Academic literature on the topic 'Science teachers Rating of Victoria'
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Journal articles on the topic "Science teachers Rating of Victoria"
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Hasan L. Maranda, Jr. "Students’ Learning Styles in Relation to Service Physical Education Performance." Journal of Sports and Physical Education Studies 1, no. 1 (March 15, 2021): 10–13. http://dx.doi.org/10.32996/jspes.v1i1.1428.
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This study aimed to determine the students’ learning styles, whether visual, auditory, or kinesthetic learning style, in relation to their Service Physical Education performance in terms of written and practical exam results. The moderating variables of age, gender, academic status, religion, and course were also considered. This was conducted among Service P.E. students of the Mindanao State University, Marawi City, officially enrolled during the 2nd semester, A.Y. 2015 – 2016. This descriptive-correlation study was conducted among 925 respondents (227 male and 588 female respondents). The VARK Learning Styles Questionnaire developed by Victoria Chislett was used to assess their learning styles. The Service P.E. performance was taken from their partial written and practical exams. The majority of the respondents were15-18 years old; most of the respondents were female; most of the respondents were Tuition Privilege status; most of the respondents were Islam believers while others were non-Muslim, and almost all of the respondents were Bachelor of Science (BS) degree pursuers. In terms of learning styles, it was found out that most of the respondents were visual learners. With regard to the Service P.E. performance, most of the respondents received grades of 1.0-1.25 or excellent in their written exams while most of them were rated 1.50-1.75 or very good in their practical exams. The relationship between the variables found out that there were no significant relationships between the moderating variables of age, religion, and course with their respective p-values of 0.272, 0.188, and 0.355 to the independent variable of learning styles. However, there were significant relationships between the moderating variables of gender, academic status and the independent variable of learning styles. Furthermore, age (p = 0.184), academic status (p = 0.385), religion (p = 0.784), and course (p = 0.869) were not significantly related to written exam performance while gender was significantly related to written exam performance. Practical exam performance showed no relationship with the different moderating variables. For the relationship between learning styles and Service P.E. performance, it was revealed that learning styles had a significant relationship between written exam performance, while no relationship existed between learning styles and practical exam performance. Good performance in the written exams matters most in how the students prepare for it. On the other hand, ability, preparation, and constant correct practice will matter the most in preparation for practical exams. Thus, it is recommended that Physical Education administrators formulate plans to further improve the competencies of Physical Education teachers, especially in identifying the different learning styles of their respective students, to provide appropriate teaching approaches that facilitate effective learning experiences among their students. Physical Education teachers should provide enough time for skills practice so that most of their students will have greater chances of obtaining higher ratings in their practical exams. A similar study should be conducted in the future using other variables or using an equal number of respondents in gender and religion.
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Greer, Shelley, and Peter Crocker. "Tech Voices: Recollections of the Technical Teachers Association of Victoria." Labour History, no. 92 (2007): 182. http://dx.doi.org/10.2307/27516211.
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Temple, Victoria. "The year education went remote." ITNOW 63, no. 2 (June 1, 2021): 15. http://dx.doi.org/10.1093/itnow/bwab037.
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Abstract It has been an academic year like no other for teachers, students and parents alike. Months of online teaching have left an enduring legacy and shown how IT and technology are changing education rapidly, writes Victoria Temple, Senior Press Officer at BCS.
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Ariaji, Rizky, and Andes Fuady Dharma Harahap. "Pengembangan Buku Penuntun Praktikum IPA Terpadu Kelas VII Semester Ganjil Dengan Pemanfaatan Sumber Daya Alam Di Kabupaten Labuhan Batu Selatan." Jurnal Pendidikan Biologi 7, no. 2 (October 17, 2018): 141. http://dx.doi.org/10.24114/jpb.v7i2.10597.
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This research aims to gain a practical guidebook on integrated SCIENCE Class VII semester odd with the utilization of the natural resources of South Labuhan Batu Regency. (1) the test to find out the feasibility of integrated SCIENCE practical guidebook on Class VII semester has developed an odd fit standard BSNP. (2) to find out the opinions of teachers and professors against the practical guidebook on integrated SCIENCE Class VII semester has developed an odd fit standard BSNP. The entire sample is selected by means of purposive sampling. Samples are defined in this study (1) Professor of biology, physics and chemistry University of Muhammadiyah South Tapanuli S2 education criteria amounted to 3 people. (2) integrated SCIENCE teachers in district of South Labuhan Batu Regency Torgamba from some schools with Undergraduate education criteria. The results of the deliberations of the research (1) to the average value of all aspects of the standard of eligibility based on the criteria of 4.30 BSNP is validitasnya { very valid and do not need revision (very decent)}. (2) the standard eligibility content was of 297 as well as an average rating of 4.30 by respondents lecturer and 613 and the average rating of 4.44 by the respondent teachers IPA. The standard language is the feasibility of 193 and an average rating of 4.29 by the respondents to the lecturer and 356 and the average value of 3.96 by respondents to the teachers of the IPA. The eligibility standards of presentation is of 206 as well as an average rating of 4.43 by respondents lecturer and 415 and the average rating of 4.32 by respondents to the teachers of the IPA. The eligibility standard kegrafikan is 476, as well as the average value of 4.29 by the respondents to the lecturer and 963 and the average rating of 4.34 by respondents to the teachers of the IPA.
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Ring, Geoff. "The Effects of Instruction in Courseware Preview Methodology on the Predictive Validity of Teacher Preview Ratings." Journal of Educational Computing Research 9, no. 2 (May 1993): 197–218. http://dx.doi.org/10.2190/2mdq-mtwe-f2kf-nq4j.
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The purpose of the study was to investigate the effects of instruction in courseware preview methodology on the predictive validity of the courseware preview ratings of primary (elementary) school teachers. The term predictive validity in this context refers to the confidence with which a teacher's preview rating before classroom trialling can be used to predict his or her postview rating after classroom trialling. It was found that a high level of instruction in courseware preview methodology is likely to increase the predictive validity of the courseware preview ratings of primary school teachers. The results of the study demonstrated that such instruction has the potential to substantially reduce the need for classroom trialling of courseware by teachers as a prelude to purchase decisions. Highly trained teachers have reason to be confident about using their preview-based estimates of courseware merit as a basis for selecting courseware for themselves, their school, or larger populations with which they are familiar, in the sense that their choice is likely to agree with the decision they would make if they were to conduct classroom trialling prior to selection. The implication for educational practice is that instructional courses for teachers in courseware preview methodology are worthwhile, provided they are substantial and of high quality.
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Harvey, David H. P. "Integration in Victoria: Teachers’ Attitudes After Six Years of A No‐Choice Policy." International Journal of Disability, Development and Education 39, no. 1 (January 1992): 33–45. http://dx.doi.org/10.1080/0156655920390105.
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Payoungkiattikun, Wisarut, Angkhan Intanin, Tawan Thongsuk, and Chulida Hemtasin. "Project-Based Learning Model to Promote Preservice Science Teachers’ Metacognitive Skills." Journal of Educational Issues 8, no. 2 (November 3, 2022): 576. http://dx.doi.org/10.5296/jei.v8i2.20282.
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The purpose of this study was to build a project-based learning (PjBL) model using Susan A. Ambrose et al. cycle’s metacognition conceptual framework. The PjBL approach was created to improve the preservice science teacher’s metacognitive skills. Methods: To modify the PjBL strategy, this study began with a basic review of PjBL and metacognitive skills backgrounds. Results: A panel of experts used the item-objective congruence index (IOC) at five distinct levels to evaluate the validity of the PjBL model. The PjBL model’s appropriateness rating was calculated as 4.56, which showed that it was very suited.
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Andreani, Wiwik. "Reflective Evaluation of Efl Teachers Versus Their Students’ Evalution." Lingua Cultura 4, no. 1 (May 31, 2010): 12. http://dx.doi.org/10.21512/lc.v4i1.347.
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Article investigated the grading of teaching values and its relation to the rating performance of the teachers. For this purpose, 27 EFL teachers were randomly chosen from Bina Nusantara University. Some teachers taught only English Department students and some others taught students of other Departments, for example Computer Science, Marketing Communication, Management, Visual Communication Design and Chinese Department. They were asked to grade twelve values in their teaching according to the order of importance and to answer a set of questions on those values. Besides, their students filled in a questionnaire with the aim of evaluating the teachers’ performance from September 2008 until June 2010 (three semesters).The results of the study suggest that there is a change in the teaching-value grading along with teaching experience. However, there is no relationship between teaching values and getting high/low rating performance, the reason of which is not dealt with in the study. Expertise, Enthusiasm, Reliability and Attentiveness were teaching values selected as most important for the EFL teachers. Moreover, most teachers were graded higher in their soft skills rather than hard skills, especially in giving the students an opportunity to ask questions and to have a discussion during the teaching and learning process. Finally, when teachers taught small and big classes, surprisingly most of them got higher rating performance from their students of big classes, for both their hard and soft skills.
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Morze, Nataliia V., Oksana P. Buinytska, and Valeriia A. Smirnova. "Designing a rating system based on competencies for the analysis of the university teachers' research activities." CTE Workshop Proceedings 9 (March 21, 2022): 139–53. http://dx.doi.org/10.55056/cte.109.
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One of the indicators of the influence and competitiveness of university is participation in international and local rankings. In the methodologies of the most authoritative rankings, the quality and transparency of Universities is assessed by indicators of the university teachers’ publishing activity. The article analyzes the experience of designing systems that analyses university teachers research activities, tools and components of evaluating the effectiveness of research, designed a structural and functional model of rating system for the analysis the university teachers’ research activities taking into account research and digital competencies. The developed model provides performance of the basic functions and allows for systematic monitoring of openness, transparency, efficiency of the research component of university teachers' professional activity. The model was based on key indicators for evaluating the effectiveness of research -- citation indicators of the three most important scientometric databases -- Scopus, Web of Science, Google Scholar. The connection between the indicators presented in the model forms a portrait of the university teachers’ scientific activity, gives an overall assessment of productivity, influence and contribution to the research direction of the university as a whole. The article describes 1 stage of implementation of the presented model by developing a “Rating of Transparency of Structural Units”, the effectiveness of experimental ranking. The study has established the positive impact of the implementation of the rating system, identified the main activities to increase the visibility, presence, dissemination of research results, the systematic implementation of which contributes to the optimal representation of the scientist in the rating evaluation of the research component of the university teachers professional activities, improving the digital competence of teachers and positively affects the quality indicators of the university scientific work in local and international rankings, as the existence of the system and the formation of ratings is an incentive for university teachers to present and disseminate their own publishing activities in the international online scientific community.
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Marsden-Smedley, Jon B., Wendy R. Anderson, and Adrian F. Pyrke. "Fuel in Tasmanian Dry Eucalypt Forests: Prediction of Fuel Load and Fuel Hazard Rating from Fuel Age." Fire 5, no. 4 (July 19, 2022): 103. http://dx.doi.org/10.3390/fire5040103.
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This paper presents equations for fuel load and fuel hazard rating (FHR) models based on the time since last fire for dry eucalypt forests in eastern Tasmania. The fuel load equations predict the load of the surface/near-surface and elevated fine fuel. The FHR equations predict the surface, near-surface, combined surface and near-surface, bark, and overall FHR. The utility of the “Overall fuel hazard assessment guide” from Victoria, Australia, is assessed for Tasmanian dry eucalypt forests: we conclude that, when fuel strata components are weighted according to their influence on fire behaviour, the Victorian guide provides a rapid, robust, and effective methodology for estimating FHR. The equations in this paper will be used for operational planning and on-the-ground performing of hazard reduction burning, prediction of fire behaviour for fire risk assessments and bushfire control, and providing inputs into the new Australian Fire Danger Rating System.
Dissertations / Theses on the topic "Science teachers Rating of Victoria"
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Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.
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There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Mendenhall, Gordon L. "A model for the assessment of in-service education using data on the acquisition of human genetics concepts by secondary biology teachers and their students and implementation of selected teaching strategies." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019469.
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This research extended and refined an in-service assessment model used in Project Genethics resulting in an evaluation of Project Genethics and a test of the model's utility. The model guided analyses of the correlational relationships between (a) teacher competency measured by a written 50-item validated posttest (Teacher 50), (b) the number of teaching strategies reported by the participant teachers (Strategy 20), and (c) student competency measured by a written 25-item validated posttest (Student 25) using a Pearson product-moment correlation coefficient Lr). A multiple R statistic and stepwise linear regression with an F ratio were used to determine the association of Teacher 50 and Strategy 20 with the criterion, Student 25.The model is hierarchical. Subsets of test items and teaching strategies related to core genetics concepts (Mendelian genetics, mitosis and meiosis, pedigrees and probability, polygenic inheritance, and chromosome aberrations) were analyzed in teacher posttests, student posttests, and reported teaching strategies. Stepwise linear regression was used to determine the relative impact of the predictors on the criterion, Student 25.The research population consisted of 78 secondary biology teachers and 4,920 of their students. The teachers attend one of six Project Genethics workshops conducted in the summer of 1991, . funded by the National Science Foundation, and implemented by staff of the Human Genetics and Bioethics Education Laboratory (HGABEL).The researcher employed an ex g facto design. A summative data form was designed and used with project data for testing eight null hypotheses. A significant positive linear correlation was found between teacher competency and student competency and the number of strategies used in both full and subset analyses. No significant correlation was found between the number of strategies used and student performance in both full and subset analyses. The number of strategies used did not add significantly to the predictability of student competency after teacher competency was considered.The conceptual understanding of secondary students should be the ultimate criterion by which the effectiveness of in-service programs is measured provided the assessment items are congruent with the student conceptual level of understanding. Teacher knowledge was the most highly associated predictor of student concept attainment.Department of Biology
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Xipu, Bukelwa. "An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003513.
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This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.
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De, Beer (nee Jordaan) Maria C. "Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die Aardwetenskappe." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1728.
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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.The numerous changes to the South African education system since January 1998 have had far reaching effects on schools and the training of educators (Government Gazette, 31 May 2002:13). Changes in subject content have occurred in various subjects, and the General Science (now Natural Science) syllabus is no exception. The General Science syllabus previously catered mainly for Chemistry, Physics and Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject matter on Physical Geography (Climatology, Astronomy, and Geomorphology) (Department of Education, 2002b:6). The problem with this is that educators that previously taught General Science are not necessarily qualified to present the Physical Geography component of the new syllabus. This study investigates the impact of the changes in the new curriculum. The review of existing literature on curriculum development in Natural Science education in South Africa emphasises key changes made in the development and implementation of C2005 and the Revised National Curriculum Statement (RNCS). It also explores the characteristic features of misconceptions, before considering specific misconceptions in Natural Sciences. The first part of the two-tiered empirical investigation is based on the results of questionnaires and interviews completed by different groups of Natural Sciences educators. The questionnaires, which drew in part on existing questionnaires used in similar studies, were based on information used for the literature review. The second part of the empirical investigation consisted of interviews conducted with Natural Sciences Departmental Heads at randomly selected schools. An attempt was made to determine how these senior educators experienced the implementation of C2005 and RNCS and what their attitude to the new curriculum were. The data obtained from the questionnaires and the subsequent interviews were categorised, interpreted and coded for statistical processing.
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Cavedon, Carolina Christmann. "The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2075.
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With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices.
Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices.
While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.
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Atanazio, Alessandra Maria Cavichia. "O ensino de ciências e o uso de tecnologias de informação e comunicação: dos planos de aula às concepções de ensino e aprendizagem dos professores." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3204.
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Contém produto: As tecnologias de informação e comunicação (TIC) no ensino de ciências: uma conversa de professor para professor - Produto EducacionalAs tecnologias de informação e comunicação (TIC) estão presentes em nossa sociedade e, cada vez mais, é desejável que elas sejam utilizadas como recursos no contexto educativo. Entretanto, para que isso ocorra, sabe-se que há inúmeros desafios e dificuldades, como deficiências na formação dos professores para o uso das tecnologias e falta de infraestrutura adequada. Nesse contexto, sentiu-se a necessidade de compreender como professores, mesmo diante desses desafios, planejam utilizar as TIC como estratégia pedagógica. Dessa forma, esta pesquisa teve por objetivo analisar as concepções de ensino e aprendizagem subjacentes aos planos de aulas para o uso das TIC desenvolvidos por professores de Ciências e Biologia que atuam na rede pública estadual do Paraná. Para isso, privilegiou-se a abordagem qualitativa e, por meio da análise de conteúdo (BARDIN, 1977), analisou-se 35 planos de aula de professores de Ciências e Biologia da Rede Estadual do Paraná que declararam usar TIC em suas aulas, relacionando-os às abordagens de ensino e aprendizagem sistematizadas por Mizukami (1986) e aos correspondentes modelos epistemológicos inerentes a cada uma delas (BECKER, 1995). Os resultados apontam que esses professores atribuem às TIC usos e significados que estão intimamente ligados às suas concepções de ensino e aprendizagem. Pela análise dos dados, há indícios de que nos planos de aula que têm o professor no centro do processo ensino-aprendizagem, o uso das tecnologias tende a ser feito da mesma maneira. Já naqueles planos que valorizam a interação professor e aluno, este assume papel ativo na construção do conhecimento mediado pelas TIC. Um dos fatores que pode estar contribuindo para essa diferença nas concepções dos professores é a formação recebida. De maneira geral, os professores pesquisados que apresentaram indícios de uma prática com características construtivistas cursaram a graduação após a segunda metade da década de 90 (período marcado pela revolução digital e disseminação dos computadores) e têm maior tempo de formação continuada na área educacional e cursos específicos sobre tecnologia. Com o intuito de contribuir com a formação docente, desenvolveu-se o produto educacional, que consiste em um material destinado aos professores de Ciências e Biologia, inspirado no uso das tecnologias em uma perspectiva construtivista.
Information and communication technologies (ICT) are present in our society and it is even more desirable that they could be used as resources in the educational context. However, to make it possible, it is known that numerous challenges and difficulties should be faced, such as deficiencies in teacher training for the use of technologies and lack of adequate infrastructure. In this context, it is necessary to understand how teachers, even those who face some challenges, plan to use ICT as a pedagogical strategy. This research, therefore, has the objective of analyzing the teachinglearning conceptions related to lesson plans that present the use of ICT in the school environment developed by Science and Biology teachers who work in public school. For this, the qualitative approach was privileged and, through content analysis (BARDIN, 1977), 35 Science and Biology lesson plans, written by teachers who work in public schools and that mentioned they have used ICT in their classes, were analyzed. The analysis related the lesson plans to the teaching-leaning approach presented by Mizukami (1986) and the corresponding epistemological models inherent to each one of them (BECKER, 1995). The results show that these teachers attribute to ICT uses and meanings that are closely linked to their teaching and learning conceptions. By analyzing the data, there are indications that in the lesson plans that have the teacher at the center of the teaching-learning process, the use of technologies tends to be done in the same way. On the other hand, in those plans that value the interaction between teacher and student, this assumes an active role in the construction of knowledge mediated by ICT. One of the factors that may contribute to this difference in teachers' conceptions is the training they have received when taking the graduation course. In general, teachers who presented a practice with constructivist characteristics attended the graduation after the second half of the 90's (period of digital revolution) and had more time of continuous training in the educational area and technology courses. With the aim of contributing to teacher training, the educational product was developed and it conconsists of a material for Science and Biology teachers, inspired by the use of technologies in a constructivist perspective.
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楊盛輝. "A study of teachers' opinion toward students rating of instruction at universities of science and technology." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/66934847247052442039.
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碩士國立屏東科技大學
技術及職業教育研究所
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Student ID: M9170010 Title of Thesis: A Study of Teachers’ Opinion toward Students Rating of Instruction at Universities of Science and Technology Institute: Institute of Vocational and Technological Education, NPUST Total Pages: 135 Graduate Date: July, 2004 Degree Conferred: Master Graduated Students: Shan-Huang Yang Adviser: Bri-Ru Chang Ph. D. Thesis abstract content: The purpose of this research was to analyze the situation of “Student Rating of Instruction” that was carried on twenty universities of science and technology. The difference of idea among faculties who have different background in these universities. The faculties’ background variables were gender, school character, age, position, education, years of teaching, and teaching field. By means of literature analysis and self-edited questionnaire, this research was aim at 436 teachers in 2003 spring semester at these universities of science and technology. The data were analyzed with using t-test and one-way ANOVA. The conclusions were as follows: 1. Most evaluation in these universities were carried out by the Dean of academic Office of these universities. Instructors were evaluated by the students taking the courses. The purpose of this evaluation is to help instructors improve their teaching skill. 2. Expect teacher’s position、education and years of teaching, there are significant differences at teacher’s background variables in process of processing level. 3. Expect teacher’s gender、position、teaching field, there are significant differences at teacher’s background variables in attitude of processing level. 4. Expect teacher’s age is significant differences at teacher’s background variables in content of ideal level, the others are opposite. 5. Expect teacher’s age is significant differences at teacher’s background variables in result factor of ideal level, the others are opposite. 6. Expect teacher’s years of teaching and teaching field are significant differences at teacher’s background variables in negative factor of ideal level, the others are opposite. 7. Expect teacher’s school character and age are significant differences at teacher’s background variables in application of applied level. Keywords: Student Ratings of Instruction, University of Science and Technology
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Hookstra, Glenn Maitland. "Middle school social studies : an examination of textbook, structure, classroom interaction, and student achievement." Thesis, 1989. http://hdl.handle.net/1957/38193.
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Middle School represents a period of transition for the
students. This transition is present not only in physical change,
intellectual change, and emotional change, but also in terms of
the type of reading instruction these students receive. One
approach to reading instruction moves from a direct approach
focusing on specific skills, to a functional approach of how to
apply those skills in the content area classroom. The latter
approach is process oriented, and focuses on learning the
content by reading and participating in relevant learning
activities.
The focus of this study was to examine the interaction which
takes place among textbooks, instructors, and students in the
area of Social Studies within selected middle schools. Three
phases were involved in this study.
Phase one: Grade six Social Studies textbooks were evaluated
using the Singer Reading Inventory, which evaluates the areas of
organization, explication, conceptual density, metadiscourse,
and instructional devices within a given textbook.
Phase two: Visitations to five middle school Social Studies
classrooms were conducted over an eight week period in an
effort to determine the types of instructional strategies
employed by teachers.
Phase three: Academic achievement was measured by
publisher provided examinations, teacher prepared
examinations, or an aggregate of daily scores.
Hypothesis one: Social Studies textbooks which are more
considerate will result in greater student achievement. This
hypothesis was rejected. The achievement of students was
inversely related to the results of the evaluation of the textbooks
as determined by the Singer Reading Inventory. The rejection
of this hypothesis must be qualified in terms of the content the
subareas of the Singer Reading Inventory measured, and the type
of information the student had to acquire in order to perform
well academically.
Hypothesis two: Teachers who employ more strategies which
are of a functional process approach will enhance student
achievement in the content areas. This hypothesis was retained.
The preceeding findings may be partially explained by
considering the possibility that some classroom instructors
compensate for the inadequacies of textbooks by providing more
effective strategies and activities which enhance the interaction
of information exchange within the classroom.Graduation date: 1990
10
Hinwood, Marian. "A study of influences and experiences contributing to the attitudes of a group of vocational students towards science." Thesis, 2013. https://vuir.vu.edu.au/24442/.
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This research project examines perceptions and attitudes towards science of a group of Technical and Further Education students studying Beauty Therapy at Victoria University. Many members of this group displayed a high level of science anxiety as described by Mallow, (1978). They lacked confidence in their science ability and were very anxious about passing the science units in their Beauty Therapy courses, despite having successfully passed science subjects at school. Previous observations on Beauty Therapy students showed that most succeeded in their science units but still lacked confidence in their ability to apply their knowledge. The science units in Beauty Therapy are complex and require a detailed knowledge of Human Biology, Anatomy, Physiology, Skin Biology, Cosmetic Chemistry, and Microbiology. The participants in the study were interviewed using a semi-structured interview working together with a questionnaire to establish background information. The probes covered the participants’ experiences in science at school together with their attitudes towards science and influences from other areas. The aim was to identify factors which undermined the confidence of these participants. The interviews were recorded and the transcripts were analysed for themes using a progressive coding process. The themes were grouped into clusters. The study showed clearly that the participants’ confidence in their science ability was undermined by their school experiences in science. It related to attitudes and pedagogies employed by a particular science teacher in their secondary school. Participants described enjoying science previously. Particular aspects identified were an inability to get help when they needed it; the use of sarcasm or derogatory remarks to discourage questions; boring lessons mostly composed of copying notes from the board or textbooks; lack of relevance and a lack of enthusiasm displayed by the teacher. This led to a situation where participants dreaded their science lessons and in some cases truancy.
Books on the topic "Science teachers Rating of Victoria"
1
W, Bybee Rodger, McCrae Barry, and Programme for International Student Assessment., eds. PISA science 2006: Implications for science teachers and teaching. Arlington, Va: NSTA Press, 2009.
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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.
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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.
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4
Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.
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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.
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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.
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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.
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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.
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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.
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10
Hollis, Emma, and Kelly Richens. Essential Guides for Early Career Teachers: Using Cognitive Science in the Classroom. Critical Publishing, 2021.
Find full textBook chapters on the topic "Science teachers Rating of Victoria"
1
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Science teachers Rating of Victoria"
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Miliszewska, Iwona, John Horwood, and Albert McGill. "Transnational Education through Engagement: Students' Perspective." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2609.
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A Computer Science degree is offered by Victoria University both locally in Australia and transnationally in Hong Kong. The degree includes a compulsory final year project subject. The project, a team effort, involves the design and implementation of a real- life computer application for an external client. The project model in Hong Kong was modified to accommodate a variety of time, distance, and cultural constraints, but its core components of group context, project-based problems, and outside focus remained unchanged. Australian teachers responsible for the program consider these three project components essential to transforming computing students into competent graduates. Do Hong Kong students support this view? This paper reports on a study of the students’ perceptions of the project experience and the relative importance of its three components. The paper concludes by considering the implications of the study on the project model.
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"Engaging Maritime Students in Lifelong Learning as Teacher’s Prime Mission [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4245.
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Aim/Purpose: The present research is devoted to teaching and training students in marine institutions of higher education including navigators that given the dynamic development of the maritime industry should still be in the early stages of education involved by teacher to lifelong learning and be able to teach others. Background: The rapid development of the marine industry, modern ship technical equipment, the constant tightening of requirements for ship owners in the environmental protection and cyber security fields are forcing teachers of maritime educational institutions to constantly improve their approaches to training future maritime specialists competitive in the labour market. The present study shows some solutions to this problem. Methodology: The used methodical methods are observations, conversations, questionnaires, analysis of students' coursework and diploma papers, cadets rating. The basis of the research is a detailed analysis of the studying process of the academic discipline “Ship’s theory and design” by cadets of the Marine Academy. Contribution: Ways to create the cadet’s and the future marine specialist’s ability to constantly develop and learn during his professional life as well as be able to be a mentor are presented. Findings: The study found that within the framework of the teacher’s main mission in marine education and in accordance with the conducted research mastery of competencies by the future navigator takes place in several important and different substantive directions. Among them there is a classical theoretical and practical training (in the laboratory and on board); investigation of accidents occurring in the world in the fleet; participation in research work with trainers, membership in international and local maritime communities and mentoring and as an extra result the formation of students’ critical and creative thinking. Recommendations for Practitioners: Possible application of the research results in the training of specialists from other various sectors of the economy. Recommendation for Researchers: The importance of introducing a competency approach (Competency Based Education) in the initial training of specialists in the maritime industry is emphasized in this paper. Therefore, it will be relevant for researchers in related areas. Impact on Society: Developing a student's ability to lifelong learning, being ready to understand and adopt technological progress is a possible way to form a conscious, healthy member of society. Future Research: The effectiveness of distance education and applying of innovative technologies in the navigators training is a priority research area.