Journal articles on the topic 'Teacher participation in administration Victoria'
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Keith, Novella Z. "A Critical Perspective on Teacher Participation in Urban Schools." Educational Administration Quarterly 32, no. 1 (February 1996): 45–79. http://dx.doi.org/10.1177/0013161x96032001003.
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Siddig, Babikir Eltigani, and Yahya Ashour AlKhoudary. "Investigating Classroom Interaction: Teacher and Learner Participation." English Language Teaching 11, no. 12 (November 16, 2018): 86. http://dx.doi.org/10.5539/elt.v11n12p86.
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This study on teacher and learner interaction was carried out with the sole purpose of understanding the collaborative behavior and the impact of different individuals on classroom environment. The study further analyzed the suitable methods of improving and maintaining a good learning environment. The administration of the questionnaire is the best method apart from observation and interviews among other approaches to effectively analyze learning in the classroom.The research further observed the impact of communication, behavior, and attitude in the learning environment (Fraser, 2012). This study also observed how the teacher can influence the student’s career directly or indirectly based on the mode of conducting their teaching practices in a classroom environment. Also, the model of classroom interaction formulated is comprehensive of interrelated factors such as effects of a foreign language on learning, outer contexts surrounding classroom, learning materials, and learning objectives.
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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.
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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.
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Tribunskii, P. A. "Establishment of Russian Studies at the Victoria University of Manchester and Russia Abroad." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 162, no. 6 (2020): 134–42. http://dx.doi.org/10.26907/2541-7738.2020.6.134-142.
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This paper considers the formation of Russian studies at the Victoria University of Manchester and the participation of A.S. Mindel, a representative of Russia abroad, in it. Teaching the Russian language at the Victoria University of Manchester started in 1907 in the wake of interest in the events in Russia (the war with Japan, the revolution). However, the exotic and difficult language lessons taught by the teacher of English W.J. Sedgefield quickly began to fall out of the public’s favor. Another “Russian boom” in Great Britain occurred during the World War I, when the two countries became allies in the fight against Germany. Due to the increasing interest in Russia in that period, A.S. Mindel, a clerk of the commercial firm, was in demand as a teacher of the Russian language. In addition to teaching, A.S. Mindel gave lectures on Russia, mainly on economic topics, because the Manchester business community, which financially supported the development of Russian studies at the university, was willing to forge contacts with Russia. The pinnacle of A.S. Mindel’s achievements as a teacher was the preparation and publication of a reference book on Russian commercial correspondence (1918). The funds collected by the university authorities in conjunction with the business community of Manchester made it possible to organize a chair of the Russian language, a post for which A.S. Mindel, with his level of education, could not apply. He was not involved in the subsequent development of Russian studies in Manchester.
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CHAPMAN, JUDITH D. "DECENTRALIZATION, DEVOLUTION AND THE TEACHER: PARTICIPATION BY TEACHERS IN THE DECISION MAKING OF SCHOOLS." Journal of Educational Administration 26, no. 1 (January 1988): 39–72. http://dx.doi.org/10.1108/eb009940.
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Thompson, Hannah R., Stephanie S. Machado, Kristine A. Madsen, Renata Cauchon-Robles, Marisa Neelon, and Lorrene Ritchie. "Impact of a Teacher Intervention to Encourage Students to Eat School Lunch." International Journal of Environmental Research and Public Health 19, no. 18 (September 14, 2022): 11553. http://dx.doi.org/10.3390/ijerph191811553.
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While school meals are often the healthiest option for students, lunch participation remains relatively low. Few approaches for increasing participation have leveraged teachers’ potential social influence. We determined if a teacher intervention about the benefits of school lunch could improve teachers’ perceptions of, and participation in, school lunch, and encouragement of students to eat school lunch. This repeated cross-sectional study included teacher/student survey administration in spring of 2016 and 2018 in 19 public secondary schools (9 intervention, 10 comparison) educating students of ages ≈ 11–18. Intervention teachers received monthly newsletters; lunch taste tests; and a promotional video and website. Mixed effects models with a random effect for school showed the proportion of teachers that reported eating with students increased in intervention schools relative to control schools (difference-in-change: 7.6%; 95% CI: 3.578%, 14.861%), as did student agreement that adults at their schools encouraged them to eat school lunch (difference-in-change: 0.15 on a 5-point scale; 95% CI: 0.061, 0.244). There were no between-group differences in teachers’ perceptions of school meals or teachers’ lunch participation. These findings suggest that teachers’ perceptions of school meals do not necessarily need to improve to promote the school lunch program to students. However, to see meaningful change in teacher lunch participation, the taste of school meals likely needs improving.
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Watkins, Peter. "The Transformation of Educational Administration: The Hegemony of Consent and the Hegemony of Coercion." Australian Journal of Education 36, no. 3 (November 1992): 237–59. http://dx.doi.org/10.1177/000494419203600303.
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The period after 1982, when the Labor Party came to power in Victoria, saw a change in the underlying rhetoric dealing with educational administration. Initially, through a series of six ministerial papers, the administration of education was couched in terms of grass-roots decision making, collaboration and participation. However, in the second half of the 1980s, a new series of documents sought to implement a corporate management approach. This trend towards the practices of the business world has been echoed in other states and more recently at the national level. The paper examines the historical essence of the rise of corporate management and accounting techniques with their link to the ideology of scientific management, in which the figure of Taylor looms large. Gramsci's notion of the hegemony of consent and coercion offers an explanation of the changes in the administration of education at both the state and national levels in Australia.
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Fuchs, Lynn S., Carol L. Hamlett, Douglas Fuchs, Pamela M. Stecker, and Carl Ferguson. "Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction." Journal of Special Education Technology 9, no. 2 (December 1988): 73–86. http://dx.doi.org/10.1177/016264348800900202.
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This study assessed the efficiency of and teacher satisfaction with curriculum-based measurement (CBM) when student performance data are collected by teachers or by computers. Participants were 20 special education teachers, randomly assigned to teacher and computer administration groups. Each practitioner selected two mildly handicapped pupils for participation. For 15 weeks, teachers employed CBM in reading, spelling, and math, with data collected by teachers or by computers. Ten weeks into the study, teachers and students were observed during measurement and evaluation activities, and durations of time allocated to CBM procedures were recorded. Teacher satisfaction was indexed with a questionnaire at the study's completion. Observational data indicated that teachers spent less time in measurement and evaluation when data were collected by computers; further, satisfaction data revealed that computer-data-collection teachers were more satisfied with the procedures. However, students spent more time in measurement with computer data collection. Implications for special education practice are discussed.
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Ahmed AL-MAZKOOR, Maryam, and Latifa Sharif Sayed Mohammed AL-QALLAF. "REALITY OF OCCUPATIONAL BURNOUT IN SECONDARY SCHOOLS IN THE STATE OF KUWAIT FROM TEACHERS’ PERSPECTIVE." RIMAK International Journal of Humanities and Social Sciences 4, no. 6 (November 1, 2022): 257–66. http://dx.doi.org/10.47832/2717-8293.20.16.
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This study aims to identify the reality of occupational burnout in its three dimensions in public education schools, including secondary schools, from the perspective of Kuwaiti school teachers, following the descriptive analytic approach. The study applied the questionnaire to a simple random sample of (425) secondary school teachers in the six educational districts in the State of Kuwait. Using the appropriate statistical tools, the study concluded several results, the most important of which are: (1) the reality of occupational burnout in general was low, as the lack of personal achievement dimension came in the first place, followed by the negative interpersonal relationships dimension, then the emotional exhaustion dimension; (2) There are no statistically significant differences between the arithmetic means of occupational burnout for the educational district and academic qualification variable. However, there are statistically significant differences, attributed to the gender variable, in favor of males. The study recommends that: (A) The administration shall pay attention to the teacher through his participation in decision-making, avoiding centralization through delegation of authority; (B) The administration shall establish a system of material and moral incentives for encouragement; (C) The administration shall distribute administrative tasks in a way that reduces the burden on the teacher; and (D) The administration shall set times for meeting with teachers to solve problems and conflicts that occur between them, and make further efforts to repair relationships. Keywords: Occupational Burnout, Secondary Stage, Kuwait
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Aidoo, Benjamin, Marey Allyson Macdonald, Veli-Matti Vesterinen, Svava Pétursdóttir, and Berglind Gísladóttir. "Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic." Education Sciences 12, no. 6 (June 20, 2022): 421. http://dx.doi.org/10.3390/educsci12060421.
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During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.
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Urick, Angela, Alison S. P. Wilson, Timothy G. Ford, William C. Frick, and Meredith L. Wronowski. "Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter." Educational Administration Quarterly 54, no. 3 (March 13, 2018): 396–438. http://dx.doi.org/10.1177/0013161x18761343.
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Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. Conclusions: The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content.
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Levinthal, Cristiana, Elina Kuusisto, and Kirsi Tirri. "Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement." Education Sciences 11, no. 6 (June 21, 2021): 306. http://dx.doi.org/10.3390/educsci11060306.
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The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engagement grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers’ timely responses and support. Recommendations for a holistic approach of engagement and partnerships were brought forward within the context of teacher education, such as the need to maintain simple but regular communication with parents and the relevance of reconsidering the frequency of parental activities in the school.
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Fernández, María Beatriz, Ilich Silva-Peña, Loreto Fernández, and Catalina Cuenca. "When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times." Education Sciences 12, no. 5 (May 20, 2022): 360. http://dx.doi.org/10.3390/educsci12050360.
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Although there is high inequity in the Chilean education system, the sanitary situation as a result of the COVID-19 pandemic has repositioned the debate about inequity in teacher education. We explored the following two questions: what are the (new) inequities highlighted in teacher education during the pandemic in Chile? What can we learn from teacher educators’ responses to these issues? Using content analysis, we analyzed interviews held with 16 teacher educators from four different programs across the country. Findings show that the pandemic makes unequal pre-service teachers’ living and studying conditions visible, becoming a source of stress but also an opportunity to rethink program support. Teacher educators’ responses to inequity were based on a distributive and/or recognition perspective of justice, mediated by program resources and characteristics. We identified difficulties in achieving justice of participation by teacher educators in this context, influenced by scarce program resources or a sense of urgency. Conclusions highlighted the role of teacher education in addressing students’ inequities and the importance of remaining vigilant about these issues in the aftermath of the pandemic, keeping them visible.
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Zheng, Qiao, Lingyan Li, Huijuan Chen, and Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, no. 3 (May 3, 2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.
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Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical linear model is employed to analyze the relationship between principal leadership and five school outcomes, controlling for basic student and teacher demographics and certain school context variables. Findings: We identify many differences and some similarities between China and the United States. We obtain five leadership factors from the principals’ self-rating data (Visibility and Direct Participation, Instruction Organization, Internal Environment Organization, Planning and Personnel, and External Relations) and three leadership factors from the teachers’ rating data (Organization and Management, Instruction and Curriculum, and Visibility and Direct Participation). Regarding student reading achievement and learning efficacy, from both the principals’ and teachers’ perspectives, the most highly correlated aspect is Instruction Organization. For teachers’ occupational stress, job burnout, and teaching efficacy, teachers’ ratings of principal leadership exhibit more significant relationships than does principals’ self-rated leadership. Implications: We explore a broader framework of principal leadership in China. We identify the benefits and analyze alternative views of the indirect effects of principal leadership on students.
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Diachkova, Anna V., and Larisa I. Kulkova. "Organizational and managerial solutions for online (distance) interaction in the educational process at the school." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 429–39. http://dx.doi.org/10.32744/pse.2020.5.30.
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Introduction. The digitalization of education in the context of a pandemic served as an important factor in the transformation of traditional forms of communication, transferring all the variety of interactions between participants in educational relations into a distance format. In a situation of variability and uncertainty, the problem of finding effective organizational and managerial solutions to fulfill the tasks facing the school with the use of modern distant technologies has become keener. Research methods. To identify organizational and managerial decisions, to assess their effectiveness, a set of methods was used: questioning of teachers based on the research of Heldt, Lorenz and Eickelmann; statistical methods in the analysis of personal data (mean, standard deviation), a method for comparing the design of distant interaction between educational institutions in Russia and Germany. Results. Organizational and managerial solutions have been identified that ensured effective communication in solving the problems of the gymnasium in a distant format; it was found that the effectiveness of remote work is provided by a set of management decisions aimed at providing different types of support – technical, pedagogical, organizational; substantiated that the development and adoption of a media concept, regulations, instructions, recommendations for the organization and implementation of digital communication, the creation of unified media channels in the interaction systems "students – teacher", "parent – teacher", "teacher – school administration", "parent – school administration”, the participation of teachers in advanced training programs in aggregate ensured the solution of a complex of problems in the context of an aggravated epidemiological situation and in order to preserve health; defined the forms of corporate digital dialogue: exchange of effective communication practices, a system of support and mutual assistance, mutual training.
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Pan, Hui-Ling Wendy, Fong-Yee Nyeu, and Shu-Huei Cheng. "Leading school for learning: principal practices in Taiwan." Journal of Educational Administration 55, no. 2 (April 10, 2017): 168–85. http://dx.doi.org/10.1108/jea-06-2016-0069.
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Purpose The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education. Design/methodology/approach This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials. Findings As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning. Research limitations/implications This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged. Practical implications With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration. Originality/value This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.
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Boice, Katherine L., Justina R. Jackson, Meltem Alemdar, Analía E. Rao, Sabrina Grossman, and Marion Usselman. "Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program." Education Sciences 11, no. 3 (March 5, 2021): 105. http://dx.doi.org/10.3390/educsci11030105.
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There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of STEAM. Participation in the program impacted teachers’ collaboration, pedagogy, self-efficacy, and arts integration practices. The findings offer insight into the forms of support that teachers deem important in STEAM teacher training programs and the benefits of such a program for teachers’ professional development.
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Yuongsuwan, Duongjan, Wichit Khammantakhun, and Kriangsak Srisombut. "A Structural Equation Model of Factors Affecting Effective Academic Affairs Administration of Secondary Schools in Northeast of Thailand." International Education Studies 15, no. 6 (November 28, 2022): 162. http://dx.doi.org/10.5539/ies.v15n6p162.
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The purposes of this research were 1) to develop components and indicators of effective academic affairs administration of secondary schools, 2) to examine the congruence of the developed models of the components and indicators of effective academic affairs administration of secondary schools, and 3) to determine the congruence of a structural equation model of factors affecting effective academic affairs administration of secondary schools in the Northeast of Thailand with the empirical data. The scope of the research was 1,205 government secondary schools in northeastern Thailand. The population included the 1,205 directors/deputy directors of academic affairs. Stratified random sampling was administered to draw 400 sample informants. A 5-point rating scale questionnaire was developed to collect data from the sample informants. The reliability of the questionnaire was 0.98. Statistics for data analysis included frequency, percentage, mean, S.D., Confirmatory Factor Analysis, and Structural Equation Model (SEM). The results were as follows: 1) The effective academic affairs administration was consisted of 4 components and 16 indicators; academic affairs effectiveness with 5 indicators, academic leadership with 5 indicators, teacher competence with 3 indicators, and public participation with 3 indicators. 2) The developed models of the 4 components and 16 indicators were consistent with the empirical data. The factor loadings of these models ranged between 0.43 – 1.00. They were interpreted as acceptable as the range was higher than 0.30. 3) The developed structural equation model of the factors affecting effective academic affairs administration of the secondary schools in northeastern Thailand was congruent with the empirical data.
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Webb, Noreen M., Marsha Ing, Eric Burnheimer, Nicholas C. Johnson, Megan L. Franke, and Joy Zimmerman. "Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving." Education Sciences 11, no. 5 (May 3, 2021): 214. http://dx.doi.org/10.3390/educsci11050214.
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Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group.
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Correia, Rut, Paula Louzano, Rosario Rivero, Macarena Sánchez, and Germán Cona. "Understanding Motivation towards Teaching in SerProfe UDP: A First Step to Foster Equity in Teacher Education Admission in Chile." Education Sciences 12, no. 5 (May 23, 2022): 363. http://dx.doi.org/10.3390/educsci12050363.
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Enrollment in pre-service teacher education in Chile has dropped by 19% in the last year. To better understand the motivations and perceptions towards teaching among those students who could potentially become teacher candidates, we explored teaching vocation on 11th- and 12th-grade students in Santiago. From a total of 1112 students who voluntarily participated in an online survey including the FIT-Choice scale, 381 expressed their interest in teacher education. Afterward, 83 students confirmed their participation in our mentoring program regarding teacher education and the teaching profession. The results show that the students who chose to be mentored have greater intrinsic motivation towards teaching and a greater self-perceived ability to teach. Additionally, they have a more positive perception of the teaching profession, including work–family conciliation, and project greater satisfaction with their professional choice. However, they also belong to one of the most vulnerable population groups in Chile, those who have more difficulties accessing university education through traditional admission processes conditioned on academic performance. Thus, to foster equity in teacher education and attract students with the vocational potential for becoming excellent teachers, we need to consolidate admission alternatives and provide greater opportunities to students that—due to the inequities of the educational system—fail to complete a successful application or do not make the cut to enroll.
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Muharom, Fauzi. "Partisipasi Kelompok Kerja Guru Pendidikan Agama Islam Sekolah Dasar (KKG PAI SD) Kabupaten Boyolali dalam Meningkatkan Kompetensi Guru PAI SD." Nadwa 10, no. 2 (March 5, 2017): 139. http://dx.doi.org/10.21580/nw.2016.10.2.1283.
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This study aims to know the participation of Teachers Working Group (KKG) and mapping the needs of improving the competence of teachers PAI elementary school in Boyolali district. This type of research is a qualitative descriptive with analytical interactive method. The results showed that PAI KKG SD Participation Boyolali district in improving competence PAI elementary teachers include; Training Lesson Study, training 2013 curriculum, PAI teacher development program and assist in the teacher’s administration. While the results of the mapping of needs to increase the competence of teachers PAI elementary school in Boyolal, include: training curriculum 2013, PTK, BTA and learning media.<br /><br /><strong>Abstrak</strong><br />Penelitian ini bertujuan untuk mengetahui partisipasi Kelompok Kerja Guru (KKG) dan pemetaan kebutuhan peningkatan kompetensi Guru PAI SD di kabupaten Boyolali. Jenis penelitian ini adalah kualitatif deskriptif dengan metode analitis-interaktif. Hasil penelitian menunjukkan bahwa Partisipasi KKG PAI SD kabupaten Boyolali dalam meningkatkan kompetensi guru PAI SD meliputi; Pelatihan Lesson Study, Bintek/pelatihan Kurikulum 2013, Program pengembangan guru PAI dan membantu administrasi keguruan. Sedangkan hasil pemetaan kebutuhan peningkatan kompetensi guru PAI SD di Kabupaten Boyolali meliputi: pelatihan kurikulum 2013, pelatihan PTK, pelatihan BTA dan pelatihan media pembelajaran.
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Buchter, Jennifer, Cori M. More, Conrad Oh-Young, and Jennifer L. Stringfellow. "Disrupting Norms to Increase Diversity of Teacher Candidates: Restraining Forces for Junior Faculty." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 89–103. http://dx.doi.org/10.46303/jcve.03.01.6.
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Research in teacher preparation programs in Institutes of Higher Education (IHE) suggests that diverse and non-traditional students face barriers and challenges within teacher preparation programs (Widiputers et al., 2017). Diverse students include non-traditional students, first-generation students, students who have work responsibilities, who may have family or other care-giving responsibilities, students with disabilities, students living in poverty, and may also include culturally and linguistically diverse students. Issues such as unpaid practicum hours (similar to an internship), conflicting course and work schedules, attendance policies, due dates/late work policies, course expectations that value verbal participation, office hours not available when students are available, and how often courses are offered (e.g., yearly vs every semester) negatively impact diverse student populations. Many of these decisions are made at the preference of administration and tenured and established faculty while others are left-over from a time when students did not have to balance the work and family requirements many students face today.
As we attempt to increase representation of students in teacher prep programs, the policies and practices to meet their unique situations have not been equitably incorporated into the daily practices in higher education. This continues to maintain of the status quo rather than increasing the diversity of teachers in the workforce as the diversity of teacher candidates has not increased to represent the diversifying population despite efforts (United States Department of Education, 2016). Many junior faculty may engage or attempt to engage in disrupting the status quo to create and implement policies that respond to students' needs that result in increased support for students from backgrounds that are disproportionately impacted by traditional practices. Junior faculty can serve as change agents if IHE can recognize the tremendous time and effort that goes into making sustainable change within the college and surrounding educational systems. Recognizing the barriers to junior faculty and providing support to do this challenging work and remain on target for promotion and tenure is critical. Tenure protections ensure faculty can be leaders in sustained change and establishes them as leaders within IHE and in their professional fields and disciplines. Establishing support systems, especially from administration, within the university and community can support junior faculty and accelerate the timeline or target systems open and more responsive to change.
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Araujo, Adriana Valeria Barreto de, and Liliane Barreira Sanchez. "AVANÇOS E DESAFIOS DA EXPANSÃO DOS CURSOS DE LICENCIATURAS NO INSTITUTO FEDERAL DO AMAPÁ NO PERÍODO DE 2011 - 2019." COLLOQUIUM HUMANARUM 17, no. 1 (November 11, 2020): 72–84. http://dx.doi.org/10.5747/ch.2020.v17.h470.
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This study analyzes the participation of the Federal Institute of Education, Science and Technology of Amapá (IFAP) in the expansion of undergraduate courses in the context of Amapá in the period from 2011 to 2019. It is a quantitative and qualitative research, anchored in the analysis theoretical references and documents, with statistical data in the Unified Public Administration System (SUAP / IFAP) and interviews with students, teachers and managers of the Institution. The objective is to point out the advances and challenges of this process, related to the context in which they operate. The results showed that IFAP plays an important role in expanding the offer of teacher training courses in the State of Amapá, since, in eight years, there has been an expressive growth in the number / enrollment places, contributing to the access to Higher Education and consequent schooling, in addition to contributing to overcoming the shortage of teachers in the northern region and in the country.
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Rodríguez-Jiménez, Rosa-María, and Manuel Carmona. "A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education." Education Sciences 11, no. 9 (August 24, 2021): 460. http://dx.doi.org/10.3390/educsci11090460.
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This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body–Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using these principles, a training program was designed and implemented in a cohort of 22 university teachers. The article offers details of the program and the adaptations necessary to carry it out in a higher-education context. The results of the qualitative analysis that was conducted suggested that the transformative learning paradigm could be useful to explain the process carried out by the participants. With the necessary limitations, the incorporation of awareness and attentive participation in bodily states and actions manifests as a transformative element in the teacher. The participants, despite initial resistance, see possibilities for applying this knowledge in their teaching practice.
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Salter, Diane, and Shannon Rushe. "Exploring the impact of a task-based faculty development certificate program." Collected Essays on Learning and Teaching 13 (October 28, 2020): 131–39. http://dx.doi.org/10.22329/celt.v13i0.6008.
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Faculty Development programs aim to improve the knowledge, attitudes and behaviours of teaching faculty with the goal of enhancing the student learning environment. This article describes a two-year research project that explored the impact of a task-based faculty development certificate program. Attitudinal and behavioural changes were assessed by using both quantitative and qualitative measures. Participants’ approaches to teaching were measured by administration of an established pre- and post-participation inventory to provide quantitative data; qualitative analysis was conducted in a review of the written post-session tasks and reflection papers. Results suggest that participation in this certificate contributed to attitudinal and behavioural change with a shift from teacher focused/content-based approaches towards student focused/learner centered approaches to teaching.
Les programmes de perfectionnement du corps professoral visent à améliorer la connaissance, l’attitude et le comportement des enseignants de manière à fournir aux étudiants un meilleur milieu d’apprentissage. Dans cet article, nous présentons un projet de recherche qui a duré deux ans et qui portait sur l’incidence d’un programme de certificat en perfectionnement du corps professoral axé sur les tâches. On évaluait les changements dans l’attitude et dans le comportement au moyen d’outils quantitatifs et qualitatifs. On prenait la mesure des approches enseignantes des participants au moyen de relevés an amont et en aval de la participation de manière à recueillir des données quantitatives. Quant à l’analyse qualitative, elle provenait du matériel écrit, soit les tâches d’après-séance et les travaux réflexifs. Les résultats indiquent que la participation à ce programme de certificat a engendré des changements dans l’attitude et le comportement des professeurs, lesquels sont passés d’une approche axée sur l’enseignant et le contenu à une approche axée sur l’étudiant ou l’apprenant.
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Mamun-ur-Rashid, Md, and Md Zillur Rhman. "QUALITY OF HIGHER EDUCATION IN BANGLADESH: APPLICATION OF A MODIFIED SERVQUAL MODEL." Problems of Education in the 21st Century 75, no. 1 (February 20, 2017): 72–91. http://dx.doi.org/10.33225/pec/17.75.72.
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Progressive importance, swelling investment, and mounting national and global competition necessitate evaluation of the service quality of higher education. Quantifiable indicators such as student teacher ratio, student number, women participation, establishing new departments, and increase in the number of universities are no longer enough unless the student’s stand point is considered. This research probed the service quality of higher education in a public university in southern Bangladesh utilizing modified SERVQUAL gap model. The t-test results suggest that there is a significant service gap in all the selected service dimensions such as learning, teaching, recognition, assessment system, internet and library facilities, campus life, and non-academic administration. The results also mirror that little more than half (54.1%) students are satisfied with the service quality of the selected university and almost similar proportion (52.1 %) of the students have future interest in studying in the same university. Regression analysis reveals that learning and recognition are two important determinants of client’s overall satisfaction with the service of selected university. Importance Performance Analysis (IPA) advocates that the university should take immediate step in improving internet and library facilities, campus life, and non-academic administration. Factor analysis output confirms that slight modification of the proposed seven set model into six set factors can be employed by the management as off-the-rack service quality measurement tool. Key words: service quality, higher education, SERVQUAL, Bangladesh.
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Reid, Steven. "Knowledge influencers: leaders influencing knowledge creation and mobilization." Journal of Educational Administration 52, no. 3 (April 29, 2014): 332–57. http://dx.doi.org/10.1108/jea-01-2013-0013.
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Purpose – The purpose of this paper is to investigate the influence of leaders on knowledge creation and mobilization. Design/methodology/approach – This mixed methods study included three high-performing districts based on provincial assessment results and socio-economic factors. Interviews and questionnaires were used to gather data from 53 participants including: 11 principals, 11 teacher leaders, 26 teachers, and five system leaders. Findings – The findings of the study emphasized the importance of leaders supporting knowledge creation and mobilization processes through practices such as engaging school-based knowledge influencers and fostering cultures of trust and risk taking. The author defined knowledge influencers as leaders, formal or informal, who have access to knowledge creating groups at the local and system level. These leaders influenced knowledge mobilization at different levels of the district. Research limitations/implications – A research limitation of this study was present based on the sole use of high-performing districts and schools. Participation was determined via comparisons of provincial assessment results (Ontario, Canada) and socio-economic status (SES) factors. Although causal effects are cautioned, districts and schools from various SES communities (high, medium, low) were chosen to support broad generalizations and associations. Practical implications – This study provided pragmatic considerations and recommendations for system and school leaders, those charged with increasing student achievement (e.g. use of knowledge influencers and an expanded array of data use while creating knowledge). Originality/value – A knowledge creation model was developed by the author based on a synthesis of the findings. The model and study will be of interest to those wishing to further implement or study the creation and mobilization of knowledge within organizations.
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Adams, Francis Hull, Jacob Issaka, and Barbara Amoako Kissi. "UNRAVELLING INGRAINED LEADERSHIP BEHAVIOURS AND STYLES IN WESTERN AND CENTRAL REGIONAL COLLEGES OF EDUCATION IN GHANA." Cognizance Journal of Multidisciplinary Studies 1, no. 7 (July 30, 2021): 46–64. http://dx.doi.org/10.47760/cognizance.2021.v01i07.002.
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This study examined leadership behaviours and leadership styles of students and tutors of colleges of education in Western and Central Regions of Ghana. Four specific leadership behaviours were discussed. These include: Team work, Discipline and Loyalty, Working relationships and Attitudes to welfare issues. Traditionally known leadership styles such as "Democratic"; "Autocratic" and Laissez faire were discussed in relation to both students and tutors. Percentage views of both students and tutors were taken about the leadership behaviours and leadership styles, then an independent sample T-test of male and female teacher trainees" views about the four thematic leadership behaviours were computed and discussed. The study also revealed that there is a correlation between students" participation in decision-making and their levels. There is also a correlation between Principals" leadership styles and the number of years spent in College. Recommendations made include: Measures should be put in place by College authorities to create democratic, open and transparent administration to ensure that both students and tutors operate without fear of being maligned or discriminated against in the performance of their duties.
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Gatumu, Jane Ciumwari, and John Chandi Rugendo. "Non-Examined Secondary School Curriculum and Quality Teacher Education: Case of University of Nairobi Students on Teaching Practice in Meru." East African Journal of Education Studies 3, no. 1 (June 7, 2021): 106–15. http://dx.doi.org/10.37284/eajes.3.1.338.
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Student teachers in teaching practice find themselves in a scenario whereby they are examined based only on their pedagogical competencies. This paper focuses on the student teachers’ quality in relation to the non-examined curriculum component, where the goal of the curriculum is to develop the life skills of students. A phenomenological approach and social constructivist framework are relied upon. The study’s sample size consisted of 47 University of Nairobi students in the Meru teaching practice zone. The students were observed and interviewed to find out the nature of their involvement in the non-examined curriculum. The data collection was guided by activities they participated in, reasons for their participation, how the school administration supported their involvement and how this contributed to their self-fulfilment as teachers of quality. The research findings indicate that student teachers appreciate the quality and relevance of their teacher preparation courses and the central importance of their relationships with learners that are entrusted to them. It emerged that their teaching of non-examined curriculum displayed their expertise which raised their morale when they were teaching the examined curriculum. Precisely, their teaching of non-examined curriculum created a forum for student teachers to feature in their local communities, neighbourhoods and at the county level, which made them feel that they have something to offer to the wider society. Furthermore, the study highlights the student teachers’ concerns with developing identities as ‘teachers’ and the ample opportunities provided during teaching practice for them to try out what was learned during teacher training preparation. Observing these 47 students depicted their high levels of passion, confidence, creativity and intrinsic motivation, features of quality preparation for teaching practice. The study recommends the essence of investing in quality teacher training preparation programmes.
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Shahzad, Shahmain. "Academic culture of Pakistani medical colleges." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 59–64. http://dx.doi.org/10.53708/hpej.v3i1.186.
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ABSTRACT
Objectives:
There is a discrepancy between the theory and practice in the academic culture in the medical schools in Pakistan. The overall academic culture and educational armamentarium in Pakistani medical colleges is outdated and is teacher and administration centric. This scoping review is done to highlight these discrepancies and to shed light on problems faced in the academic culture of medical colleges.
Methods:
Out of the 98 studies identified relevant to the topic, 27 studies were included in this scoping review. These studies were obtained from PubMed, ERIC and Google Scholar. This review was supported by framework proposed by Arksey and O’Malley.
Results:
The scoping review highlighted that the students responded well to clear study objectives, practical application of knowledge over memorization, interactive nature of the teachers and a comfortable and properly equipped learning environment. The absence of aforementioned amenities and facilities enabled poor results, high stress in students and overall low academic performances of medical colleges. Along with that a lack of formal training of teachers and a passive participation of students in research opportunities were also displayed.
Conclusion:
The academic culture in Pakistan’s medical and dental colleges display a lack of modern and innovative learning and teaching facilities, which has a negative impact on student performance and growth. A collaborative approach, with active participation from all stakeholders involved can curb a lot of these problems, given proper funding and good leadership.
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Carrillo Ortiz, M. G., B. L. Zúñiga de la Torre, and B. A. Toscano de la Torre. "Percepción de los Estudiantes sobre la Evaluación al Desempeño Docente como un Instrumento para la Mejora de la Calidad Educativa. Caso: Facultad de Contaduría y Administración, Universidad Autónoma de Chihuahua." Tecnología Educativa Revista CONAIC 2, no. 1 (February 1, 2021): 87–98. http://dx.doi.org/10.32671/terc.v2i1.171.
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El propósito de esta investigación, es conocer a través de un estudio diagnóstico, la viabilidad del instrumento utilizado para la evaluación del docente por el alumno en la Universidad Autónoma de Chihuahua a partir de las percepciones que del proceso tienen los propios alumnos. La investigación consideró como caso de estudio la Facultad de Contaduría y Administración de esta universidad, eligiendo por muestreo aleatorio a 100 estudiantes inscritos en la Carrera de Contador Público. Los autores consideran que conocer las opiniones de los estudiantes sobre el instrumento, el proceso y la obligatoriedad de su participación en el mismo como requisito de inscripción a un ciclo escolar, aporta información muy valiosa sobre las debilidades o fortalezas que tiene el proceso de evaluación del desempeño docente por el alumno, que podrían tomarse en cuenta en un intento de lograr la eficacia del mismo. El estudio diagnóstico está respaldado además por el análisis del estado del arte sobre los modelos que a lo largo de los años se han ido implementando para llevar a cabo los procesos de medición que sirven para evaluar el desempeño del docente, particularmente la que se centra en la evaluación del docente por el estudiante.
The purpose of this research is to know through a diagnostic study, the feasibility of the instrument used for the evaluation of teachers by students in the Autonomous University of Chihuahua from the perceptions that of the process have the students themselves. The research considered as a case study the Faculty of Accounting and Administration at the university, choosing random sampling 100 students enrolled in the School of Public Accountant. The authors consider the views of students on the instrument, the process and the obligatory nature of their participation in it as a requirement of registration with a school year, provides valuable information on the weaknesses or strengths that the assessment process teacher performance by the student, that could be considered in an attempt to achieve effectiveness. The diagnostic study is further supported by the analysis of the state of the art on the evaluation models that over the years have been implemented to perform the measurement processes used to evaluate teacher performance, particularly focusing on the evaluation of teachers by students.The purpose of this research is to know through a diagnostic study, the feasibility of the instrument used for the evaluation of teachers by students in the Autonomous University of Chihuahua from the perceptions that of the process have the students themselves. The research considered as a case study the Faculty of Accounting and Administration at the university, choosing random sampling 100 students enrolled in the School of Public Accountant. The authors consider the views of students on the instrument, the process and the obligatory nature of their participation in it as a requirement of registration with a school year, provides valuable information on the weaknesses or strengths that the assessment process teacher performance by the student, that could be considered in an attempt to achieve effectiveness. The diagnostic study is further supported by the analysis of the state of the art on the evaluation models that over the years have been implemented to perform the measurement processes used to evaluate teacher performance, particularly focusing on the evaluation of teachers by students.
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Godfrey, Sango Mesheck. "Challenges Impacting Community Participation and Their Effect on Teaching and Learning: a Case Study of Rural Areas." European Scientific Journal, ESJ 12, no. 25 (September 30, 2016): 345. http://dx.doi.org/10.19044/esj.2016.v12n25p345.
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This study sought to investigate challenges impacting community participation in schools and their effect on quality of education. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through focus group discussions with parents of children in the schools, community members without children in the schools, School Development Committee (SDC) members, and the teachers. In addition, data were generated through in-depth interviews with community leaders and school heads, observation as well as analysis of school documents such as minutes of SDC meetings, staff meetings, financial records, and children’s progress records. Data were transcribed and analysed manually through the cut and paste technique. The study found out that communities were involved in providing primary education through preparing children for school by providing food, school uniforms and stationery. Parents were also involved in children’s homework, as well as monitoring teacher and children’s attendance. In addition, parents were involved in preparing schools for children through providing labour and materials for constructing classrooms. Further, parents financed school budgets, and were involved in school governance. Challenges impacting community participation were centred on parents’ low standard of living, community attitude towards education, family income level, and school-community relations. Impact of community participation on teaching and learning included the following: hungry learners, narrow curriculum, unmotivated teachers, high rate of absenteeism and drop out, as well as ineffective school administration. The study recommended development and implementation of strategies for uplifting community standard of living through increasing family income levels and availability of food. The study, further recommends government policy on parent orientation on school processes and school based study sessions for parents and school children respectively. Government policies that prohibits the practice of sending away of children from school for non payment of levies should be reinforced.
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Perry, Emily. "Teacher Professional Development in Changing Circumstances: The Impact of COVID-19 on Schools’ Approaches to Professional Development." Education Sciences 13, no. 1 (December 31, 2022): 48. http://dx.doi.org/10.3390/educsci13010048.
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The COVID-19 pandemic caused fundamental shifts in schools’ and teachers’ practices. At the start of the pandemic, forty schools in England were in their second year of participation in a pilot initiative intended to understand what changes could be put in place by schools in order to implement an entitlement for teachers to high-quality, sustained professional development. This paper explores the impact of COVID-19 on the participating schools’ approaches to professional development. Drawing on findings from the independent evaluation and school leaders’ experiences of the initiative, it describes how, before the pandemic, school leaders constructed professional development plans in alignment with school improvement objectives and address individual teachers’ professional learning needs. During the pandemic, after an initial de-prioritisation of professional development, plans were adapted to new professional development ecologies in schools. Professional learning activities moved to online, hybrid and blended environments and new activities were added in response to emerging teacher professional learning needs. This study demonstrates how schools’ plans for teacher professional development can, even in the most extreme conditions, be reshaped and adapted to changing circumstances and adds to the growing body of knowledge of online and hybrid professional development.
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Lenkauskaitė, Jurgita, Remigijus Bubnys, Erika Masiliauskienė, and Daiva Malinauskienė. "Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania." Education Sciences 11, no. 11 (October 24, 2021): 678. http://dx.doi.org/10.3390/educsci11110678.
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The article explores the idea of change in the higher educational process that is implemented via the problem-based learning strategy. Problem-based learning (PBL) is widely understood as an epistemological transformation in higher education. It is emphasized that the transformation should take place throughout the educational process, and assessment is an inseparable and very important part thereof. The study was aimed at revealing the experiences of participation in the assessment processes in PBL of students attending social science programmes in Lithuania. The empirical study, employing a semi-structured interview method, has shown that the students feel empowered when they have the opportunity to assess the entire educational process and (self-)assess the efforts related to the possibilities to become actively engaged in improvement of the assessment strategy. The study has also shown students’ critical approach to the previous experience of assessment in the educational process. Difficulties of student participation in the assessment process in PBL were also identified. They were largely due to the change in the assessment system employed by the teacher and the manifestations of student bias when participating in (self-)assessment.
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Mbunde, John M., and Jackson M. Njage-Rwito. "Characteristics of Head Teachers in Management of School Facilities in Kenya." European Scientific Journal, ESJ 14, no. 25 (September 30, 2018): 227. http://dx.doi.org/10.19044/esj.2018.v14n25p227.
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This paper discusses the characteristics of head teachers in management of school facilities in Kenya. The objective was: to determine the characteristics of head teachers in management of school facilities. The research employed descriptive survey design. The research instrument used was a questionnaire. Descriptive statistics technique was used to analyze the data. Then the data was presented in tables. Conclusions: Age is an important factor in school administration as it influences the authority and experiences of the head teacher; higher levels of education correlate with levels of productivity; qualification and experience enhance the head teachers’ expert power, credibility, confidence and decisiveness in managerial practice; head teachers’ administration and experience play a pivotal role in determining their attitudes and approaches as well as their problem solving techniques in their schools and participation in in-service training makes head teachers more effective and efficient in management. Recommendations: The Kenya Education Management Institute should organize in-service training programmes targeting head teachers’ management; the Ministry of Education, Science and Technology should provide adequate funding to enable the head teachers to participate in the in-service training programmes; also the ministry should reinforce the existing policies laws and enactments to enhance gender equity and the head teachers should be encouraged to continue upgrading their education level and professional qualification to enhance their knowledge, skills, attitudes and competencies in management and head teachers need to have Masters level expertise if they are to lead their schools and help their teachers become fully proficient.
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Krall, Rebecca McNall, Jennifer Anne Wilhelm, and Justin M. LeVaughn. "Project-Based Unit Development by Middle School Science Teachers: Investigations on Watershed Water Quality." Education Sciences 13, no. 1 (December 22, 2022): 11. http://dx.doi.org/10.3390/educsci13010011.
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This case study explored changes in seven in-service middle school science teachers’ understandings of project-based learning (PBL) environments after participating in a summer institute on PBL. Of particular interest was their participation in the institute as learners in a PBL unit exploring the effect of land use on water quality in the watershed. We investigated how well teachers were able to apply their understanding of PBL as they designed their own units on water quality in their watershed. Research questions focused the study on how participation in a summer teacher institute on PBL prepared middle school teachers to describe key features of project-based learning environments, and how well they were able to incorporate these features in PBL units. Data collection included a qualitative pre/post PBL survey, teachers’ watershed units, and field notes from the institute. Findings from the pre and post survey showed that teachers demonstrated a vague understanding of essential features of PBL environments pre institute and a detailed understanding of PBL post institute. Teachers’ units varied in the degrees to which PBL features were exhibited. Strengths of the units included driving questions and benchmark lessons. Shortcomings included few opportunities for student-directed investigation of sub-driving questions.
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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.
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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Anđić, Dunja, and Lorena Šuperina. "How Important Is Future Teachers’ “Connectedness to Nature”? Adaptation and Validation of the Connectedness to Nature Scale." Education Sciences 11, no. 5 (May 20, 2021): 250. http://dx.doi.org/10.3390/educsci11050250.
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The teacher plays a key role in fostering sustainability and implementing Education for Sustainable Development at school. This paper presents a study aimed at adapting and validating a shorter version of the Connectedness to Nature Scale (CNS) to measure student future teachers’ connectedness to nature. The scale has been translated into Croatian in an abbreviated form and applied to a specific sample of students from the Faculty of Teacher Education in Rijeka, Croatia (N = 138). One of the tasks was to examine whether there are statistically significant differences among students regarding their membership in eco-associations and previous participation in an Environmental Education/Education for Sustainable Development (EE/ESD) course. A special research objective was to determine the extent to which the current education and membership in an eco-association explain the connectedness to nature. In addition to the indicated research limitations, the results confirmed the significant measured characteristics of the scale. Education has so far proved to be a predictor of connectedness to nature. Additionally, the results showed that membership in an eco-association is a predictor of connectedness to nature. Based on the obtained results, it is possible to conclude that the connectedness to nature must be further explored, especially in the context of the initial education of future teachers, as a possible prerequisite for a successful practice of Education for Sustainable Development in schools.
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Majer, Lani Smith. "Managing Patients Who Have Asthma: The Pediatrician and the School." Pediatrics In Review 14, no. 10 (October 1, 1993): 391–94. http://dx.doi.org/10.1542/pir.14.10.391.
Full textAbstract:
In addition to the medical and health education challenges faced by pediatricians managing patients who have asthma, school-based asthma management is a concern. This article is a companion to the Pediatrics in Review article "Managing Patients with Asthma: The Pediatrician as Emergency Physician, Chronic Illness Specialist, and Teacher" (1992;13:213-215). School-based management has become necessary and more complex with the increased awareness of the school's responsibilities and increased emphasis on aggressive preventive care. Effective management of asthma at school is critical because it can: • promote a supportive learning environment, • promote optimal school performance by controlling symptoms and medication side effects, thereby reducing absences, • provide the necessary support in the event of an emergency, and • enable students to achieve full participation in physical activities. This article will review the steps used by practicing pediatricians to manage patients who have asthma in school effectively (Table). Evaluation of School Policies and Programs A complete asthma management plan includes a detailed evaluation of asthma management in the school. The evaluation determines whether appropriate school policies are in place for proper asthma management. Critical issues include environmental control, medication administration, asthma monitoring, emergency care, attendance, and physical and health education. Appropriate environmental control policies eliminate or minimize identified allergens and irritants from the school.
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RAHMAWATI, INDAH. "Pengaruh Kualitas Layanan terhadap Keputusan Pemilihan Tempat Pendidikan (Studi pada TK Raudlatul Jannah Pepelegi Waru - Sidoarjo)." BISMA (Bisnis dan Manajemen) 5, no. 1 (June 4, 2018): 33. http://dx.doi.org/10.26740/bisma.v5n1.p33-43.
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The service quality is an advantage that is expected and the control towards this advantage is managed to meets the needs and expectations of the customers. Every business must have good service quality, this apply to in educational institutes services. The quality is an important point of consideration for purchasing. Education has very important role in development and progress of next generation of a nation. Kindergarten or pre school education is a golden ages which is in this ages, a child will be easy to accept and remembering a lesson. To assess the service quality using service quality dimension with indicators such as, (1) tangible: buildings, library, worship area, policlinic, canteen, parking lot, sport square, playground, (2) reliability: students’ programming, (3) responsive: serving student’s academic, serving student’s administration, responsive toward problems, (4) assurance: high quality teacher, security, serving in hospitable and friendly attitude, (5) empathy: information of teach and learn process, student-teacher interaction, student’s participation opportunity, providing solution. This research is trying to understand whether the service quality in educational institutes can affecting the student’s parent in making decision simultaneously and partially in choosing of TK Raudlatul Jannah. The population of this research is the student’s parent of TK Raudlatul Jannah, with the sample total of 56 parents, using saturated sampling technique. The analysis technique being used is the multiple linier regression and simple linier regression. The research using multiple linier regression acquired the significant influence from service quality variables is 77% to the decision of student’s parent in preferring educational institutes variable. The result from simple linier regression test there are influence oaf each variables. The influence of tangbles variable is 44,3%, reliability variable is 42,7%, responsiveness variabel is 53,7%, assurance variable is 48,5%, and emphaty variable is 46,4% to the dicision student’s parent in preferring educational institutes.
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Mc Ginley, Hannagh, and Elaine Keane. "“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage." Education Sciences 11, no. 12 (November 30, 2021): 777. http://dx.doi.org/10.3390/educsci11120777.
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Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.
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Et al., Phrasamu Komin Chanthapho (Inyoo). "A Model of Management towards the Excellence of Buddhist Sunday Schools." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3819–23. http://dx.doi.org/10.17762/pae.v58i1.1405.
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This research paper aimed to propose a model of management towards the excellence of Buddhist Sunday School. Mixed methods research was designed and it was divided into three steps. The first step was to study management using questionnaires to collect from 109 teachers, and data were analyzed by descriptive statistics such as percentage, mean and standard deviation. The second step was to develop the model by interview10 key informants with an interview form. The third step was to propose the model with focus group discussion of 9 experts. Data was analyzed by content analysis. The research study found that management model for the excellence of Buddhist Sunday School was a participatory school management (Bovorn) and was the development of people to become a complete human being, both body, mind, intelligence, knowledge, along with morality, ethics, and culture of living, able to live happily with others consists of 5 elements: 1) Principle, 2) Purpose, 3) Procedure system, 4) Action process consisted of (1) School management at Home (Ban), Temple (Wat), School (Rong-Rian) or called “Bovon” in Thai, (2) Participation in curriculum administration, (3) The teacher is acted as a person of learning, (4) The development of the learner to be a perfect human being of good, clever and happy, (5) Buddhist teaching management integrated with modern science, (6) clean, shady, safe learning resources linked to Thai wisdom, (7) Kalayanamit evaluation, and 5) Evaluation.
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Sabirov, Askadula, and Lilya Sabirova. "Improving the Quality of Social, Cultural and Humanitarian Education in Modern Universities: A Discourse." Space and Culture, India 7, no. 3 (November 25, 2019): 233–42. http://dx.doi.org/10.20896/saci.v7i3.466.
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A teacher plays a vital role in improving the quality of social, cultural and humanitarian (SCH) education. He/she channels and corrects students when they take steps towards a specific goal, delivers knowledge, manages the learning process, and shapes behavioural patterns. This research aims to contribute to the improvement of SCH education quality in modern universities. The study was carried out with the participation of 790 students from 7 universities: Moscow Institute of Physics and Technology, the Moscow Engineering Physics Institute, the Russian Presidential Academy of National Economy and Public Administration (Moscow), the Moscow State Institute of Steel and Alloys, the Moscow Power Engineering Institute, the Voronezh State University, and the North-Eastern Federal University (Yakutsk). The survey reveals uncongenial findings: 30% of the respondents are satisfied with the quality of SCH education in their university, 67% are unsatisfied, and 3% are not sure. The findings allow teachers of humanities and social studies to apply the mechanism described in this study in educational contexts. This research tackles the Elabuga model of education quality improvement in the context of various universities and institutes. The research shows that the Elabuga teaching model has improved the quality of students majoring in humanities and social studies and led to a qualitative and frequent use of innovative methods. Thus, from the US and Russian experience in socio-cultural and humanitarian education, it is evident that Humanities and Social Studies will be more in line with Science and Engineering in years to come.
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Becerra, Sandra. "School Climate of Educational Institutions: Design and Validation of a Diagnostic Scale." International Education Studies 9, no. 5 (April 26, 2016): 96. http://dx.doi.org/10.5539/ies.v9n5p96.
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<p class="apa">School climate is recognized as a relevant factor for the improvement of educative processes, favoring the administrative processes and optimum school performance. The present article is the result of a quantitative research model which had the objective of psychometrically designing and validating a scale to diagnose the organizational climate of educational institutions.</p><p class="apa">This study had the participation of 549 teachers and directors from 42 primary and secondary educational establishments of Chile. Diverse procedures were applied for the validation of content and psychometric validation in the various stages of the investigation, obtaining an instrument composed by seven factors and made up of conceptually and statistically consistent items. The complete scale and its sub-scales show adequate reliability, and likewise an appropriate validity, constituting it an instrument of wide use for supporting the process of education administration, and to promote coexistence climates of appreciation and respect among the educational participants.</p><p class="apa">The complete scale and its subscales permits the understanding that the organizational climate of the educational center is not reduced to the teacher-student relationship, but rather contemplates the dynamic relationships between diverse players, establishing the importance of the joint action between teachers, directives, students, and parents, as well as revealing the importance of some structural organization variables which influence the daily perception of school climate.</p>
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Magsumov, Timur A., Oksana V. Ishchenko, Svetlana D. Zlivko, and Gulnaz S. Mukhametshina. "DESIGNING THE ADAPTATION OF YOUNG TEACHERS IN GENERAL EDUCATION SCHOOLS." Krasnoyarsk Science 11, no. 1 (March 30, 2022): 68–83. http://dx.doi.org/10.12731/2070-7568-2022-11-1-68-83.
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The paper presents a project for the adaptation of graduates of pedagogical universities to work at educational organizations. The goal and tasks of the project, the organizational plan, and specific steps for its implementation are specified. The authors analyze possible risks, results, and prospects for the development of the project and briefly outline the legal and financial plans and the strategy of the project. The project implies close interaction of young teachers with the school administration, experienced teachers, students, and their parents, as well as improvement of professional culture and competencies in educational activities.
The objective of the study is to design a set of organizational and pedagogical measures to ensure the successful social and professional adaptation of a young teacher.
Methodology: the methodology of the work was based on the activity approach and the principle of systematicity; it also included a theoretical study of empirical data obtained by observation and diagnostics.
Results: the development of a program for the adaptation of young teachers in general education schools is an efficient way to overcome difficulties in novice teachers’ professional activities. The professional development of a young teacher will be more successful if the interaction of teachers, students, and their parents is actively and correctly implemented. This becomes possible due to diagnostics of pedagogical difficulties and professional competence; involving experienced teachers performing the mentoring function in the adaptation of young teachers; transforming adaptation into a management process. The authors prepared organizational step-by-step training including:
1. conducting classes of the “School of Pedagogical Experience”, communicative training sessions, workshops on planning and conducting classes and extracurricular activities for young teachers, assigning a teacher-mentor, social care teacher, and psychologist for each young specialist;
2. intensifying the participation of young professionals in creative groups, public teams, professional competitions; novice teachers’ self-analysis of their pedagogical activity at the end of the academic year and revealing further areas for self-improvement;
3. various forms of events (consultations, open classes, master classes, workshops, creating a portfolio, a professional skill competition, etc.) to improve young teachers’ professional competence; diagnosing young specialists’ professional qualities and preparing them for job competence certification.
Multifaceted activities, especially methodological ones, for the adaptation of young specialists will help to improve their professional competence and solve the personnel problem of schools.
Practical implications: the developed project can be used as a launching platform for the adaptation of young teachers at not only general education organizations but also educational organizations of other education types and levels. The project implies network cooperation with other educational institutions, conducting joint methodological activities, and involving experienced schoolteachers in organizing young teachers’ work at school.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (October 22, 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.
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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
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Baronnet, Bruno. "DESAFIANDO LA POLÍTICA DEL ESTADO: LAS ESTRATEGIAS EDUCATIVAS DE LOS PUEBLOS ORIGINARIOS EN COLOMBIA Y MÉXICO." Revista Pueblos y fronteras digital 8, no. 16 (December 1, 2013): 126. http://dx.doi.org/10.22201/cimsur.18704115e.2013.16.75.
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A partir del análisis de estrategias políticas de educación indígena, se ponen en perspectiva los proyectos educativos de pueblos originarios políticamente organizados en el Cauca (Colombia) y en Chiapas (México). Este artículo examina prácticas alternativas de reclutamiento y formación de maestros bilingües que representan nuevos retos para las políticas públicas. La apropiación social de la escuela se inscribe en el marco de luchas por un mayor control en los procesos pedagógicos a nivel comunal. Los pueblos en estas regiones multiétnicas de América Latina transforman su realidad educativa en la medida en que generan propuestas que tienden a ser autónomas frente al Estado. Esto contribuye a ubicar las estrategias indígenas de gestión administrativa y curricular en el ámbito de políticas y prácticas endógenas de participación comunitaria en la educación intercultural.
CHALLENGING THE STATE’S POLICIES: NATIVE PEOPLES’ EDUCATION STRATEGIES IN COLOMBIA AND MEXICOABSTRACTThe educational projects of politically organized native peoples in Cauca Department, Colombia, and in Chiapas State, Mexico, are viewed through analyzing political strategies for indigenous education. This article examines alternative bilingual teacher recruitment and training practices that represent new challenges for public policies. Social appropriation of schooling is inscribed within the framework of the struggle for greater control over educational processes at a communal level. Indigenous people in these multiethnic Latin American regions transform their educational reality at the same time generating proposals that tend toward autonomy in relation to the State. This contributes to placing indigenous administration and curriculum management strategies within the territory of endogenous policies and community participation practices in intercultural education.
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Hollenstein, Lena, Stefanie Thurnheer, and Franziska Vogt. "Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten." Education Sciences 12, no. 2 (January 28, 2022): 92. http://dx.doi.org/10.3390/educsci12020092.
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One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving—equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided pretend play, is suggested as an innovative way to foster skills for digital problem solving. As yet, the potential of pretend play for children’s learning about digital transformation and digital problem-solving processes has hardly been researched. The paper examines how children solve digital problems in guided pretend play. In an explorative intervention study “We play the future”, an information technology center (IT center) is introduced as one of the play corners for pretend play in kindergartens, together with other inputs such as a smart home corner (Internet of Things) or autonomous vehicles. Children’s play was video recorded. From the 15 participating kindergartens, 13 h of sequences involving the IT center were analyzed using content analysis. The findings indicate that children identify problems in a play situation and solve them using problem-solving strategies, such as devising new applications and installing software. Furthermore, the findings show that the kindergarten teacher’s participation in the pretend play is important for enabling longer and more complex problem-solving processes. Consequences for further teacher training to foster problem-solving skills during guided pretend play are discussed.
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Sobocinski, Mikolaj. "I gamified my courses and I hate that…" World Journal of Science, Technology and Sustainable Development 14, no. 2/3 (April 6, 2017): 135–42. http://dx.doi.org/10.1108/wjstsd-06-2016-0046.
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Purpose Gamification seems to solve all our problems in education. Students become engaged and motivated – they learn so much more than in the traditional system. Conducting lessons becomes a pleasure, an adventure, a catharsis! While checking attendance, participation, quizzes, tasks, assignments, projects, missions, and quests on a daily basis is a bliss. Unfortunately, that is not true. That is only a dream or part of the advertising campaign of yet another so-called professional or seasoned gamifier. Preparing, organising, and designing gamified courses are not a stroll in a park. Every teacher must forsake leisure and family time alike unless they have ample support from colleagues, administration, and IT department. The purpose of this paper is to present the author’s approach to gamification and share some insight into the author’s experience from designing gamified courses and workshops since 2009. Design/methodology/approach This paper concentrates on hands-on experience, mistakes, and solutions in order to approach a major issue: should we introduce gamification in education at all? Findings In reality, gamification can be the root of all evil if done too hastily, too cheerfully, and without prior understanding of students’ needs, school facilities, and our own abilities. Gamifying a classroom (or a whole school) is a massive project which should be managed with all risks, weaknesses, and threats possible to imagine. That is why, it is advisable to know what to expect, what to fear, and what to avoid in order to choose the path of righteousness, to master the trade, and to reach everlasting glory. When discussing gamification in education, we must face reality, we need to understand what gamification can provide, but also what it can devour. Educational milieu is too sensitive and our students are too precious to apply unverified solutions without the adequate preparations. Originality/value The author offers a few answers to the question as well as a handful of suggestions towards the successful introduction of gamification in education.