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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
Full textAbstract:
ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
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Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907
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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.
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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.
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Werner, Peter, and Judith Rink. "Case Studies of Teacher Effectiveness in Second Grade Physical Education." Journal of Teaching in Physical Education 8, no. 4 (July 1989): 280–97. http://dx.doi.org/10.1123/jtpe.8.4.280.
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The purpose of this study was to describe the teaching behaviors of four teachers who had varying degrees of expertise in working with second grade students and to improve the teachers’ effectiveness. Four experienced teachers were asked to teach a six-lesson unit in jumping and landing skills to an intact class of their choice. Students were pre- and posttested on their ability to produce and reduce force using a force platform and a jump for distance without the platform. OSCD-PE (Rink, 1979) was used to describe the more general aspects of the teachers’ content development and managerial skills. Task presentation, nature of feedback, and appropriateness of student responses were obtained using the QMTPS (Rink & Werner, 1989). Additional information was obtained by counting practice trials and analyzing teacher written plans and approaches to content. Following the first teaching experience, the researchers gave feedback to the teachers and asked them to reteach the unit to a different class. Product and process measures were obtained in the same manner on the second teaching experience. Data were presented in a case study format. The results describe the importance of content knowledge, the ability to present information clearly, and holding students accountable for selected performance aspects.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Lamb, Penny, and Po Yuk Ko. "Case studies of lesson and learning study in initial teacher education programmes." International Journal for Lesson and Learning Studies 5, no. 2 (April 11, 2016): 78–83. http://dx.doi.org/10.1108/ijlls-02-2016-0005.
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Purpose – The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of this paper is to introduce the special issue which intends to stimulate and facilitate continued growth and interest in fostering models of Lesson and Learning Study within initial teacher education programmes. Design/methodology/approach – The guest editors present each of the papers and introduce key themes and concepts. Findings – The collection of papers shows the richness and value of embracing Lesson and Learning Study within initial teacher education programmes; whilst being mindful of the challenges and constraints inherent in the nature of national policy towards the training of teachers. Originality/value – The collection of papers contribute to existing literature exploring the effectiveness and impact of Lesson and Learning Study within initial teacher education.
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Kyriakides, L., C. Charalambous, G. Philippou, and R. J. Campbell. "Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics." School Effectiveness and School Improvement 17, no. 1 (March 2006): 3–32. http://dx.doi.org/10.1080/09243450500404293.
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Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.
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Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
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Yates, Judith M., Judith Lumley, Robin J. Bell, and Janita Bettio. "Method for cohort and nested case-control studies: the prevalence, timing and effectiveness of obstetric ultrasound, Victoria 1991–1992." Paediatric and Perinatal Epidemiology 9, no. 2 (April 1995): 225–40. http://dx.doi.org/10.1111/j.1365-3016.1995.tb00136.x.
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Msila, Vuyisile. "Teacher Unions, Schools and Success: Opportunities and Contradictions." International Journal of Learning, Teaching and Educational Research 21, no. 3 (March 30, 2022): 263–80. http://dx.doi.org/10.26803/ijlter.21.3.14.
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Teacher unionisation is among the under-researched themes in South Africa. The few teacher union studies focus on the notoriety of teacher unions’ activities, especially the impact of teacher strikes. Studies frequently demonstrate how teacher unions disturb education with a tendency to make schools ungovernable. In fact, in many studies, results have shown that strong union activity undermines school effectiveness. Additionally, these studies people revealed how various role-players such as parents, communities and district officials have maintained that effective teacher unions are the missing link to successful leadership as well as meaningful teaching and learning. This case study examined the potentially positive role of unions in two historically black schools in the Eastern Cape Province, South Africa. In both schools the principals were active members of two of the most powerful teacher unions in South Africa. At the time of the study, one principal was an office bearer in the South African Democratic Teachers’ Union (SADTU) whilst the other was aligned with the National Professional Teachers’ Organisation of South Africa (NAPTOSA). The paradox in both schools was that, despite the strong unionism, the union and school management collaboration appeared to bolster learner success, teaching and school principals’ effectiveness. The conclusions demonstrate that strong teacher unions are pivotal in building self-fulfilled teachers, the management of diversity and high levels of learner achievement. Finally, the school leaders proved that, with meaningful cooperation among role-players including teacher unions, underperforming schools have the potential to thrive.
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Lebedeva, Nataliya, Victoria Ismatullina, Shamil Sheymardanov, and Talgat Zhussipbek. "The Teacher is a Guide or Barrier to Mathematics: Case Studies in Russia, Kyrgyzstan and Kazakhstan." Education & Self Development 17, no. 3 (September 30, 2022): 278–95. http://dx.doi.org/10.26907/esd.17.3.20.
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Mathematics is an important subject to study. But the presence of mathematical and gender stereotypes affects the self-perception of mathematical abilities for boys and girls. In the future it may be associated with the choice of educational and career trajectories. In turn, the teacher acts as a guide in the formation of these ideas and motivation for the subject. Among the factors of the impact of the teacher on these formations, one can distinguish: the teacher's pleasure from teaching mathematics, their beliefs and ideas about mathematics, including teachers’ self-confidence in order to teach mathematics, etc. At the same time, the role of the teacher may vary depending on the structure of the educational process. This article discusses how important is the teacher in the educational environment when choosing an educational trajectory, as it develops interest to the subject and motivation for further learning on the example of three countries: Russia, Kyrgyzstan and Kazakhstan. The research methodology is a case-study research strategy: research I - the study of the attitude and motivation of schoolchildren to study mathematics, the role of the teacher in its study; research II - evaluation of the effectiveness of separate education based on the opinion of teachers. Our research showed that the main motivational factors are the content of education, which forms a set of knowledge about different types of careers, and the individual characteristics of teachers who introduce students to different subject areas. And segregated education can become an alternative strategy for achieving gender equality.
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Connor, M. A., and D. Reeve. "The Clean Technology Incentive Scheme of the State of Victoria, Australia." Water Science and Technology 29, no. 8 (April 1, 1994): 37–45. http://dx.doi.org/10.2166/wst.1994.0377.
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Over the past decade environment protection policies have placed increasing emphasis on waste minimisation and cleaner production techniques. The Environment Protection Authority in Victoria, Australia, has sought to encourage waste minimisation by establishing a Clean Technology Incentive Scheme. This Scheme makes available secured interest-free loans of up to $100,000 to selected small and medium-sized companies proposing to install proven yet innovative waste reducing technology. Applications are evaluated by a Review Committee drawn from a diversity of backgrounds. The technical feasibility, innovativeness, environmental benefits and financial soundness of proposals are assessed and a short-list of potential loan recipients prepared. The managerial competence and financial status of short-listed applicants is checked before loans are made. The Scheme was established in 1988 and since then 35 offers of loans have been made. Whilst the newness of the Scheme makes evaluation of its long-term effectiveness premature, results to date are encouraging. Case studies of three especially successful projects are presented.
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Minor, Elizabeth Covay, Guan K. Saw, Kenneth Frank, Barbara Schneider, and Kaitlin T. Torphy. "External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (November 2019): 1–30. http://dx.doi.org/10.1177/016146811912101106.
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Background/Context All organizations face turnover in their workforce; however, in schools high turnover can interfere with the effectiveness and efficiency of the school. While past research has examined school-related factors linked to teacher turnover, few studies have examined how external contextual factors are related to teacher turnover. This study examines the role of two external contextual factors in teacher turnover: economic downturns and changes in state curricular policy (the Michigan Merit Curriculum [MMC]). Purpose/Objective/Research Question/Focus of Study This study asks the extent to which the economic crisis of 2009 and the implementation of the MMC are related to school-level teacher turnover rates and whether those relationships vary by school locale and within the school year. Population/Participants/Subjects The data include full-time high school teachers in the state of Michigan aggregated to the school level. Research Design Using eight years of statewide longitudinal data from Michigan, the study employs school fixed effects models to account for possible differences in unobservable school characteristics that are constant over time and may be related to teacher turnover. The study examines teacher turnover at both the mid-year and the end of the year as teachers leave schools at various points during the school year. Additionally, this study considers how turnover is experience differentially by urbanicity. Findings/Results Between 3.2% and 15.5% of teachers left their school over the eight-year period. The rates of turnover varied by the time of the school year with more teachers leaving at the end of the year than during mid-year. There was a significant increase in teacher turnover rates around the announcement of the MMC as well as the economic downturn. While all locations were impacted by the announcement of the MMC, the largest amount of turnover occurred in urban areas and the lowest for suburban areas. In terms of the economic downturn, towns were impacted the most, followed by rural and suburban schools. Urban areas did not see a significant increase in teacher turnover related to the recession. Conclusions/Recommendations The authors conclude that external contextual factors are related to increases in teacher turnover independent of each other. How these factors relate to teacher turnover does depend on school locale. While this study was based in Michigan, all states have their own policy and economic pressures to consider in related to school-level decision making and teacher turnover.
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Goldschmidt, Gabriela, Hagay Hochman, and Itay Dafni. "The design studio “crit”: Teacher–student communication." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 24, no. 3 (July 12, 2010): 285–302. http://dx.doi.org/10.1017/s089006041000020x.
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AbstractThe design studio has been, and will probably continue to be, the cornerstone of design education. Its major feature is the one-on-one desk critique (crit), in which student and teacher discuss the student's work in progress on a regular and frequent basis. The studio is a learning by doing environment, and the crit is the setting in which students acquire design skills and knowledge, under the guidance of the teacher. Design teachers are usually practitioners who receive no pedagogical training, and the effectiveness of their teaching depends on experience, awareness, and talent. Here we offer a detailed qualitative and quantitative representation of the crit through analyses of three case studies, which were collected in second-year architectural studios. We use two types of protocol analysis methods: coding of verbalizations and linkography, which looks at links among verbalizations. We show the diversity in teachers' performance and point to common trends. We propose that analyses of this kind may serve as a major feedback instrument in the framework of a badly needed pedagogical basis for design education.
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Pawar, Dr Pramod, and Dr Sachin Ayarekar. "Support Required for Effective E-learning in Case of Pre-primary Education." International Journal For Multidisciplinary Research 04, no. 02 (2022): 24–29. http://dx.doi.org/10.36948/ijfmr.2022.v04i02.004.
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E-Learning has become integral part of life of students. Students from pre-primary to doctoral studies are now exposed to e-learning environment. This paper tries to find out the requirement in form of support system for effective e-learning environment. Researcher has reviewed 4 books, 18 research papers and 4 reports from reputed organizations. Factors like availability of devices and hardware, internet connectivity, performance of the teacher, flexibility in learning, interactivity, quality of e-learning material, capacity of the learner and motivation for the learner decides the effectiveness of e-learning. If these factors are maintained properly, it will create a grate learning experience for the students as well as for the teachers.
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Saed, Amin, Krisztina Karoly, and Erika Kopp. "Hungarian EFL teacher trainees' perceptions of the efficiency of university EAP instruction: A case study." Journal of Adult Learning, Knowledge and Innovation 5, no. 2 (July 6, 2022): 71–78. http://dx.doi.org/10.1556/2059.2022.00063.
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Abstract Informed by constructivism, the present qualitative case study first aimed to explore the effectiveness of English for Academic Purposes (EAP) instruction, as the case of the study, at a Hungarian university to understand the strengths, weaknesses, and difficulties that EFL teacher trainees (TTs) experience during their studies. Second, it aimed to investigate the perceived usefulness of EAP instruction in preparing EFL TTs for their future careers. This paper examines the case of five Hungarian EFL TTs' perceptions of EAP instruction with the help of semi-structured interviews to see the importance of EAP education in both the TTs' studies and in their future careers. To this end, through purposeful sampling, five fourth-year TTs were invited to participate in the study to obtain a deep understanding of EAP instruction from their points of view. The results revealed that EFL TTs recognize the purpose and importance of the university EAP instruction and hold favorable views towards the teacher training program in general and EAP instruction in particular. Moreover, they considered the EAP courses as crucial in their future success as EFL teachers. However, they complained about several issues such as lack of practice opportunities, clear-cut standards, and EAP-specific materials. Hopefully, the results will provide valuable insights into the Hungarian EFL TT program's success in preparing competent future teachers.
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Gao, Siyi. "Developing PowerPoint Standards for Teaching Chinese as a Foreign Language." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 1. http://dx.doi.org/10.17507/jltr.1101.01.
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As we live in a time when standards, frameworks, and benchmarks are becoming increasingly prominent, it makes sense that some sort of teacher technology standards would be desirable. Standards on the state or national levels call for the integrating of multimedia into teaching, but there are not clear guidelines illustrating how integrating a technology into the classroom should be accomplished. Nor is there an evaluation system in place to ensure that teachers possess the multimedia skills and knowledge required in teaching. It is thus important to devise a set of teacher technology standards as a resource for teachers as they attempt to integrate multimedia into their curricula. Therefore, this study provided a set of guidelines and standards for evaluating PowerPoint presentations for use in language teaching to provide more support to language teachers at the institutional level. In this article, four case studies of PowerPoint presentation in Chinese language teaching sample slides are explored to show how the devised standard guidelines and a score assessment system can be used to evaluate the effectiveness of a presentation and thus to help language instructors to develop their skills in making PowerPoint Presentations and improving teaching effectiveness. A proposed teacher PowerPoint standards were developed based on the author’s personal experience teaching Chinese using multimedia in classrooms in China, Europe and America will also be shared in this case study.
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Loan, Nguyen Thi Thuy. "A CASE STUDY OF COMBINED PEER-TEACHER FEEDBACK ON PARAGRAPH WRITING AT A UNIVERSITY IN THAILAND." Indonesian Journal of Applied Linguistics 7, no. 2 (September 30, 2017): 15. http://dx.doi.org/10.17509/ijal.v7i2.8345.
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Writing in English is challenging for ESL writers, so feedback is crucial in assisting them. Although several studies have been conducted on the effectiveness of peer and teacher-feedback in ESL writing, studies on the combined peer-teacher feedback model tend to be scarce. This study thus reported on the combined feedback model in two paragraph-writing classes of sixty students at a university in Thailand where English is taught as a foreign language, students are reported to be passive in class activities and most writing programs are still taught using the traditional method. Students’ peer comments (both valid and invalid ones), their revisions based on both their peers’ and teacher’s feedback (correct and incorrect revisions) and their grades on each paragraph were recorded, and a five-point Likert scale survey and a focus group interview were conducted. The findings indicated its success in terms of students’ positive attitudes towards this feedback model, the usefulness of peer comments, high percentages of feedback incorporations and the high overall writing scores. This paper is thus expected to shed some light on how Thai university students with their passive style of learning English positively react to this interactive activity and partly reflect how in-service teachers adjust feedback strategies in their actual teaching situations.
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Purnomo, Purnomo, Dian Julianto Wahyudi, Yoto Yoto, and Johan Wayan Dika. "Effectiveness of Service Training Based on Education and Training Model On-In-On-In for Dual Skills Program." Briliant: Jurnal Riset dan Konseptual 6, no. 4 (November 18, 2021): 822. http://dx.doi.org/10.28926/briliant.v6i4.838.
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The focus in this article is to reveal: (1) The purpose of participating in dual skills programs; (2) Effectiveness of In Service Training 1 (In-1); (3) Effectiveness of In Service Training 2 (In-2); (4) Competence Pedagogic and Dual Professional Teacher Skills. Dual Skills Program is the addition of assignments and functions of teachers from normative and adaptive teachers plus the task of teaching productive expertise competencies, carried out for 12 months using the On-In-On-In learning model. Type of case study research with multi-case study design. The results of this study (1) Motivation of teachers to participate in dual skills programs to obtain educator certificates and anticipate shortages of hours; (2) Implementation of In-Service Training 1 is quite effective; (3) Implementation of In Service Training 2 (In-2) is quite effective; (4) In general On-In-On-In training is quite effective; (5) Teacher competency after training is quite good. Constraints that occur are difficult to divide the teaching time and tasks from training dual skills programs which are quite a lot. To the development of science, especially vocational education, the results of this study are expected to be used as one of the comparative studies on the theory of the effectiveness of On-In-On-In training in obtaining dual related skills: (a) The purpose of participating in a dual expertise program (b) Effectiveness of In Service Training 1 (In-1), (c) Effectiveness of In Service Training 2 (In-2), (d) Competence of Dual Skills Teachers Post-On-In-On-In Training.
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Dębicka, Anna, and Karolina Olejniczak. "Entrepreneurial Pedagogy: An Example of Using Student-Developed Case Studies." Horyzonty Wychowania 19, no. 51 (September 26, 2020): 43–55. http://dx.doi.org/10.35765/hw.1892.
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RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy.
THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies.
THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented.
RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them. In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students. The results of the analysis permit concluding that student-developed case studies can be commonly used and allow developing a wide range of students entrepreneurial skills.
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Okazaki, Hirofumi, Yusuke Kanai, Masa Ogata, Komei Hasegawa, Kentaro Ishii, and Michita Imai. "Toward Understanding Pedagogical Relationship in Human-Robot Interaction." Journal of Robotics and Mechatronics 28, no. 1 (February 18, 2016): 69–78. http://dx.doi.org/10.20965/jrm.2016.p0069.
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[abstFig src='/00280001/07.jpg' width=""300"" text='Investigating pedagogical relationship' ]This study aims to investigate the behavior of a person who teaches a robot, and the behavior required for the robot to learn from such a person. A robot used for education needs to have a pedagogical relationship, namely, to understand the roles of teacher and learner, and recognize user behavior. In order for a robot to establish a pedagogical relationship with people, it has to understand the characteristic behavior of the person teaching it. Moreover, the robot needs to demonstrate to its “teacher” the characteristic behavior learned from this person. For this purpose, we observe and analyze through case studies the characteristic behavior of a human teacher and the effectiveness of the behavior designed for the robot. The results of the observation and analysis of a situation where a person teaches a robot a game on a tablet device show that, as the robot attempted through trial-and-error to perform the actions learned from the human teacher, the latter became more careful when teaching, and attempted to verify what the robot expressed to show its human teacher how much it understood.
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Bowen, Ceri. "Novel adaptations of mindfulness in the UK Armed Forces during peacetime." Journal of the Royal Army Medical Corps 165, no. 2 (December 19, 2018): 102–5. http://dx.doi.org/10.1136/jramc-2018-001087.
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Mindfulness approaches to promoting resilience and mental fitness within the UK Armed Forces have very recently emerged against a backdrop of studies from abroad, leading to a plethora of initiatives. These studies have used biological and cognitive markers of sustained attention and the human stress response, before and after training, in the period prior to deployment and made assertions of effectiveness on this basis. Progress has similarly been made in applying versions of mindfulness meditation to veteran patient groups with several difficult-to-treat conditions, to combat high dropout from services when little patient choice is offered. In short, a case has been made for offering mindfulness interventions as a further treatment option in combination with other approaches to maximise engagement with mental health services. Meanwhile, within the mindfulness literature more and more focus has been placed on ways to improve treatment fidelity and enhance teacher competency, and investment in teacher training is seen as essential for successful outcomes in any controlled trial.
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Ahram, Roey, Edward Fergus, and Pedro Noguera. "Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts." Teachers College Record: The Voice of Scholarship in Education 113, no. 10 (October 2011): 2233–66. http://dx.doi.org/10.1177/016146811111301004.
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Background/Context The last two reauthorizations of the Individuals with Disabilities Education Act established a policy mandate for districts to take action to reduce high rates of minority overrepresentation in special education. Purpose/Objective/Research Question/Focus of Study The overrepresentation of Black and Latino students in special education suggests a convergence of two distinct processes: (1) assumptions of cultural deficit that result in unclear or misguided conceptualizations of disability and (2) the subsequent labeling of students in special education through a pseudoscientific placement process. This article explores how the social construct of the “normal child” became racialized through the special education referral and classification process, and subsequently produces disproportionality. Setting This research was conducted in two multiracial suburban school districts in New York State that were identified as having an overrepresentation of students of color. Population/Participants/Subjects Participants in the study consist of teachers and administrators within the two identified districts. Intervention/Program/Practice Intensive technical assistance was provided to these districts to identify the root causes of disproportionality and was subsequently followed by customized professional development. Three overarching activities of technical assistance were: observing in classrooms in each of the school districts; providing root cause analyses of disproportionality; and providing culturally responsive professional development. Research Design This research used mixed methods in collating district data, conducting technical assistance sessions with districts to identify the factors contributing to disproportionality, and creating 3-year professional development plans to address overrepresentation. In addition, researchers facilitated culturally responsive professional development to targeted groups of practitioners on topics related to improving teacher and district effectiveness in meeting the academic needs of children of color. Findings/Results Findings were: (1) cultural deficit thinking in educators’ construction of student abilities; (2) the existence of inadequate institutional safeguards for struggling students; and (3) attempts at addressing disproportionality often result in institutional “fixes” but not necessarily changes in the beliefs of education professionals. Conclusions/Recommendations The implementation of a culturally responsive framework can produce a shift in the special education placement process and lead to a reduction in disproportionality rates. Of note is confirmation that teacher–student interactions that begin the procedures triggering disproportionality are mired in teachers’ cultural deficit thinking. However, although teachers’ beliefs about students may change extremely slowly, effective school practices can interrupt the influence of deficit thinking.
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Nuwaha, Wilber, Gershom Atukunda, and Florah Kyayemagye. "The Relationship between Workload and Teachers Effectiveness in Secondary Schools: A Case of Uganda." East African Journal of Education Studies 6, no. 1 (January 4, 2023): 1–10. http://dx.doi.org/10.37284/eajes.6.1.1035.
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The study assessed the relationship between teachers’ workload and their effectiveness in secondary schools. A descriptive survey design was adopted for this study to determine the frequency of occurrences of the phenomenon and discover whether or not there is a relationship that exists between the variables. The target population of this study comprised Headteachers, Deputy Headteachers, Directors of Studies, and class teachers in the selected Secondary Schools in Sheema Municipality, Sheema Municipality. The study employed a questionnaire and interviews. The study used Pearson correlation to determine the level of statistical relationship between workload and teachers’ effectiveness. Results indicate that there is a weak but significant positive correlation between teachers’ workload and their effectiveness in secondary schools (r=0.012, p<0.045). It was found that teachers are always prepared when holding classes. It was concluded that teachers in secondary schools of Sheema Municipality are given other responsibilities apart from teaching. These include; duty supervision, monitoring, some co-curricular activities like drama, football guidance, and counselling. It was also concluded that teachers in secondary schools of Sheema Municipality are effective in terms of students’ improvement in discipline and good performance registered in terms of academics. It was also concluded that more workload for teachers affects their effectiveness negatively, that is, failure to prepare schemes of work, and lesson plans, assess learners, maintain discipline, and participate in co-curricular activities. The study recommends that the government should set more innovative guidelines for teacher workload in schools to enable school administrators not to overload the teachers, which may result in ineffectiveness.
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Moore, Laurence, Andrea de Silva-Sanigorski, and Sue N. Moore. "A socio-ecological perspective on behavioural interventions to influence food choice in schools: alternative, complementary or synergistic?" Public Health Nutrition 16, no. 6 (March 4, 2013): 1000–1005. http://dx.doi.org/10.1017/s1368980012005605.
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AbstractObjectiveAn increasing focus on legislation, policy and guidance on the nutritional content of school food has in part been in response to the limited impact of more behavioural or educational approaches. However, there is a risk that a sole focus on policy-level action may lead to neglect of the important contribution that more behavioural approaches can make as components of effective, coordinated, multilevel action to improve the dietary intake of schoolchildren. The current paper aims to highlight the potential importance of viewing alternative approaches as complementary or synergistic, rather than competing.DesignThe socio-ecological and RE-AIM frameworks are used to provide a theoretical rationale and demonstrate the importance of explicitly identifying the interdependence of policies, interventions and contextual structures and processes. School food case study evidence is used to exemplify how understanding and exploiting these interdependencies can maximise impact on dietary outcomes.SettingCase studies of trials in schools in the UK (South West England and Wales) and Australia (Victoria).SubjectsSchoolchildren.ResultsThe case studies provide examples to support the hypothesis that the reach, effectiveness, adoption, implementation and maintenance of school food policies and interventions can be maximised by understanding and exploiting the interdependence between levels in the socio-ecological framework.ConclusionsRather than being seen as competing alternatives, diverse approaches to improving the diets of schoolchildren should be considered in terms of their potential to be complementary and synergistic, acting at multiple levels to improve acceptability, fidelity, effectiveness and sustainability.
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Li, Hongchun, Jingfang Sun, Yuan Zhou, Shuang Ding, Yi Guo, Qingqing Jiang, Shibao Li, and Ping Ma. "The utility of competency-oriented clinical laboratory teaching combined with case-based learning (CBL)." Clinical Chemistry and Laboratory Medicine (CCLM) 59, no. 11 (July 6, 2021): 1784–89. http://dx.doi.org/10.1515/cclm-2021-0467.
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Abstract Objectives This study aimed to evaluate the effectiveness and efficiency of competency-oriented clinical laboratory teaching combined with case-based learning (CBL) and improve the examination of students’ competence of laboratory medicine. Methods A total of 107 medical laboratory medicine interns at the Affiliated Hospital of Xuzhou Medical University from June 2017 to July 2019 volunteered to participate in the study and were randomly assigned into a control group with training of the traditional teacher-centered method, and an experimental group under a CBL teaching program. Student basic theory tests and skill assessment were designed to evaluate what the students gained from their internship when they completed their studies at the Affiliated Hospital of Xuzhou Medical University. Results Compared to students in the control group taught with the teacher-centered method, those in the CBL teaching program had significantly higher theory test scores and skill assessment scores on average. Competencies with particularly significant improvement included identification and processing of instrument alarm information, analysis of test results, identification and solution of the problem, as well as identification and reporting of the critical value and clinical communication. Conclusions The competency-oriented teaching method combined with CBL is an effective method for improving students’ professional knowledge, increasing language expression, and enhancing interpersonal relationship and teamwork, which is worthy of being promoted in laboratory medicine teaching.
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Espina, Jacqueline I. "The Effectiveness of Critical Evaluation and Questioning Techniques to Increase Students’ Critical Thinking Skill: A Case Study." JELITA: Journal of Education, Language Innovation, and Applied Linguistics 1, no. 1 (January 25, 2022): 1–9. http://dx.doi.org/10.37058/jelita.v1i1.4283.
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This is a case study involving twenty-six (26) freshman Bachelor of Science in Social Work students of Leyte Normal University who are taking Purposive Communication in Semester 2, SY 2019-2020 as its subject. Based on the teacher-researchers observation and result of informal interviews with the students, they were generally quiet and seldom or never asked critical questions during class discussions because they were shy and did not know what questions to ask. It explored the effectiveness of Verderber, et.al.’s critical evaluation and questioning techniques in enhancing critical evaluation and questioning behaviour or performance of the students, as well as its other positive impacts on them as students. The researcher has not encountered any studies that specifically utilized the said techniques. The intervention had positive results. Based on the students’ responses, their critical questioning behaviour or performance was improved in the sense that they learned to ask questions for clarification, to express contradiction or opposition, and to test the credibility of information and validity of the speaker’s contention. It also helped them transform into active learners, confident speakers, and critical thinkers. Hence, teaching students’ critical evaluation and questioning techniques can enhance their critical thinking skills and increase their engagement as well.Keywords: Critical thinking; Critical evaluation; Questioning techniques.
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Sa'adah, Lailatus. "Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate." JSSH (Jurnal Sains Sosial dan Humaniora) 2, no. 2 (March 8, 2019): 251. http://dx.doi.org/10.30595/jssh.v2i2.2953.
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Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.
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Weng, Sung-Shun, Yang Liu, and Yen-Ching Chuang. "Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model." Sustainability 11, no. 19 (October 2, 2019): 5471. http://dx.doi.org/10.3390/su11195471.
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China is pushing universities to implement reforms in order to achieve the sustainable development goals, but with the development level of teachers becoming the key restricting factor. In this sense, teacher evaluation and improvement act as positive factors for China to achieve the 2030 sustainable development goals. Previous studies on teacher evaluation have usually assumed that the relationship between the evaluation criteria is independent, with the weights of each standard derived from this assumption. However, this assumption is often not in line with the actual situation. Decisions based on these studies are likely to waste resources and may negatively impact the efficiency and effectiveness of teachers’ sustainable development. This study developed an integrated model for the evaluation and improvement of teachers based on the official teacher evaluation criteria of China’s International Scholarly Exchange Curriculum (ISEC) programme and a multiple criteria decision-making methodology. First, a decision-making trial and a laboratory-based analytical network process were used to establish an influential network-relation diagram (INRD) and influential weights under ISEC standards. Next, an important performance analysis was used to integrate the weight and performance of each standard to produce a worst-performance criterion set for each university teacher. Finally, the worst performance set used an INRD to derive an improvement strategy with a cause–effect relationship for each teacher. This study chose a Chinese university that has implemented teaching reform for our case study. The results show that our developed model can assist decision-makers to improve their current evaluations of teachers and to provide a cause–effect improvement strategy for education reform committees and higher education institutions.
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Tai, Kentaro, Shutaro Jinno, Namika Motoshima, Toshiyuki Miyara, Takeru Shima, Miki Suetsugu, Masaki Fumoto, and Hiroyuki Imamura. "A study of a karate trial teaching class in a teacher training course − based on students’ formative assessment." Revista de Artes Marciales Asiáticas 14, no. 2s (November 18, 2019): 9. http://dx.doi.org/10.18002/rama.v14i2s.6001.
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<div><p>The purpose of this study was to examine the effectiveness of a karate trial teaching class in an initial teacher training course, through students’ formative assessment. It involved two case studies of trial teaching classes of karate and that of two other activities, taught by the students of an initial teacher training course. The results were assessed using the Students’ Formative Assessment of Physical Education (P.E.) Classes scale. Results showed significant differences between groups in “New discovery” (<em>p</em><.05) and a trend toward statistical significance in “Skill growth”, “Fun Exercise” and “Learning friendly” (<em>p</em><.10) based on the classes provided by karate and other teaching materials. This implies that karate might have different acute effects on students’ learning process in the context of school-level physical education.</p></div>
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Rutkowska, Katarzyna, and Mirosław Zalech. "Job Satisfaction of a Physical Education Teacher as Seen by School Community." Physical Culture and Sport. Studies and Research 68, no. 1 (December 1, 2015): 34–42. http://dx.doi.org/10.1515/pcssr-2015-0026.
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AbstractIn A high level of satisfaction with a job influences the effectiveness and increases the quality of performed tasks. In the case of physical education teachers it is connected not only with a higher commitment to passing knowledge and skills but also with instilling passion in their students. The aim of the study was to analyse how school community perceives job satisfaction of physical education teachers. The research included 148 teachers and 171 students who were divided into three groups by means of random-purposive sampling. The groups were as follows: physical education teachers (n=22), teachers of other subjects (n=22) and students (n=22). The results obtained from these respondents (n=66) were subjected to further analysis. In the study a modified Polish version of the Satisfaction with Life Scale (SWLS) prepared by Juczyński (2001) was used. It made it possible to diagnose the job satisfaction of physical education teachers. The analyses revealed that the subjects assess the job satisfaction of a physical education teacher at an average or low level. This assessment showed significant differences between physical education teachers and teachers of other subjects. The study also revealed differences between groups with regard to two out of five scores in the SWLS.
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Kornakova, Maria, and Alan March. "The role of citizens in DRR planning exercises: when to inform or consult." International Journal of Disaster Resilience in the Built Environment 8, no. 02 (April 10, 2017): 209–22. http://dx.doi.org/10.1108/ijdrbe-12-2014-0077.
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Purpose The purpose of this research paper is to explore the role and effectiveness of particular participation styles that affect the effectiveness of urban planning being integrated with disaster risk reduction (DRR) practices. Design/methodology/approach This research was conducted using a heuristic approach to the examination of urban planning and DRR practices focussing particularly upon citizens’ participation in four case studies internationally: the UK floods in 2007; Hurricane Katrina in the USA in 2005; wildfires of 2009 in Victoria, Australia; and Swiss avalanche prevention and preparedness. Desktop research was conducted to analyse cases and identify key findings, confirmed and augmented by interviews with relevant specialists in each country through semi-structured interviews. Findings The research reveals some similarities across all four cases studied. It appears that urban planning and DRR approaches, particularly those with a regulatory outcome and based on highly technical tests, are common. Further, it is apparent in the cases studied that circumstances where deeper technical knowledge and/or self-interest are strong factors, that informing and sometimes consulting styles are the most appropriate. While the scope of the paper means that this principle cannot be widely applied, there is a need to investigate these issues further. Research limitations/implications The heuristic and inductive nature of this research limits the potential for in-depth analyses of the case studies, but rather provides a base for future research in this area, which currently has limited literature. Originality/value This study provides a wide base for future research and partially addresses the gap in the literature on the topic of integration of urban planning and DRR with a focus on the community involvement in it.
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Fang, Ruijian, Zhuo Yang, Yuchang He, Yaodong Wang, and Huiying Zhang. "Effectiveness Evaluation of Physical Education Flipped Classroom Teaching Based on Knowledge Construction." Mobile Information Systems 2022 (June 30, 2022): 1–12. http://dx.doi.org/10.1155/2022/1507167.
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Traditional teaching methods have faced unprecedented challenges as a result of educational reform, but it also presents limitless opportunities. The development of the flipped classroom teaching mode provides inspiration for the development of a PE teaching mode. This paper connects PE teaching with the “flipped classroom” teaching mode and designs an evaluation system for PE flipped classroom teaching based on the perspective of knowledge construction. The weight values of the contents of all levels of the evaluation dimensions of classroom teaching effectiveness are established in this paper, as well as the conceptual model and data table structure of the system database. In addition, using literature, questionnaires, and case studies, this paper investigates the effectiveness and application ideas of the “flipped classroom” teaching mode in PE classes. Experiments show that this method has an evaluation accuracy of 95.37 percent, which is about 13 percent higher than traditional methods. It is feasible and practicable in some ways. Additionally, flipping the classroom can increase student engagement, improve test scores, and increase teacher satisfaction. This study is expected to promote the use of the “flipped classroom” teaching mode in PE classes at colleges and universities, thereby speeding up the reform of PE education.
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Cajkler, Wasyl, and Phil Wood. "Mentors and student-teachers “lesson studying” in initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (April 11, 2016): 84–98. http://dx.doi.org/10.1108/ijlls-04-2015-0015.
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Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.
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Nurbani, Rina, and Dwi Rachma Helianthi. "Wrist Ankle Acupuncture (WAA) and Body Acupuncture Accelerates Neurorehabilitation in Bell's Palsy: A Case Report." Journal of Agromedicine and Medical Sciences 7, no. 3 (October 31, 2021): 136. http://dx.doi.org/10.19184/ams.v7i3.24818.
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Bell’s Palsy (BP) is an acute unilateral facial paralysis due to idiopathic inflammation of the peripheral facial nerve. Corticosteroids, antiviral drugs, and physical therapy could be useful to treat BP, however these treatments could not bring complete recovery. Acupuncture could be an alternative option for BP and to show its effectiveness, we present a case report, a patient with BP treated with acupuncture. A 48-year-old female patient, a kindergarden teacher, already treated with corticosteroid and antiviral agents as soon as BP was diagnosed. Six weeks later, patient didn’t recover, with House-Brackmann score stage 3. Acupuncture was perfomed at local and distance acupoints at ears, body and face. Wrist Ankle Acupuncture (WAA) L1,2; ear acupuncture at zero point; and body points were stimulated by electroacu-puncture. After acupuncture therapy, the House-Brackmann score was grade 2. Medical options for the sequelae of BP are limited. Acupuncture’s effectivity in Bell palsy patients’ should be shown with more clinical studies.
Keywords: Acupuncture; Wrist Ankle Acupuncture; Bell’s Palsy; Recovery
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Hadjilambrinos, Constantine, and Mario Junco. "A Study of the Extent and Effectiveness of Incorporating Environmental Topics in the Science Curriculum of Secondary Schools in Dade County." Bulletin of Science, Technology & Society 17, no. 5-6 (November 1997): 331–38. http://dx.doi.org/10.1177/0270467697017005-618.
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The infusion of environmental topics in science courses has long been considered an especially appropriate method of implementing the STS approach to science teaching. While this claim has been supported by anecdotal accounts and case studies, there are few relevant quantitative studies. To begin filling this void, a survey of science teachers in secondary schools in Dade County, Florida, was conducted to investigate the extent and effectiveness of the infusion of environmental topics in the science curriculum. The results of this study indicate that the responding science teachers are very likely to incorporate environmental topics in their science classes. They do this regardless of their length of tenure, and most have engaged in the practice from the beginning of their careers. Finally, while the experience of a teacher in using environmental topics has some positive effect in increasing student interest, the success of this method depends much more strongly on the frequency of its use. Those teachers routinely using environmental topics as a vehicle for teaching science are most successful with it.
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CAREY, MICHAEL D., and PETER K. DUNN. "FACILITATING LANGUAGE-FOCUSED COOPERATIVE LEARNING IN INTRODUCTORY STATISTICS CLASSROOMS: A CASE STUDY." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (November 30, 2018): 30–50. http://dx.doi.org/10.52041/serj.v17i2.157.
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With the GAISE emphasis on prioritising concept development over mathematical calculation in statistics education, statistical language has increasingly become the focus of research. Yet, there is a dearth of research investigating techniques to teach statistical language. To redress this gap, we introduced a group of statistics tutors to some cooperative learning techniques commonly used to teach language and concepts in other disciplines (Jigsaw and Think-Pair-Share). The twofold aim was to explore the tutors’ uptake of the techniques and how to improve their proficiency in implementing the techniques. The techniques were delivered experientially with tutors through a professional development session followed by implementation of the techniques in their tutorials. A semester-long exploratory case study was conducted using surveys, focus group sessions and shared self-reflection on a digital discussion board. From the tutors’ reported experience and feedback, areas for improvement in the implementation of the techniques were identified, pertaining to the effectiveness of the techniques, expectations of teacher and student roles in learning, and classroom management. Plans for addressing these areas for improvement in future studies are presented, which include enhancing the professional development and adding in-class mentoring of tutors. First published November 2018 at Statistics Education Research Journal Archives
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KERIMBAYEVA, B. T., Y. R. KERIMBEKOV, and D. D. SAPARGALIYEVA. "THE IMPORTANCE OF DEVELOPING A NETWORK COMMUNICATIVE CULTURE OF THE FUTURE TEACHER." Iasaýı ýnıversıtetіnіń habarshysy 126, no. 4 (December 15, 2022): 281–93. http://dx.doi.org/10.47526/2022-4/2664-0686.24.
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The article defines the meaning of the concept of transformation in accordance with the characteristics of various fields of science, clarifies the features of digital transformation for educational organizations. The levels of replacement, improvement, change and transformation of changes in pedagogical practice are determined, which are a clear manifestation of digital transformation in education. In addition, the role of communicative revolutions in the history of mankind is determined. The value of communicative culture is determined in the case of interaction between communication and culture. The communicative qualities of the individual, which form the basis of pedagogical relations, are studied. The meaning of the concepts communicative culture of the teacher, pedagogical communication, and intercultural communication is determined. The role of the components of the teacher's communicative culture in professional pedagogical activity is considered. The communicative culture of a teacher is defined as a set of cultural norms, knowledge and values, knowledge and skills used in the course of his personal and pedagogical communication, contributing to its effectiveness. As components of a communicative culture, it is based on the ability for interpersonal relationships, acceptance and respect for opinions, differentiation and presentation of arguments, discussion of problems, readiness to communicate harmoniously and politely with strangers. As a result of the rapid development of information and communication technologies, the Internet has had a positive impact on increasing access to information for education and teachers. The network communication direction of traditional communication theory is often discussed today in the focus of attention of researchers and scientists. The content of the ethical principles of communication on the Internet is specified through psychological, emotional, technical, decorative and administrative categories. In the article, pedagogical communication in the electronic environment is considered as a developing pedagogical scientific direction that studies the effective interaction of participants in the educational process in the electronic educational environment. The actual communication skills of the teacher in the context of digitalization of educational processes are systematized. The effective factors of using network communications in the educational space of higher education organizations are revealed. The effectiveness of the use of training technology in the development of a communicative online culture of future teachers is substantiated.
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Williams, Laurel A., Deborah I. Fels, Graham Smith, Jutta Treviranus, and Roy Eagleson. "Using PEBBLES to Facilitate Remote Communication and Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 1 (October 1997): 320–24. http://dx.doi.org/10.1177/107118139704100172.
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When a student is away from school for an extended time due to illness, s/he is provided with a tutor or in-hospital classrooms to keep up with studies. This isolates the child from normal classroom experiences. A remote controlled communication system, PEBBLES (Providing Education By Bringing Learning Environments to Students), was developed which allows a remote student to communicate with his/her regular class and provides the student with a classroom presence. Two case studies were conducted to examine the effectiveness of PEBBLES in allowing a student to participate in the classroom, to communicate with his/her teacher and classmates, and to have a distinct presence in the classroom. Results indicate that the students can communicate successfully using PEBBLES. The remote participants appeared to have a presence in the classroom environment and were positive about their experiences. Gaining the attention of the instructor through the system seemed to be more difficult.
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Lindenmayer, D. B., C. MacGregor, and P. Gibbons. "Comment Economics of a nest-box program for the conservation of an endangered species: a re-appraisal." Canadian Journal of Forest Research 32, no. 12 (December 1, 2002): 2244–47. http://dx.doi.org/10.1139/x02-142.
Full textAbstract:
Spring et al. (D.A. Spring, M. Bevers, J.O.S. Kennedy, and D. Harley. 2001. Can. J. For. Res. 31: 19922003) recently published a paper on the economics of a nest-box program for the endangered arboreal marsupial, Leadbeater's possum (Gymnobelideus leadbeateri) in southeastern Australian forests. While their paper is a useful one, there are some important limitations of nest-box programs that need to be highlighted. In the case of Leadbeater's possum, we have undertaken extensive nest-box studies in Victoria mountain ash (Eucalyptus regnans F. Muell.) forests, where the vast majority of populations of the species now occur. Although large numbers of nest boxes have been deployed, very few have actually been occupied, which is a major problem since the effectiveness of any nest-box program will depend on patterns of use by the target species. Given very low levels of nest-box occupancy, harvesting regimes such as those that lead to on-site tree retention are needed to better conserve hollow-dependent species like Leadbeater's possum. Moreover, the need for nest boxes in the first place indicates that logging practices are presently not ecologically sustainable, and modified forestry practices need to be adopted.
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RISNAWATI, RISNAWATI. "Upaya Meningkatkan Kemampuan Mengenal Koperasi Dalam Meningkatkan Kesejahteraan Keluarga Melalui Metode Picture And Picture Pada SD Negeri 023 Pandau Jaya." Jurnal Daya Saing 3, no. 1 (February 15, 2017): 72–76. http://dx.doi.org/10.35446/dayasaing.v3i1.85.
Full textAbstract:
Abstract: Social Lessons for elementary school students need a lot of methods in order to achieve effectiveness pembelejarannya. As in the social studies teachers need to implement a variety of methods. Case at 023 elementary schools Pandau Jaya require attention and of the study of literature allegedly using picture and picture can improve student understanding. Using action research method and samples of primary school and analyzed descriptively. The results showed that the portrait IPS learning already achieved the expected objective teacher performance indicators set out in> 85% of the number of students in a class have achieved mastery learning individually. There is a learning outcome IPS particularly in sub discussion of cooperatives in improving the welfare of the community, through teaching methods picture and picture already improving student understanding.
Keywords: Ability to know Cooperative, Methods Picture and Picture
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Kultsum, Ummi, Khamami Zada, Maya Defianty, and Mumin Roup. "Muslim Women Leadership: The Catalytic Style in Developing School Members' Psychological Well-Being Amidst Global Pandemic." Islamic Guidance and Counseling Journal 5, no. 2 (October 10, 2022): 119–34. http://dx.doi.org/10.25217/igcj.v5i2.2711.
Full textAbstract:
This article investigates how women principals practice their leadership to address the global pandemic challenges encountered by Islamic-based junior high schools or madrasah Tsanawiyah (MTs). The study examines the key behaviors and practices school leaders, particularly women, implement to address the global pandemic challenges. Some challenges in the global pandemic, including learning management, developing an online curriculum, school facilities, teacher performance, and school members' psychological well-being, were indicated to hinder the learning effectiveness in MTs. The MTs principals, the top-level leaders in the institutions, play a critical role in addressing these issues. This research utilized a multiple case study approach and collected qualitative data from six MTs in Bogor, Tangerang, and Bekasi. An in-depth interview with 18 participants was conducted to investigate the women's principal leadership practices. The findings revealed that principals displayed a catalytic leadership approach through an agent of change where school members and stakeholders are invited to change the curriculum system and performance to respond to the challenges of the global pandemic. The results of this study also indicate that most female principals prioritize the well-being of teachers and students in facing learning challenges in the pandemic era.
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Spalding, Elizabeth, and Angene Wilson. "Demystifying Reflection: A Study of Pedagogical Strategies that Encourage Reflective Journal Writing." Teachers College Record: The Voice of Scholarship in Education 104, no. 7 (October 2002): 1393–421. http://dx.doi.org/10.1177/016146810210400704.
Full textAbstract:
Reflection is a mysterious concept to many of the students who enter our graduate-level, secondary teacher education program at a large, Southeastern university. Although all already hold degrees in their subject areas and many have extensive life and work experience, few have written—or perhaps even thought—reflectively during their academic careers (King & Kitchener, 1994). The purpose of this study was to identify pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the 1st semester of a yearlong professional program. A secondary purpose was to study the effectiveness of our own practices as teacher educators. We present brief case studies of four preservice teachers who met our criteria for growth in reflection and report their views of how and why they became more reflective over the course of the semester. We found that no single pedagogical strategy was best and that students responded differently to different strategies. These preservice teachers benefited from spending class time on defining, discussing, and viewing models of reflection. Overall, personalized feedback on their journals and their relationships with their instructors were most important in helping them grow. We must actively teach and model reflective skills in a variety of ways if we are to demystify reflection.
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Burgess, Cathie, and Paddy (Pat) Cavanagh. "Cultural Immersion: Developing a Community of Practice of Teachers and Aboriginal Community Members." Australian Journal of Indigenous Education 45, no. 1 (November 27, 2015): 48–55. http://dx.doi.org/10.1017/jie.2015.33.
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A lack of teacher awareness of the cultural and historical background of Aboriginal students has long been recognised as a major causative factor in the failure of Australian schools to fully engage Aboriginal students and deliver equitable educational outcomes for them. Using Wenger's communities of practice framework, this paper analyses the effectiveness of the Connecting to Country (CTC) program in addressing this issue in New South Wales (NSW) schools whereby Aboriginal community members design and deliver professional learning for teachers. Qualitative and quantitative data from 14 case studies suggest that the CTC program has had a dramatic impact on the attitudes of teachers to Aboriginal students, on their ability to establish relationships with the local Aboriginal community and on their willingness to adapt curriculum and pedagogy to better meet the needs of their students. As Aboriginal community members and teachers developed communities of practice, new approaches to Aboriginal student pedagogies were imagined through a sense of joint enterprise, mutuality and shared repertoire, empowering all participants in the CTC journey. Implications from this research highlight the importance of teacher professional learning delivered by Aboriginal people, Aboriginal community engagement in local schools and addressing deficit discourses about Aboriginal students and their families.
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Wenzel, Alicia, Katrina A. Hovey, and Annie Ittner. "Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement." Athens Journal of Education 10, no. 1 (January 27, 2023): 85–100. http://dx.doi.org/10.30958/aje.10-1-5.
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This year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study’s purpose was twofold: 1) to explore the extent to which this group used formative assessments in their classrooms to positively impact student learning, and 2) to examine strengths and areas for improvement within our EPP based on our observations of the teacher participants’ practice and impact on their students. Multiple data sources were collected and analyzed. Based on participant interviews, survey data, and observations, findings indicate that our EPP coursework and clinical experiences contribute to beginning teachers’ effective use of formative assessments to impact student learning. However, findings support recommendations for EPP continuous improvement. This study highlights the importance of completing self-studies to determine strengths of an EPP and areas for improvement so EPPs, teachers, and K-12 students have greater success. To increase the effectiveness of teacher training, EPPs must continuously evaluate the efficacy of their educator preparation programs including evaluating their graduates’ ability to transition from pre to in-service teachers and implement effective pedagogical practices that promote student success. Keywords: formative assessment, educator preparation, continuous improvement
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De Bondi, Natasha, John G. White, Mike Stevens, and Raylene Cooke. "A comparison of the effectiveness of camera trapping and live trapping for sampling terrestrial small-mammal communities." Wildlife Research 37, no. 6 (2010): 456. http://dx.doi.org/10.1071/wr10046.
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Context. There is an increasing reliance on the use of camera-trap technologies for surveys of medium to large terrestrial mammals. Camera trapping may, however, also have significant applications for broad-scale surveys of small mammals. Aims. The present study aims to compare results from camera-trapping surveys to those of the more traditional live-trapping techniques. Specifically, it aims to test the effectiveness of the techniques for detecting species, and the cost effectiveness of both approaches. Methods. Surveys were conducted across 36 sites in the Grampians National Park, Victoria, Australia, between April and July 2009. At each site, independent surveys were conducted for small mammals by using a combination of Elliot and cage trapping, then camera trapping. Results for the two different approaches were compared for both their ability to generate small-mammal presence data and their cost effectiveness. Key results. Camera-trapping surveys of 36 sites in the Grampians National Park compared favourably with those of live-trapping surveys. Similar species were detected across the sites, and camera trapping was a considerably more cost effective than live trapping. Conclusions. Camera-trapping surveys of small terrestrial mammals may provide a new and cost-effective technique for surveying terrestrial small mammals. This is particularly the case when presence data are the main requirement of the survey, with no requirement to capture and tag animals. Implications. Given the cost-effective nature of camera trapping, there is potential to use this approach to increase the level of replication and spatial coverage of small-mammal surveys. Improving the replication and spatial coverage of studies has the potential to significantly increase the scope of research questions that can be asked, thus providing the potential to improve wildlife management.
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Putro, Khamim Zarkasih, Muhammad Adly Amri, Nuraisah Wulandari, and Dedek Kurniawan. "Pola Interaksi Anak dan Orangtua Selama Kebijakan Pembelajaran di Rumah." Fitrah: Journal of Islamic Education 1, no. 1 (July 25, 2020): 124–40. http://dx.doi.org/10.53802/fitrah.v1i1.12.
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This study aims to reveal the effectiveness of the implementation of learning from home, and patterns of interaction between parents and children during learning from home. Set the pattern of interaction between parents and children during the learning policy from home is very important to do, so that children can voluntarily learn, and parents can easily control and improve children's learning activities and outcomes at home. The method used in this research is a qualitative study based on descriptive studies, meaning that research methods require results in the form of descriptions, or a complete and complex depiction of research data and facts. In this case the depiction in question is the pattern of interaction between parents and children during distance learning or at home during the Covid-19 pandemic. The results showed that the position of parents in managing interactions with their children is very important for the continuity of learning. Interaction patterns of interaction between parents and children as the findings of this study show two patterns, direct interaction; in this case parents and children together follow the learning provided by the teacher. Indirect interaction in this case parents only as a facilitator, for the implementation of learning.
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Suwahono, Suwahono, and Dwi Mawanti. "Using Environmentally Friendly Media (Happy Body) in Early Childhood Science: Human Body Parts Lesson." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 5, 2019): 281–95. http://dx.doi.org/10.21009/jpud.132.06.
Full textAbstract:
The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era.
Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts
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Yang, Nien-Che, and Sun-Wei Liu. "Multi-Objective Teaching–Learning-Based Optimization with Pareto Front for Optimal Design of Passive Power Filters." Energies 14, no. 19 (October 7, 2021): 6408. http://dx.doi.org/10.3390/en14196408.
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This paper proposes an optimal design method to suppress critical harmonics and improve the power factor by using passive power filters (PPFs). The main objectives include (1) minimizing the total harmonic distortion of voltage and current, (2) minimizing the initial investment cost, and (3) maximizing the total fundamental reactive power compensation. A methodology based on teaching–learning-based optimization (TLBO) and Pareto optimality is proposed and used to solve this multi-objective PPF design problem. The proposed method is integrated with both external archive and fuzzy decision making. The sub-group search strategy and teacher selection strategy are used to improve the diversity of non-dominated solutions (NDSs). In addition, a selection mechanism for topology combinations for PPFs is proposed. A series of case studies are also conducted to demonstrate the performance and effectiveness of the proposed method. With the proposed selection mechanisms for the topology combinations and parameters for PPFs, the best compromise solution for a complete PPF design is achieved.
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Wan Yusoff, Wan Mazwati, and Norwati Mansor. "The Effectiveness of Strategies Used by Teachers to Manage Disruptive Classroom Behaviors: A Case Study at a Religious School in Rawang, Selangor, Malaysia." IIUM Journal of Educational Studies 4, no. 1 (June 30, 2016): 133–50. http://dx.doi.org/10.31436/ijes.v4i1.87.
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Studies have indicated that there is a positive correlation between disruptive behaviors and low academic achievement which resulted in other problems such as absenteeism, school drop-out and delinquent behaviors. Lack of knowledge and skills and failure in managing classroom disruptive behaviors have caused frustration, stress and burnout among teachers which pushed teachers to leave the profession especially novice teachers. The pervasiveness of classroom disruptive behaviors implied that strategies employed by teachers to manage disruptive behaviors are not effective. This requires immediate attention and action to find effective solutions. Therefore, this exploratory study attempts to discover the common classroom disruptive behaviors; to identify strategies used by teachers in managing misbehaviors; and to find out to what extent the strategies used by teachers were actually effective in managing classroom disruptive behaviors. This is especially critical in religious schools since the majority of teachers teaching in religious schools in the state of Selangor had no formal training in education; and they were not trained in classroom management, thus have no exposure on handling student classroom disruptive behaviors. Participants of this study were 14 teachers from a religious school in the district of Rawang, Selangor. Data collected using self-constructed instrument and semi-structured interviews were analyzed using descriptive statistics and qualitative analysis. Findings of this study revealed that majority of classroom disruptive behaviors were low-level disruptions; nonetheless they were burdensome to teachers which led to teacher frustration. Majority of teachers used ineffective punitive measures to handle student misbehaviors. Implications from the study were discussed.
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Zhou, Yiqing, Jian Wang, and Zeru Wang. "Bearing Faulty Prediction Method Based on Federated Transfer Learning and Knowledge Distillation." Machines 10, no. 5 (May 16, 2022): 376. http://dx.doi.org/10.3390/machines10050376.
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In this paper, a novel bearing faulty prediction method based on federated transfer learning and knowledge distillation is proposed with three stages: (1) a “signal to image” conversion method based on the continuous wavelet transform is used as the data pre-processing method to satisfy the input characteristic of the proposed faulty prediction model; (2) a novel multi-source based federated transfer learning method is introduced to acquire knowledge from multiple different but related areas, enhancing the generalization ability of the proposed model; and (3) a novel multi-teacher-based knowledge distillation is introduced as the knowledge transference way to transfer multi-source knowledge with dynamic importance weighting, releasing the target data requirement and the target model parameter size, which makes it possible for the edge-computing based deployment. The effectiveness of the proposed bearing faulty prediction approach is evaluated on two case studies of two public datasets offered by the Case Western Reserve University and the Paderborn University, respectively. The evaluation result shows that the proposed approach outperforms other state-of-the-art faulty prediction approaches in terms of higher accuracy and lower parameter size with limited labeled target data.