversification of teaching methods, promoting personal development.

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Muslim, Jajang, and Dety Mulyanti. "THE EFFECT OF EDUCATION SUPERVISION BY THE PRINCIPAL OF MTS NU AL HAMIDIYAH LANGKAPLANCAR PANGANDARAN TEACHER PERFORMANCE IN SCHOOL." In Seminar Sosial Politik, Bisnis, Akuntansi dan Teknik (SoBAT) ke-3. LPPM USB YPKP, 2021. http://dx.doi.org/10.32897/sobat3.2021.28.

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This journal conducts research, which aims to find out and clarify how the effect of the implementation of educational supervision by the principal on the performance of teachers in schools. Conducting research using one approach, namely quantitative approach and expost facto type. Teachers in schools became the subject of research by taking a sample of 180 teachers, using proportional random sampling technique, and using a questionnaire about the implementation of educational supervision by the principal and data on the results of teacher performance assessments owned by the school. And from the research and assessment, it can be seen that the implementation of educational supervision by the principal does not have a positive effect on teacher performance and the implementation of educational supervision by the principal has a weak or even very weak effect on the performance of teachers in schools.

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Keller-Boudreaux, Mary. "Teacher Turnover, Teacher Absenteeism, and Ineffective Teachers: Creating Superheroes in School Leaders." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446781.

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Reports on the topic "School and teacher"

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Feng, Li, David Figlio, and Tim Sass. School accountability and teacher mobility. Cambridge, MA: National Bureau of Economic Research, June 2010. http://dx.doi.org/10.3386/w16070.

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Duflo, Esther, Pascaline Dupas, and Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. Cambridge, MA: National Bureau of Economic Research, March 2012. http://dx.doi.org/10.3386/w17939.

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Thompson, Owen. School Desegregation and Black Teacher Employment. Cambridge, MA: National Bureau of Economic Research, June 2019. http://dx.doi.org/10.3386/w25990.

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Mohamed, A., and R. L. Shepard. High school teacher enhancement in the sciences. Office of Scientific and Technical Information (OSTI), March 1997. http://dx.doi.org/10.2172/587719.

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.

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Bobba, Matteo, Tim Ederer, Gianmarco Leon-Ciliotta, Christopher Neilson, and Marco Nieddu. Teacher Compensation and Structural Inequality: Evidence from Centralized Teacher School Choice in Peru. Cambridge, MA: National Bureau of Economic Research, July 2021. http://dx.doi.org/10.3386/w29068.

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James, Carolyn. Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2951.

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Schipper, Youdi, and Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.

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Biasi, Barbara, Chao Fu, and John Stromme. Equilibrium in the Market for Public School Teachers: District Wage Strategies and Teacher Comparative Advantage. Cambridge, MA: National Bureau of Economic Research, March 2021. http://dx.doi.org/10.3386/w28530.

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