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Relevant bibliographies by topics / Teacher preferences

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Academic literature on the topic 'Teacher preferences'

Author: Grafiati

Published: 24 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teacher preferences"

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Zhan, Li. "Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance." English Language Teaching 9, no. 8 (June 15, 2016): 73. http://dx.doi.org/10.5539/elt.v9n8p73.

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<p>This study sets out to investigate a teacher’s and her students’ perceptions of written teacher feedback in a college English as a foreign language (EFL) writing class in China. Essays, questionnaires, and interviews were employed to identify the types of feedback given by the teacher, the perceptions and preferences of students and the perceptions of the teacher. The teacher and her six students were interviewed, and sixty two students completed the questionnaires. The results are that the written teacher feedback covered content, organization, vocabulary, grammar and mechanics, and students reported that they benefited most from feedback on organization, which was focused on by the teacher but not specific enough and in a small amount. Moreover, the preferences of students were not expected by the teacher. Foreign language writing teachers were suggested to communicate more with their students about their feedback practices, and be aware of students’ perceptions and preferences, so that their writing instructions could be more effective.</p>

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Aridah, Aridah, Haryanto Atmowardoyo, and Kisman Salija. "Teacher Practices and Students’ Preferences for Written Corrective Feedback and Their Implications on Writing Instruction." International Journal of English Linguistics 7, no. 1 (January 14, 2017): 112. http://dx.doi.org/10.5539/ijel.v7n1p112.

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The discrepancy between students’ preferences and teacher practices for feedback on writing has created difficulty on the side of teachers and confusion on the side of the students. What teachers believe and practice as effective feedback for students may not be the one that students perceive as useful and effective feedback for them. This paper investigates the types of written feedback preferred by the students and the types of feedback provided by the teachers on students’ writing. This study employed a survey design which involved 54 students and 22 teachers using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. The results showed that there were some points of compatibility between students’ preferences and teachers’ practices and some other points were incompatible. The data showed that both students and teachers preferred to have or to give direct feedback but the data also indicated that students liked to have more direct feedback than the teacher could provide. It was also found that the teachers provided more indirect feedback than the students expected to have. The students also preferred unfocused feedback to focused feedback. The findings of the study have crucial implications on writing instruction. There is a need to design writing instructions which accommodate both teachers’ practices and students’ preferences for written feddback. Based on the profile of students’ preference and teachers’ practices, a model of feedback provision in teaching writing is proposed. This model is called preference-based feedback on writing instruction.

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Alhourani, Alaa Q. "Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study." Journal of World Englishes and Educational Practices 3, no. 2 (February 27, 2021): 10–20. http://dx.doi.org/10.32996/jweep.2021.3.2.2.

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This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

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Cannata, Marisa, and Mimi Engel. "Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals." Education Finance and Policy 7, no. 4 (October 2012): 455–88. http://dx.doi.org/10.1162/edfp_a_00076.

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The academic success of any school depends on its teachers. However, relatively little research exists on the qualities principals value in teacher hiring, and we know almost nothing about charter school principals’ preferences. This article addresses this gap in the literature using survey results for a matched sample of charter and traditional public school principals. We compare regression-adjusted survey responses of charter and traditional public school principals to examine whether charter school principals report placing more emphasis on teacher hiring than principals in traditional public schools and whether principals’ preferences for teacher qualifications and characteristics vary between charter and traditional public schools. While we find some mean differences in principals’ reported hiring focus and preferences across charter and traditional public schools, regression results indicate that these differences are driven not by charter status but by school characteristics, such as average teacher experience and school enrollment.

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Bosworth, Ryan, and Frank Caliendo. "Educational production and teacher preferences." Economics of Education Review 26, no. 4 (August 2007): 487–500. http://dx.doi.org/10.1016/j.econedurev.2005.04.004.

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Oliver, Bernard. "Teacher and School Characteristics: Their Relationship to the Inservice Needs of Teachers." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 38–45. http://dx.doi.org/10.1123/jtpe.7.1.38.

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Once teachers enter the world of teaching, their opportunities to find continuing education become diffuse and often problematic. Despite the significance placed on continuing education by school districts, inservice and staff development activities are largely understudied in the research community. Accordingly, the purpose of this study was to investigate teachers’ inservice preferences and the relationship of these preferences to selected teacher and school characteristics. A 25-item questionnaire was administered to 85 secondary physical education teachers to assess their preferences for inservice education activities. Multiple regression and factor analysis revealed that selected teacher and school characteristics accounted for significant proportions of the variance as measured by the Inservice Needs Inventory.

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Giersch, Jason, and Christopher Dong. "Principals’ preferences when hiring teachers: a conjoint experiment." Journal of Educational Administration 56, no. 4 (July 2, 2018): 429–44. http://dx.doi.org/10.1108/jea-06-2017-0074.

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Purpose What do principals look for when hiring teachers? The purpose of this paper is to extend the knowledge concerning what aspects of teacher quality are in demand among the individuals who administer schools and make hiring decisions. Design/methodology/approach Rather than employing interviews or surveys, the authors utilized a conjoint instrument that assembled teacher characteristics into fictitious applicant profiles. Participating North Carolina public school principals (n = 467) then chose among the computer-generated options and regression analysis allowed the authors to identify preferences in the aggregate. Findings Principals in this study preferred applicants with classroom experience, but those with 15 years were no more preferred than those with 5. They also preferred applicants with more education, but an advanced degree was no more preferred than a bachelor’s from a highly selective institution. Preference for teachers who are committed to state standards varied with schools’ performance on state tests. Originality/value Conjoint analysis is a useful tool for measuring preferences but is underutilized in research on education administration. This paper contributes not only to the body of knowledge about school principal behavior but also to the field’s familiarity of research techniques.

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Daly, Beth, and L. L. Morton. "The End of Leisure: Are Preferred Leisure Activities Contraindicated for Education-Related Stress/Anxiety Reduction?" Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/471838.

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Teacher stress is an increasing problem not only for practicing teachers but for student teachers as well. It leads to professional teachers leaving the profession, and future teachers enduring much stress and anxiety throughout teacher education programs. To further explore effects of stress, teacher candidates were surveyed with respect to (1) the role of their leisure preferences and (2) their stress levels related to Pedagogy, Evaluation, Class Management, and Interpersonal Relations. In Study One (n=216), a profile of leisure preferences was comprised, and findings from the relationship between leisure preferences and teaching anxieties contributed to a profile to explore reduced anxiety over time. A follow-up investigation (Study Two,n=136) tested the discriminatory potential of these leisure profile variables to separate those who showed less anxiety over time from those who regressed. Surprisingly, increased anxiety was associated with higher leisure in Sports, Adventure, Travel, and Exotica and with non-Science majors, Human Kinesiology majors, and Males. Some leisure preferences appear to be counterintuitive, given commonsense notions of the value of leisure. A Leisure Preferences Profile serves to facilitate discrimination between groups (improvement in anxiety levels versus no improvement) with respect to Pedagogical and Evaluation anxiety. A Composite Profile suggests that Leisure preferences related to Sports, Adventure, and Exotica are counterproductive in reducing stress related to Pedagogy. Implications are discussed.

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Diamond, Lindsay L., MaryAnn Demchak, and Tammy V. Abernathy. "A Survey of Rural Principals: Preferences Regarding Teacher Candidates." Rural Special Education Quarterly 39, no. 3 (May 10, 2020): 138–51. http://dx.doi.org/10.1177/8756870520912996.

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Rural school principals continue to have difficulty hiring and retaining qualified teachers. Researchers have sought to determine the preferred type of preparation programs and the specific characteristics of teacher candidates, but few have specifically focused on the perceptions of the rural principal. The purpose of this study was to understand current rural school principals’ perceptions regarding various factors affecting the selection of teacher candidates. Using an online, cross-sectional survey of rural school principals, data were collected to understand their perspectives regarding various factors that may affect the selection of potential teacher candidates. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program. In addition, when reviewing applicant materials they look for specific factors such as experience, those who are known in the community, cooperating/lead teacher evaluations, and areas of licenses held among teacher candidates. Rural school principals specifically reported a preference toward hiring applicants who hold a dual license in elementary and special education.

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Mentiş Köksoy, Aylin, and İskender Daşdemir. "Factors Affecting Teacher Candidates' Value Preferences." International Journal of Progressive Education 15, no. 6 (December 8, 2019): 102–21. http://dx.doi.org/10.29329/ijpe.2019.215.7.

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Dissertations / Theses on the topic "Teacher preferences"

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Satchell, W. K. J. "Teacher preferences and environmental performance in primary schools." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370804.

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Hamdan, Abdul Rahim. "Student study approach preferences and motivation in teacher training in Malaysia." Thesis, University of Surrey, 2004. http://epubs.surrey.ac.uk/850/.

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Mitchell, Murray F. "Perceptions and preferences of physical education methods teacher educators in Ohio /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807824133.

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Windsor, Nancy Lynn. "Analysis of parent-teacher communication preferences in rural elementary schools and parent involvement /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946311.

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Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.

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Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study was based on andragogy, and the research was conducted under the conceptual framework of constructivist principles. Data collection included interviews with 10 classroom teachers using open ended questions. Data analysis included the extraction of themes and subthemes emerging from the interviews. Findings indicated teachers' preference for hands on professional learning opportunities and technology use in delivery models. Teachers also expressed an interest in being given a choice in the delivery model of their professional learning opportunities. Implications for positive social change focus on professional development planners and facilitators, who are encouraged to seek preferences from teachers to best meet the needs and interests of educators in order to advance changes in teacher behavior and subsequent improvement to student achievement.

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Molden, Sandra A. "Teacher and parent perceptions and preferences regarding effective school to home communication." Thesis, Holy Family University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100537.

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Effective school to home communication encourages positive relationships that support student achievement. This study examines perceptions and preferences of teachers and parents to understand what constitutes effective communication between teachers and parents. Research questions examine the frequency of communication between teachers and parents, modes of communication, and the field and tenor of effective school to home communication. Data was gathered from teachers and parents of students in first through third grades, in a Southeastern Pennsylvania suburban school district. Two surveys were created aligning with current school to home communication literature focusing mainly on the field, tenor, and mode of language interactions. Each survey consisted of Likert-Type questions and included two open-ended responses. One survey gathered teachers’ perceptions and another, parents’ perceptions. The significance of this study stems from the importance of effective communication between the school and parents. Federal mandates require schools provide communication to parents. Previous studies indicated effective communication leads to parents being involved and engaged in a child’s education that in turn increases student academic and social progress (Epstein, 2001; Murphy, 2008; Stuck, 2004). The findings of this study indicated that parents and teachers place high value on the necessary components of effective school to home communication. This study found that teachers and parents were largely in agreement in their perceptions about the value of school to home communications. Teachers and parents believe that effective home to school communication helps them work together as a team to improve student learning.

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Hutson, Brad. "Teaching the high school educator| Understanding their learning preferences in an adult-learning environment." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140131.

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This mixed-model study utilized the qualitative and quantitative data from high school teachers of one middle Tennessee school district and high school teachers of the Tennessee High School Speech and Drama League to determine if differences existed amongst the learning preferences of high school teachers in adult learning environments. All participants completed the Canfield Learning Styles Inventory to provide quantitative data. Members of an executive board completed a focus group questionnaire to provide qualitative data for the study. The study led to a recommendation that developers of professional development and school officials consider learning preferences because significant differences existed amongst the participants. Accounting for these differences could lead to more effective implementation of professional development content.

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Schols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.

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The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of instrumental knowledge and skills. Adequate technology training is a major factor that can help to promote the uptake of emerging technologies into the curriculum, which in turn benefits students (Yoon et al, 2007; Collins & Halverson, 2009; Earley & Porritt, 2014). This research seeks to add to current knowledge about teacher educators’ technology professionalisation and to provide an instrument for the purpose of mapping teacher educators’ technology learning preferences in the workplace. The technology learning preferences instrument (TLP-instrument) designed, implemented and evaluated in this research is intended to create a link between teacher-educators’ technology learning needs in the workplace and the way in which professional development programmes should be tailored to meet teacher educators’ evolving learning needs. The investigation employs a design-based research approach which is cyclical and appropriate for addressing complex problems in educational practice for which no clear guidelines for solutions are available. To collect and analyse the data, a mixed methods approach was used. The rationale for mixing both types of research is that qualitative and quantitative methods complement each other (Creswell & Plano-Clark, 2011). Findings in this dissertation and in follow-up research are intended to lead to more effective technology professionalisation programmes through suggestions for better design and development based on teacher educators’ learning needs.

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Brosseau, M. J. Ann. "University students' preferences for a teacher and teaching style : a case study of Moroccan students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ47750.pdf.

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Steele, Natalie. "The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy." connect to online resource, 2009. http://digital.library.unt.edu/permalink/meta-dc-9826.

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Books on the topic "Teacher preferences"

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Differentiating by student learning preferences: Strategies and lesson plans. Larchmont, NY: Eye On Education, 2008.

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Boyd, Donald. The role of teacher quality in retention and hiring: Using applications-to-transfer to uncover preferences of teachers and schools. Cambridge, MA: National Bureau of Economic Research, 2010.

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Hancock, Michael. A study on the continuous professional development of teacher-coaches within international schools: Investigating their needs and preferences. Oxford: Oxford Brookes University, 2003.

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Barnes, Jennifer. Learning preference scales: Handbook and test master set: teachers, students, parents. Hawthorn, Victoria: ACER, 1992.

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Jacob, Brian Aaron. What do parents value in education?: And empirical investigation of parents' revealed preferences for teachers. Cambridge, MA: National Bureau of Economic Research, 2005.

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Donnelly, C. T. Inset preferences v Inset provision: Problems and prospects : a study of home economics teachers in Northern Ireland. [S.l: The author], 1991.

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Kleinfelter, Eileen Rose. The perceptions of female high school varsity basketball players toward their coach, and their gender preference for a basketball coach. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1985.

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Forest, James J. F. I prefer to teach: An international comparison of faculty preference for teaching over research. New York: RoutledgeFalmer, 2002.

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Sims, Wendy L. The effect of high versus low teacher affect and passive versus active student activity during music listening on preschool children's attention, piece preference, time spent listening and piece recognition. [S.l: s.n.], 1985.

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Asiedu, Kwasi. The psychological profile of biological and physical science oriented pupils at 16-plus with special reference to factors that influence attitudes towards science, subject preference, choice, teacher liking, social influence, career aspirations and personality. Uxbridge: Brunel University, 1988.

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Book chapters on the topic "Teacher preferences"

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Tsamir, Pessia, Dina Tirosh, Esther Levenson, and Ruthi Barkai. "Using Cases and Events in Teacher Education: Prospective Teachers’ Preferences." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 65–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_7.

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Said, Lara, and Rosienne C. Farrugia. "Teachers’ Pedagogy on the Creative-Thinking Preferences of Gifted Children, Influence of." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_443-1.

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Ivanova, Irina. "Feedback or Evaluation: Teacher-Trainees’ Preferences for Explicit Evaluation in Post-lesson Discussions." In Changing Language Assessment, 197–222. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_9.

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Lim, Chap Sam. "Riding the Third Wave: Negotiating Teacher and Students’ Value Preferences Relating to Effective Mathematics Lesson." In Selected Regular Lectures from the 12th International Congress on Mathematical Education, 471–85. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_27.

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Wehmeyer, Michael L., Sung Hyeon Cheon, Youngsun Lee, and Matthew Silver. "Self-Determination in Positive Education." In The Palgrave Handbook of Positive Education, 225–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_9.

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AbstractOne of the constructs that has been widely researched in positive psychology is self-determination, which refers generally to acting volitionally, based upon one’s own preferences, interests, and values. This chapter overviews conceptualizations of self-determination in the context of theories of agentic human behaviour, motivational psychology, and disability. Two primary theoretical perspectives on self-determination, Self-Determination Theory and Causal Agency Theory, are discussed, and their relative contributions to understanding the development of self-determination examined. Three education-based interventions that have been derived from these theoretical perspectives are described, as well as the evidence supporting their implementation: an intervention to increase teacher skills and knowledge to be autonomy-supportive; a schoolwide intervention that emphasizes autonomy, competency, and relationships; and a teaching model that enables teachers to teach students to self-regulate problem-solving leading to setting and attaining educational goals. To create schools that benefit all students, we need to focus on promoting student agency, student ownership over learning, and meaningfulness and purpose.

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Bracey, Georgia L., and Mary L. Stephen. "Teacher Technology Use: An Interplay of Learning Preference, Teaching Philosophy, and Perception of Technology." In Communications in Computer and Information Science, 425–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29585-5_25.

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Lee, Wing On. "Multiple Modalities of Asia-Pacific Citizenship Pedagogies: Eclectic Concepts, Hybridised Approaches and Teachers’ Preferences." In Citizenship Pedagogies in Asia and the Pacific, 335–56. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0744-3_16.

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Yang, Kexin Bella, LuEttaMae Lawrence, Vanessa Echeverria, Boyuan Guo, Nikol Rummel, and Vincent Aleven. "Surveying Teachers’ Preferences and Boundaries Regarding Human-AI Control in Dynamic Pairing of Students for Collaborative Learning." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 260–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_20.

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Bennett, Peggy D. "Personality preferences." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0034.

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Each of us likely has mild to strong preferences for certain personalities. And those personalities may or may not be similar to our own. Given the sometimes powerful reactions to personalities in schools, it may be worth thinking about them and considering their influence on us. • A teacher relies on sarcastic humor for interacting with teachers and students. Some like the teasing. Others find it offensive. • A teacher is demure and quiet. Some appreciate the calm. Others distrust the lack of responsiveness to co- workers. • A principal is very efficient and responsible in managing school issues, yet teachers and parents feel slighted by an assumed lack of interest in them. • A principal is so generous, affectionate, and outgoing that teachers begin to wish for a strong disciplinarian, rather than a grandparent figure. Whether we are drawn to or repelled by certain personalities, we are likely to face them in schools. And it is to our advantage to both notice our personality preferences and actively coach ourselves to look and behave beyond them, instead of letting them interfere with our teaching or our collegiality. Exuberant personalities. Quiet personalities. Which do you prefer as friends? Which do you prefer as students? All ages of people, from preschool on, could have personalities that repel or ignite our sense of comfort and affinity. This is common, and it is normal. How we act on those feelings, however, can affect the health of our relationships and the effectiveness of our teaching. No matter the level of exuberance or quietness, we would be remiss to gauge expertise, leadership, or friendliness by the magnitude of others’ social behaviors. Plus it can be important for us to notice when our own quietness or liveliness has a dampening effect on our teaching, conversations, and group discussions. Personalities can push us away or draw us near. We benefit when we treat a person (including a student or teacher) openly and kindly regardless of our initial, instinctive, emotional response to that individual’s personality.

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Lenkaitis, Chesla Ann. "Valuing Technology in the L2 Classroom." In Handbook of Research on Digital Learning, 173–89. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9304-1.ch011.

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This study explored both student and teacher perceptions and preferences regarding technology use in the second language (L2) classroom using the digital identity theoretical framework in order to examine when technology is a value-add. Five teacher participants' (n = 5) implemented both textbook and non-textbook technology, into 10 (n =10) intact L2 classes totaling 81 student participants (n = 81), for approximately three months. Analyses of pre-, post-, and monthly surveys revealed that technology implementation created connections between students, teachers, and L2 learning and teaching processes. Although participants had distinct experiences, they shared some perceptions and preferences. Not only does this study add to the small body of research exploring comparisons between students and teachers, but it also shows that both digital native students and digital immigrant teachers need support to better understand and value L2 technologies.

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Conference papers on the topic "Teacher preferences"

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Makeeva, Elena, Marina Kulinich, and Ekaterina Savitskaya. "Professional Preferences of Translators/Interpreters-to-be: Survey Results." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1529.

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Salimova, D. A. "Language Preferences Of Children-Bilinguals In The Conditions Of Disperse Accommodation Of Ethnos." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.87.

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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.

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Abu Rasheed, Hasan, Christian Weber, Scott Harrison, Johannes Zenkert, and Madjid Fathi. "WHAT TO LEARN NEXT: INCORPORATING STUDENT, TEACHER AND DOMAIN PREFERENCES FOR A COMPARATIVE EDUCATIONAL RECOMMENDER SYSTEM." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1610.

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Яшин, Б. Л. "Philosophical Disciplines in Pedagogical Higher Education as the Foundation of the General Culture of the Future Teacher." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.60.58.009.

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в статье раскрывается роль философии и других философских дисциплин в системе подготовки будущего учителя. Утверждается, что одним из результатов реформ в области высшего образования стало существенное сокращение количества аудиторных часов, отводимых на курс философии, а изучение логики, этики и эстетики, способствующих формированию у будущего учителя высокой культуры мышления, «гражданственности, патриотизма, духовности, гуманности и других человеческих качеств», поставлено в зависимость от предпочтений руководителей образовательных программ. Показывается, что одной из серьезных проблем в преподавании философии остается негативное отношение к этой дисциплине учащихся и преподавателей профильных дисциплин вузов. Формулируются наиболее важные задачи, решение которых могло бы существенным образом изменить ситуацию: повышение активности преподавателей философии на факультетах и в вузе в целом, поиск и использование новых эффективных форм и средств преподавания, внедрение в процесс обучения компьютерных технологий, интернета, укрепление связей преподавателей философии и профильных дисциплин. the article reveals the role of philosophy and other philosophical disciplines in the system of training a future teacher. It is stated that one of the results of reforms in the field of higher education was a significant reduction in the number of classroom hours allocated to the course of philosophy, and the study of logic, ethics and aesthetics that contribute to the formation of a future teacher of a high culture of thinking, «citizenship, patriotism, spirituality, humanity and other human qualities», is dependent on the preferences of educational program managers. It is shown that one of the major problems in teaching philosophy is the negative attitude of students and teachers of specialized disciplines of higher education institutions to this discipline. The most important tasks are formulated, the solution of which could significantly change the situation: increasing the activity of philosophy teachers at the faculties and in the University as a whole, searching for and using new effective forms and means of teaching, introducing computer technologies, the Internet into the learning process, and strengthening the links between philosophy teachers and specialized disciplines.

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Tejada, Regine, and Iris Ann Martinez. "A two-step approach involving forecasting preferences integrating curriculum, rank, educational attainment and interest, and assignment to shorten teacher-course assignment process." In 2020 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2020. http://dx.doi.org/10.1109/edunine48860.2020.9149523.

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Cui, Yuchen, Pallavi Koppol, Henny Admoni, Scott Niekum, Reid Simmons, Aaron Steinfeld, and Tesca Fitzgerald. "Understanding the Relationship between Interactions and Outcomes in Human-in-the-Loop Machine Learning." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/599.

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Human-in-the-loop Machine Learning (HIL-ML) is a widely adopted paradigm for instilling human knowledge in autonomous agents. Many design choices influence the efficiency and effectiveness of such interactive learning processes, particularly the interaction type through which the human teacher may provide feedback. While different interaction types (demonstrations, preferences, etc.) have been proposed and evaluated in the HIL-ML literature, there has been little discussion of how these compare or how they should be selected to best address a particular learning problem. In this survey, we propose an organizing principle for HIL-ML that provides a way to analyze the effects of interaction types on human performance and training data. We also identify open problems in understanding the effects of interaction types.

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Lara, J. Javier Serrano, and Félix Fajardo Magraner. "The ICT and gamification: tools for improving motivation and learning at universities." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5286.

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The teacher-student technology gap and the lack of attention in the design of attractive and motivating learning methodologies often result in student´s demotivation and poor academic performance. To this end, from the research field, a series of methodologies and tools have been developed, such as gamification, as well as the introduction of ICT in lessons. By implementingSocrative, a classroom app to engage students, we tried to measure the evolution of students’ knowledge after the use of ICT and more interactive lessons. In addition, we tried to relate the level of motivation to students’ seating plan in the classroom (in rows). We also tried to analyse students' preferences and their feedback of the new techniques and methodologies used during the classes. The main result of the research is that the use of ICT and gamification in the classroom improved students’ motivation and learning, especially those who were less motivated. The direct relation between the students' seats in the classroom and their motivation was verified. At the same time, the learning differences between all the students in the classroom were reduced, achieving a balance between the learning and the motivation of the students. Keywords: Smartphone; incentive; learning; university students; Socrative.

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L Gregory, Vicki, and Kiersten L Cox. "Remember When Ebooks were all the Rage? A Look at Student Preferences for Printed Text versus Electronic." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3731.

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Aim/Purpose: In many public and academic libraries, ebooks are being pushed on users mainly due to budgetary and space needs even though readers are still showing a strong preference for print books. Background: Many librarians are focusing on how to get readers to use ebooks when they really should be considering how ebooks fit into learning, whether formal or self-learning, and the preferences that readers show for one format over the other. Library collections since the 1960s have generally focused on a strategy of “give them what they want,” but in the case of ebooks, there seems to be a trend of trying to force ebooks on users. Methodology: A survey was given to undergraduate and graduate students at the University of South Florida. Contribution: Our research findings fit with current data that shows a decline in popularity of ebooks and a continued popularity of print books. We would like to convince members of the academy to think about this issue and question the ebooks plans that libraries have on their campuses. Findings: Both undergraduates and graduates strongly preferred print over electronic in the case of textbooks and books for leisure reading. Only journal articles were preferred in electronic form, but from the comments it was evident that articles were printed out and the student used the print copy for studying and research purposes. Reference books were split 50/50 in preference for electronic versus print. Recommendations for Practitioners: Librarians and teachers cannot assume that just because students use their smart-phones that they prefer ebooks. Recommendation for Researchers: More research is needed on this subject before libraries become too dependent on purchasing large ebook packages from vendors rather than the selection of print books. Future Research: Now that this paper has advanced our understanding of user preferences for books versus ebooks, we wish to expand our research to faculty and widen the geographical areas covered.

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Bogacheva, Ekaterina Alexandrovna. "Prevention of Conflicts in Adolescent Environment." In Regional Scientific-Practical Conference, chair Inna Leonidovna Fedotenko. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98838.

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This article deals with the problem of conflicts in adolescence, which in the modern socio-cultural space has acquired unprecedented relevance. Dynamically changing society from day to day, dictates its own rules in the adolescent environment. Differences in views, preferences, thoughts and worldview are acutely perceived within the adolescent group. Due to the age and physiological characteristics that occur at this age, adolescents often do not know how to control their behavior and correctly respond to emerging controversial situations. All this sets the task of teachers and psychologists to help the teenager, to teach him a rational way out of the conflict, as well as to carry out preventive measures, to create programs to reduce the level of negative manifestations.

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Reports on the topic "Teacher preferences"

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Boyd, Donald, Hamilton Lankford, Susanna Loeb, Matthew Ronfeldt, and James Wyckoff. The Role of Teacher Quality in Retention and Hiring: Using Applications-to-Transfer to Uncover Preferences of Teachers and Schools. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w15966.

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Boyd, Donald, Hamilton Lankford, and Susanna Loeb. The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools. Cambridge, MA: National Bureau of Economic Research, September 2003. http://dx.doi.org/10.3386/w9953.

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Bertoni, Eleonora, Gregory Elacqua, Diana Hincapie, Carolina Méndez, and Diana Paredes. Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru. Inter-American Development Bank, October 2019. http://dx.doi.org/10.18235/0001977.

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Jacob, Brian, and Lars Lefgren. What Do Parents Value in Education? An Empirical Investigation of Parents' Revealed Preferences for Teachers. Cambridge, MA: National Bureau of Economic Research, July 2005. http://dx.doi.org/10.3386/w11494.

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