Academic literature on the topic 'Teachers' centre movement'
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Journal articles on the topic "Teachers' centre movement"
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Miller, Malcolm. "Jerusalem, Music Centre: Andre Hajdu." Tempo 67, no. 264 (April 2013): 78. http://dx.doi.org/10.1017/s004029821300017x.
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An 80th birthday concert full of the spirit of youthful exploration reflected the innovative interactive aesthetic of Andre Hajdu, the Hungarian-Israeli composer, whose oeuvre is gradually gaining wider international exposure. Presented by the Jerusalem Music Centre on 29 March 2012, the programme featured works from the last quarter of a century for chamber duo and solo piano, including two premières, culminating in an improvisational interactive jam session by an array of students and colleagues, joined by the composer himself at the piano. To begin was Hajdu's Sonatine for Flute and Cello (1990) ‘in the French style’ performed with panache by the flautist Yossi Arnheim and cellist Amir Eldan. It is an elegantly written work radiating the spirit of Hajdu's teachers Milhaud and (less overtly) Messiaen, with whom he studied in Paris in the 1950s and 60s. Beneath the light-hearted veneer of polyphonic textures is a serious, plangent expressiveness. The first movement, libre et gai, moves from the chirpy, Poulenc-like delicacy of a cat-and-mouse imitative chase, building tension towards a final stretto. In the second movement, molto moderato, Arnheim wove a lyrical cantilena for flute over gentle cello accompaniments, giving way to rarified high cello registers shadowed by eloquent lower lines of the flute. An exuberant dance-like finale, Libre mais un peu rythmé, increased in drama before receding to a tranquil conclusion.
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Tang, Wen-Chao, Hua-Yuan Yang, Tang-Yi Liu, Ming Gao, and Gang Xu. "Motion Video-Based Quantitative Analysis of the ‘lifting-Thrusting— Method: A Comparison between Teachers and Students of Acupuncture." Acupuncture in Medicine 36, no. 1 (February 2018): 21–28. http://dx.doi.org/10.1136/acupmed-2016-011348.
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Objective To compare objective measures of needle manipulation between students and teachers of acupuncture using motion video analysis technology, to help support instructional acupuncture education. Methods A total of 30 teachers and 60 students participated in this study. Acupuncture needles were inserted at LI11 and motion videos were recorded for three subtypes of ‘lifting-thrusting’ manipulation: (1) ‘mild reinforcing-attenuating’; (2) ‘reinforcing’; and (3) ‘attenuating’. The videos were analysed using Simi Motion 3D software to acquire the movement parameters of four trace marks: ‘thumb tip’; ‘forefinger tip’; ‘forefinger middle joint’; and ‘forefinger base joint’. Differences between the two groups were compared using t-tests, X2 tests and/or rank-sum tests. Results Changes in the near-end interphalangeal joint were positively associated with a range of movement along the X axis. Motion parameters for the thumb tip, the proximal interphalangeal (PIP) joint of the forefinger and the X axis shaft swing near the end of the forefinger in the teacher group were higher than those in the student group. The teacher group featured smaller trough dispersion and smaller crest dispersion during ‘reinforcing’ and ‘attenuating’ manipulations, respectively. Conclusions The ‘lifting-thrusting’ manipulation could be simplified as a fixed-axis rotation using metacarpophalangeal joints in the thumb and forefinger as the shaft centre. Teachers opened at a larger angular variation for the PIP during the lifting and thrusting processes with better spatial control. Temporal control was similar between groups and therefore appears easier to grasp. Repetitive training might be helpful for improving athletic and spatial stability during needle manipulation.
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Buari, Noor Halilah, and Anis Nur Fazlyana Md-Isa. "Eye Movements Behaviour in Reading Different Text Sizes among University Students." Environment-Behaviour Proceedings Journal 4, no. 12 (December 31, 2019): 75. http://dx.doi.org/10.21834/e-bpj.v4i12.1916.
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AbstractReading efficiency is one of the main concerns among the teachers, publishers, and also eye care practitioners. The size of the text was among factor that might affect the reading. The eye movement behaviour was studied in six different text legibility. The saccades and fixation were recorded and tracked among twenty-five university students. Significant changes in eye movements behaviour in term of saccades and fixations occurred when the university students read passages with different text legibility. The eye movements behaviour was able to adapt to the changes in shape, and size of presented reading materials for better understanding of reading.Keywords: eye movements; saccadic; fixation; readingeISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i12.1916
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Troeshestova, D. A. "Olympiad Movement in the System of Partnership “School–University–Enterprise”." Higher Education in Russia 27, no. 12 (January 18, 2019): 116–25. http://dx.doi.org/10.31992/0869-3617-2018-27-12-116-125.
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The article addresses the problem of organizing Olympiads and competitions for schoolchildren and students by the University to identify and support them in their individual educational and career trajectory, with the participation of employers in the region. To solve this problem, I.N. Ulianov Chuvash State University is implementing a number of projects in the partnership system «school – University – enterprise». The article highlights the activities of the Centre for working with the talented youth of I.N. Ulianov Chuvash State University aimed at realization of the strategic project roadmap of the University «Formation and development of the complex for popularization of promising careers, engaging and support of the talented youth in the system of multilevel anticipatory staff training». The article describes a unique experience in organizing academic Olympiads and creative design contests for schoolchildren in conjunction with innovative enterprises of the Chuvash Republic, among which are: «Hope of Chuvashia electrical engineering», «Hope of Chuvashia mechanical engineering», «Builders of the future », «Electronics 4.0», «IT-Ring». Winners and prizeholders of these academic Olympiads and contests get involved into the work of professional navigational guidance platform of the University «Center for career planning». Currently, the University is actively working on adaptation and introduction of the tutorship model. Key indicators of Olympiad movement efficiency in the network of cooperation with enterprises are provided. An analysis of these indicators makes it possible to conclude that various academic Olympiads and competitive activities for schoolchildren held together with enterprises-partners increase the number of winners and prize-holders of the highest level academic Olympiads entering the University. The article also discusses the forms of supplementary education for gifted schoolchildren and their teachers-tutors. It is stated that the value is not holding Olympiads and identifying talented schoolchildren, but regular classes with them in clubs and in supplementary education courses. It is concluded that by attracting talented graduates of secondary educational institutions to enter the University and their active participation in student Olympiad movement organized in partnership with leading innovative enterprises, the problem of professional elite developing in the region is successfully being solved.
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Lamanauskas, Vincentas. "THE TWENTY FIRST NATIONAL SCIENTIFIC-PRACTICAL CONFERENCE „NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2014“: A REVIEW OF CONFERENCE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 2 (August 25, 2015): 112–17. http://dx.doi.org/10.48127/gu-nse/15.12.112.
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This year, on April 24th-25th, the 21st National Scientific Practical Conference “Natural science education in a comprehensive school - 2015” took place. This time the participants of the conference gathered at Lazdijai district, Veisiejai gymnasium. The conference was organized by the scientific methodological centre “Scientia Educologica”, and the most important conference partners were - Veisiejai gymnasium and the weekly “Žaliasis pasaulis”. Traditionally, on the first day of the conference two plenary reports were made. Prof.dr. Vincentas Lamanauskas presented a report on the achieved results of the International project “MaT²SMc, Materials for Teaching Together: Science and Mathematics Teachers collaborating for better results”. There are prepared 33 integrated natural science education topics. The material will be presented in the project internet café http://www.mat2smc-project.eu/index.asp?lang=en. Lithuanian Educology University associate professor Rita Makarskaitė-Petkevičienė spoke about the importance of learning in nature. Speaking about primary class pupils’ natural science education, the speaker emphasized, that more possibilities should be made for the pupils to learn world cognition in natural surroundings, because this is the way to their better natural science competence. The colleagues from St. Petersburg made a historical report in which they discussed the questions of chemistry teaching methodology history in Russia. In the afternoon the work went on in two sections. In the first section the reports were mostly devoted to pre-school, primary and general natural science education problems. This year, the same way as every year, conference article collection was prepared and published. It is worth to mention, that since 2013 this publication has been serial. Totally13 articles are published in this year edition, in which various natural science problems are discussed. One can dare assert that a certain conference ideology has been formed already. On the one hand, conference is a nice connection “bridge” between academic and pedagogical (teacher) communities. Teachers share their experience, raise important problems, find out certain new information and so on. So, 21st national conference is a history already. As always, not everything was successfully recorded, not all interesting questions discussed. One has to believe, that natural science education movement will continue and develop. 22nd conference is expected to take place in Jonava, in April, 2016. Key words: national conference, science education, science and technological education movement.
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Beniakh, Nataliia. "Glass Art Department at Lviv National Academy of Arts: unique centre of contemporary glassmaking." Bulletin of Lviv National Academy of Arts, no. 41 (December 26, 2019): 53–56. http://dx.doi.org/10.37131/2524-0943-2019-41-04.
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The preconditions for the emergence of professional art education in the field of art glass in Lviv and Galicia are considered. The history of artistic glass and its influence on the development of the modern center in Lviv on the basis of the Lviv National Academy of Arts is analyzed. The history of the Department began in 1961 with an experiment, when at Lviv State Institute of Applied and Decorative Art (today Lviv National Academy of Arts) a small department of plastic and glass art was opened. Full formation of the unit took place in 1963–1964 and corresponded to the needs of provision with the specialists of experimental workshop of glass art of Lviv Experimental Ceramic and Sculpture Factory of those times. The curriculum of basic art disciplines is formed in accordance with the specificity of the material – glass art and is focused on consideration of the importance of imaginative or constructive thinking, according to selected specialized direction. For decades, the staff of the Glass Department keep contact with glass artists in the whole world, participates in organization of international symposiums and exhibitions, meetings with students, lectures, workshops with the participation of the most famous artists in the world. Since 1989, the teachers and staff of the Department have been actively participating in the organization of International Symposiums of Blown Glass that are the most long-lasting continuous forums of glass artists in the world nowadays. On the base of the Department, mini-symposiums for students took place, and in 2013 and 2016, a scientific and creative workshop (glass-melting furnace) became the main base for the work of famous glass artists from different countries of the world. Every three years the students have an opportunity to observe the work of the most world well-known glass artists from various countries, participate in workshops and lectures. The purpose of the article is to analyze the activities of the Department of Art Glass of the Lviv National Academy of Arts in the modern studio movement.
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Łuczak, Maciej, Sławomir Jandziś, and Ewa Puszczałowska-Lizis. "Prof. Eugeniusz Piasecki’s Contribution to the Development of Polish Physiotherapy." Ortopedia Traumatologia Rehabilitacja 20, no. 2 (April 16, 2018): 103–12. http://dx.doi.org/10.5604/01.3001.0011.7671.
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Based on source materials, this article presents the activity of Prof. Eugeniusz Piasecki towards the development of physiotherapy in Poland. After completing his studies at the Faculty of Medicine of Jagiellonian University and a pedagogical course in physical education for gymnastics teachers at secondary schools and teacher training centres, he went to Vienna to deepen his knowledge of medical gymnastics and hydrotherapy. During a scientific trip to Sweden, he became acquainted with Pehr Henrique Ling’s method. In the years 1900-1916, E. Piasecki ran a healing gymnastics, orthopaedics and massage facility in Lviv. He was also active in the „Sokol” Gymnastic Society and worked in the gymnasiums owned by his father Wenanty Piasecki in Cracow and Zakopane. At the University of Lviv he taught school hygiene, theory of physical education as well as conducting research and teaching in the physiology of exercise. There he also obtained his habilitation in 1909. His overarching objective was to eliminate German gymnastics, which he considered harmful, from schools in Galicia. Instead, he advocated Swedish gymnastics, based on scientific evidence and anatomo-physiological analysis of each movement. His research focused, among others, on the effect of various physical exercises on the cardiorespiratory and osteo-articular systems in children. The results of E. Piasecki’s studies were the basis for a critical evaluation of the irrational strength exercises of German gymnastics. He endeavoured to promote physical education as much as possible, adapting it to the specific needs of schools, hospitals and spas. As head of the Department of Theory of Physical Education and School Hygiene (since 1919) and then the Institute of Physical Education (since 1924) at Poznan University, together with Prof. Ireneusz Wierzejewski, Dr Wiktor Dega,Ph.D., and Dr Franciszek Raszej, Ph.D., he laid the foundations of rehabilitation in Poland. Thanks to him, the Poznan centre carried out research in medical gymnastics and massage, preparing specialists in the area of corrective exercises and, later, physiotherapy in Poland.
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Lamanauskas, Vincentas. "24th NATIONAL SCIENTIFIC PRACTICAL CONFERENCE “NATURAL SCIENCE EDUCATION IN A COMPREHENSIVE SCHOOL – 2018”: CONFERENCE REVIEW." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 15, no. 2 (December 15, 2018): 81–88. http://dx.doi.org/10.48127/gu-nse/18.15.81.
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Having already become traditional, scientific practical conference “Natural science education in a comprehensive school – 2018” took place in Šilutė, a beautiful Pajūris lowland city. On the first conference day, plenary reports and two section work took place. It was discussed about the exceptional geological exhibit importance to non-formal natural science education and about Lithuanian and Latvian student attitude to natural science disciplines and mathematics. Traditionally, methodological natural science education questions were discussed. One plenary report was made remotely. Dr. Solange W. Locatelli from Brazilian Federal ABC university shared her personal experience applying metacognitive strategies in chemistry teaching. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: http://oaji.net/journal-archive-stats.html?number=1984&year=2018&issue=12477 On the initiative of Šilutė district municipality, a cognitive conference participants’ boat trip down the Nemunas river to Kuršių lagoon was organised. Conference participants had a unique possibility to get acquainted with the lagoon district, to see off the Sun, and also to taste traditional lagoon fish soup. On the second conference day, the reports were also presented. It was discussed about teaching based on researching. The main report idea was educational activity object selection and pedagogical scenarios preparation. Pilot empirical research results were presented. Natural science education organisation and improvement in a primary school was discussed. The carried-out research allows stating, that primary school teacher professional preparation in a natural education sphere remains actual. Practical work organisation is considered the most appropriate activity. The teachers try the least to satisfy / to take into consideration individual students’ differences. Though teachers are inclined to demonstrate various experiments, research activity is not dominating. Natural science education “journey” continues. 25-th conference will take place on 26-27 April 2019 in Kupiškis Povilas Matulionis progymnasium. So, from Pajūris lowland we travel to Kupiškis, which is in the outskirts of eastern middle Lithuania lowland and in which the Kupa river flows through the centre of the city. Key words: national conference, science education, science and technological education movement.
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Amalia Rohmah, Rizqi, Yayi Suryo Prabandari, and Lily Arsanti Lestari. "Using the RE-AIM framework to evaluate safe food village development programme through the food safety movement in village in the Special Region of Yogyakarta, Indonesia." BIO Web of Conferences 28 (2020): 05004. http://dx.doi.org/10.1051/bioconf/20202805004.
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Unsafe food is a major threat to public health both globally and in the Southeast Asia region. In Indonesia, various food safety problems are still encountered such as cases of food poisoning, food containing hazardous materials and poor food handlers’ sanitation hygiene. One of The National Agency of Drug and Food Control (NADFC)’s efforts to overcome food safety issues in Indonesia is the development of safe food villages with village community-based food safety interventions through the Food Safety Movement in Village (Gerakan Keamanan Pangan Desa/GKPD). The study used RE-AIM framework with a case study design. The study sites were Pandowoharjo Village, Sendangsari Village and Mangunan Village, the Special Region of Yogyakarta, Indonesia. Informants were selected purposively as many as 73 people. Data were collected through six FGDs, 16 interviews face to face and using telephone, observation and document review. The analytical approach used was qualitative content analysis with Opencode software version 3.6.2.0. The results of the study showed that the GKPD program involved community policy makers (village officials), the formation of food safety cadres from various community groups (family health empowerment organization, youth organizations, teachers) and the fostering of various food provider communities in the village (housewives, home-industries, food retailers, school canteen, and street food vendors), as well as the involvement of public health centre, but in its implementation there were obstacles to the adoption of food safety practices by the food vendors community which caused the program to not be fully effective in changing food safety behaviour due to economic and human resources factors.
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de Ruigh, Annemijn A., Noor E. Simons, Janneke Van ‘t Hooft, Aleid G. van Wassenaer-Leemhuis, Cornelieke S. H. Aarnoudse-Moens, Madelon van Wely, Gert-Jan van Baaren, et al. "Child outcomes after induction of labour or expectant management in women with preterm prelabour rupture of membranes between 34 and 37 weeks of gestation: study protocol of the PPROMEXIL Follow-up trial. A long-term follow-up study of the randomised controlled trials PPROMEXIL and PPROMEXIL-2." BMJ Open 11, no. 6 (June 2021): e046046. http://dx.doi.org/10.1136/bmjopen-2020-046046.
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IntroductionLate preterm prelabour rupture of membranes (PROM between 34+0 and 36+6 weeks gestational age) is an important clinical dilemma. Previously, two large Dutch randomised controlled trials (RCTs) compared induction of labour (IoL) to expectant management (EM). Both trials showed that early delivery does not reduce the risk of neonatal sepsis as compared with EM, although prematurity-related risks might increase. An extensive, structured long-term follow-up of these children has never been performed.Methods and analysisThe PPROMEXIL Follow-up trial (NL6623 (NTR6953)) aims to assess long-term childhood outcomes of the PPROMEXIL (ISRCTN29313500) and PPROMEXIL-2 trial (ISRCTN05689407), two multicentre RCTs using the same protocol, conducted between 2007 and 2010 evaluating IoL versus EM in women with late preterm PROM. The PPROMEXIL Follow-up will analyse children of mothers with a singleton pregnancy (PPROMEXIL trial n=520, PPROMEXIL-2 trial n=191, total IoL n=359; total EM n=352). At 10–12 years of age all surviving children will be invited for a neurodevelopmental assessment using the Wechsler Intelligence Scale for Children-V, Color-Word Interference Test and the Movement Assessment Battery for Children-2. Parents will be asked to fill out questionnaires assessing behaviour, motor function, sensory processing, respiratory problems, general health and need for healthcare services. Teachers will fill out the Teacher Report Form and answer questions regarding school attainment. For all tests means with SDs will be compared, as well as predefined cut-off scores for abnormal outcome. Sensitivity analyses consisting of different imputation techniques will be used to deal with lost to follow-up.Ethics and disseminationThe study has been granted approval by the Medical Centre Amsterdam (MEC) of the AmsterdamUMC (MEC2016_217). Results will be disseminated through peer-reviewed journals and summaries shared with stakeholders. This protocol is published before analysis of the results.Trial registration numberNL6623 (NTR6953).
Dissertations / Theses on the topic "Teachers' centre movement"
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Schad, Michael L. "A Teacher’s Adoption of Maker-Centered Learning: A Phenomenological Case Study." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6090.
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The maker movement is a social movement which espouses the importance of artifact creation through physical and digital tools. As the maker movement moves into educational spaces, researchers and educators are exploring ways to integrate it alongside current classroom practices. A prevalent framework for maker integration is the maker-centered learning framework, which was used as part of the conceptual framework. Currently, more research is needed which justifies and analyzes maker-centered learning in an educational environment. This study aimed to use phenomenological methods to capture the lived experience of chemistry teacher as she integrated the maker-centered learning framework into her chemistry classroom.
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Carpi, Ana Cristina Menegaz dos Santos. "Tornar-se doCENte: uma viagem pelas experiências formativas de professores da Educação Infantil do Centro Educacional de Niterói de 1980 a 2006." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7140.
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Esta dissertação tem como centralidade investigar as narrativas de professores que atuaram no segmento da Educação Infantil do Centro Educacional de Niterói (CEN), entre 1980 e 2006. Esta pesquisa busca compreender, em um mergulho nas abordagens (auto)biográficas, como estes docentes viveram as ações de formação, ou de (trans)formação, desenvolvidas no espaçotempo desta escola, percebidas como movimentos instituintes. Por último, busca compreender os impactos que a experiência de ser docente no CEN, ou tornar-se doCENte, trouxe para a construção de sua identidade e de sua atuação pedagógica. Para a consecução destes objetivos, tornou-se necessário, em paralelo, compreender a escola e suas principais marcas identitárias. Sendo assim, a dissertação contempla também uma investigação sobre o contexto histórico de sua criação no final da década de 1950 e início da década de 1960. Elementos de uma viagem foram tomados como metáfora a fim de elucidar o itinerário da pesquisa e, assim, refletir acerca dos referenciais teóricos metodológicos que a perpassam e fundamentam, tais como os conceitos de história, experiência, narrativas (auto)biográficas, formação docente, movimentos instituintes, conversas e análise de conteúdo. A partir do entrelaçamento destes conceitos, tomados como fundamentais à investigação, da interlocução com o contexto histórico institucional e das conversas com os professores, vividas como parte do trabalho de pesquisa, esta dissertação busca compreender discursos, processos de formação e espaços formativos. Dentre as muitas reflexões que a pesquisa proporciona, destaco: a importância da busca pelo conhecimento como elemento constitutivo da identidade docente, ou seja, a formação docente deve ter com preocupação central a formação de professores pesquisadores; a necessidade do estreitamento do diálogo entre escola e universidade; e a transformação de cada escola em centro de formação docente, em fórum de discussão e construção de saberes e fazeres, em uma perspectiva pessoal e coletiva.This dissertation centrality investigates narratives of teachers who worked at the segment of Preschool of Centro Educacional de Niterói (CEN), between 1980 and 2006. This research seeks to understand, by a dive into autobiographical approaches as a privileged way for it, how teachers experienced education actions, or (trans)formation actions, developed in spacetime of this school, perceived as instituting movements. Finally, sought to understand the impact that experience of being a teacher at CEN, or becoming a doCENt, brought to research subjects identities construction and for their educational activities.To achieve these objectives, became necessary, in parallel, to understand the school and its main identifying marks. Thus, the dissertation also includes an investigation of the historical context of its creation, in the late 1950s and early 1960s. Elements of a trip were taken as a metaphor to understand research itinerary and thus reflect on theoretical and methodological frameworks that underlie and permeate it, such as: concepts of history, experience, (auto)biographical narratives, teacher education, instituting movements, conversations and content analysis. From intertwining of these concepts, taken as fundamental to research work, the dialogue with institution historical context and the conversations with teachers, experienced as part of the research, this dissertation sought to understand speeches, education processes and educative spaces. Among many reflections that this research provides, I emphasize : the importance of searching for knowledge as a constitutive element of teacher identity, so being a teacher as well as a researcher should be a central concern of teacher education; the need for closer dialogue between school and university; and the transformation of each school into a teacher educating center, turning each school into a discussion and construction forum of knowledge and practice, in a personal and collective perspective .
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HSI, CHU YU, and 朱玉璽. "A Study on the Participation of the Environment Education Center, Kaohsiung Teachers’ Association in the Environmental Movements." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/x2359x.
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碩士國立臺東大學
教育研究所
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The Environment Education Center of Kaohsiung Teachers’ Association (the Center) is a non-governmental green organization consisting of grassroots teachers. Not only is it the first green organization founded by local teachers in Taiwan, but also the premier environmental movement participant in the quasi-union system, and the only teachers’ association that actively advocates environmental movements all over the world. Through the methods of practical analysis, participant observation and semi-structured interview, this study aims to explore the social concerns and developmental experiences of teachers’ association, to determine the fundamental background leading to the successful operation of the Center, and to find out the course it has taken, its action plans, features, contributions and roles in participating in environmental movements. Furthermore, the leading style of Ken-Cheng Li as well as the analysis and review of the Center’s development will also be discussed in this research. The results of this study reveal that the Center, which has been operating for nine years (1998-2007), has partaken in domestic forest, water resource and anti-pollution environmental issues as well as in the central environmental assessment system. Therefore, it possesses great professionalism and actively engages in its concern for major environmental development projects of the public sector. One of the pioneers in environmental movements, the Center has assisted in an enlightenment campaign of forest culture, reversed improper forestation policies, built a sound foundation of water resource education in the society, and participated in environmental assessment. These outstanding performances have helped the Center gain steadily-increasing donations from all circles, while maintaining its professionalism as well as independence. The Center, therefore, has become a model in environmental movement participation, for local teachers’ associations. In addition to acquiring acknowledgement from teachers’ associations and environmental protection groups countrywide, its experience and fulfillment of teachers’ social responsibilities have also had an impact on the development of the Environment Education Center of Pingtung County Teachers’ Association. Through playing a role in environmental movements, the Center has carried forward the will and vision of Hui-Shan Chang, the leader of Kaohsiung Teachers’ Association, as well as Ken-Cheng Li’s persistent ideology. With the devotion to environmental movements, the Center, however, does not accordingly obtain substantial assistance from Kaohsiung Teachers’ Association. In fact, the support gained from the system of teachers’ associations does not match the contributions made by the Center. Most full-time personnel expenses, for instance, have to rely on fundraising. In addition, the core teachers that used to show consideration for ecology have gradually withdrawn from related affairs; Ken-Cheng Li’s resignation from the position of director in June, 2007, is the critical variable, along with the preceding factors that impact the Center’s future development. How to continue developing in a sustainable manner, when facing future challenges, how to acquire core organizers’ support so that the Center can be more institutionalized, and how to train teachers to be involved in environmental movements and ecological education, are profound issues that require the teachers’ association and the Center to contemplate.
Books on the topic "Teachers' centre movement"
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Kurokawa, Shūji. Akagari jidai no Beikoku daigaku: Ososugita meiyo kaifuku. Tōkyō: Chūō Kōronsha, 1994.
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Yagenova, Simona Violetta. La protesta desde una persectiva comparativa: El caso de las movilizaciones sociales de los médicos, maestros y personas de la tercera edad. [Guatemala]: Área de Movimientos Sociales, FLACSO Guatemala, 2008.
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Der politisch-kritische Deutschunterricht des Bremer Kollektivs. Frankfurt am Main ; New York: Peter Lang, 2008.
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Resisting Hitler: Mildred Harnack and the Red Orchestra. New York: Oxford University Press, 2000.
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Students, professors, and the state in Tsarist Russia. Berkeley, Calif: University of California Press, 1989.
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Kassow, Samuel D. Students, professors, and the state in Tsarist Russia. Berkeley: University of California Press, 1989.
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Kassow, Samuel D. Students, professors, and the state in tsarist Russia. Berkeley: University of California Press, 1989.
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Bird, Bonnie. Bonnie Bird Gundlach, dancer and dance educator. 1994.
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Crawford, Margo Natalie. Who’s Afraid of the Black Fantastic? University of Illinois Press, 2018. http://dx.doi.org/10.5406/illinois/9780252041006.003.0008.
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This chapter uncovers the overcoming of the binary of surface and depth in the Black Arts Movement mobilization of the substance of style. Crawford shows that when we put the visual and literary art of the Black Arts Movement and the 21st century together, we can see the often unrecognized use of surface as surface (in both movements). This chapter argues that black post-blackness teaches us that the external must stop being pathologized and depth must stop being celebrated as the rejection of play and performance. This chapter analyzes the art and performances of Erykah Badu, Nikki Giovanni, Diana Ross, Haki Madhubuti, Glenn Ligon, Mingering Mike, and others.
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Seidman, Naomi. Sarah Schenirer and the Bais Yaakov Movement. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781906764692.001.0001.
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Sarah Schenirer is one of the unsung heroes of twentieth-century Orthodox Judaism. The Bais Yaakov schools she founded in interwar Poland had an unparalleled impact on a traditional Jewish society threatened by assimilation and modernity, educating a generation of girls to take an active part in their community. The movement grew at an astonishing pace, expanding to include high schools, teacher seminaries, summer programmes, vocational schools, and youth movements, in Poland and beyond; it continues to flourish throughout the Jewish diaspora. This book explores the movement through the tensions that characterized it, capturing its complexity as a revolution in the name of tradition. The book presents the context which led to its founding, examining the impact of socialism, feminism, Zionism, and Polish electoral politics on the process, and recounts its history, from its foundation in interwar Kraków to its near-destruction in the Holocaust, and its role in the reconstruction of Orthodoxy in subsequent decades. A vivid portrait of Schenirer shines through. The book includes selections from her writings published in English for the first time. Her pioneering, determined character remains the subject of debate in a culture that still regards innovation, female initiative, and women's Torah study with suspicion.
Book chapters on the topic "Teachers' centre movement"
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Himka, John-Paul. "Village Notables as Bearers of the National Idea: Priests, Teachers, Cantors." In Galician Villagers and the Ukrainian National Movement in the Nineteenth Century, 105–42. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19386-8_3.
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Brand, John. "The Schools Council, the ‘Professional Centre’ Concept and the ‘Teachers’ Centre’ Movement." In New Directions in Educational Leadership, 347–59. Routledge, 2018. http://dx.doi.org/10.4324/9781351041065-29.
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Pathania, Gaurav J. "Osmania University." In The University as a Site of Resistance, 71–108. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199488414.003.0003.
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For the past five decades, OU has been the nerve centre for every agitation, strike, meeting, or debate for separate Telangana. The widespread notion that ‘movement is the business of Osmania’ is explained in the chapter by highlighting Osmania’s role throughout the various phases of the movement. The university has produced a number of activists who later became part of mainstream politics and other arenas of society. This chapter illustrates how a culture of resistance was created by intellectuals (students, alumni, and teachers) and how their activism made the campus the epicentre of a mass movement. Focusing primarily on out-of-the-classroom ethnographic material, this chapter discusses the influence of campus education and (un)learning, how its spaces and interpersonal relations make individuals more cognizant of their regional identity, and how this identity assertion translated into a mass movement.
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Heyman, Barbara B. "Lincoln Center Commissions." In Samuel Barber, 451–69. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863739.003.0017.
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For the opening week of the new Philharmonic Hall at New York’s Lincoln Center for the Performing Arts in 1962, Barber composed a piano concerto in honor of the 100th anniversary of his publisher. The concerto was tailored to the technical prowess and individual style of John Browning, reflecting the Russian influence of his piano teacher Rosina Lhévinne. The second movement was a reworking of an earlier piece, Elegy, written for Manfred Ibel, a young art student and amateur flute player, to whom Barber dedicated his piano concerto. This chapter details Barber’s compositional process and influences for each movement of the concerto and describes the enthusiastic reception of the debut performance. Nearing completion of the concerto, Barber was invited to Russia as the first American composer ever to attend the biennial Congress of Soviet Composers, where he freely discussed his compositional philosophy and methods. For the concerto, Barber won his second Pulitzer Prize and the Annual Award of the Music Critics Circle of New York. His second composition for the opening season of Lincoln Center was Andromache’s Farewell, for soprano and orchestra. Based on a scene from Euripides’s The Trojan Women, the piece displayed deep emotional expression and striking imagery. With a superior opera singer, Martina Arroyo, singing the solo part, the success of Andromache’s Farewell presaged Barber’s opera Antony and Cleopatra.
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Crichton, Susan E., and Deb Carter. "Taking Making Into the Schools." In Teacher Education, 559–87. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch028.
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This chapter introduces professional learning (PL) challenges in a Digital Age and makes a case for an immersive, sustained, experiential approach including diverse groups of professionals. It explores how this approach informed novice and experienced educators to incorporate design thinking and making into their current practice. After providing background on the Maker Movement, an immersive PL model is explored. This model comprises an integrated series of PL experiences designed to encourage participants to actively engage in four distinct yet related elements. Drawing on a qualitative, iterative process, initial research findings and experiences suggest that such a model may support good PL and professional development for educators designing and developing 21st century learning environments. These findings suggest this model may allow for collaborative re-thinking of established course and curricular designs, while addressing significant social issues, encouraging participants to become thoughtful contributors in an increasingly complex, globalized economy.
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Virgil, Sharon M. "A World in Crisis." In Rhetoric and Sociolinguistics in Times of Global Crisis, 152–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6732-6.ch009.
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The author, a college composition teacher, recognizes we are living in a time of global crisis, fighting battles on two fronts. On the one hand, we are living in a period that sees us exposed to COVID-19, a pandemic that is threatening lives across the globe with no apparent end in sight. Then we have the social injustice that is racism rearing its vile and ugly head, resulting in the highlighting of the Black Lives Matter movement. Believing that freshman composition teachers are ideally positioned to encourage students to share their views on the crises that we are currently living through, this author uses a student-centered-book-writing pedagogy and asks her students to write a book on what they are burning to tell the world about COVID-19 or the Black Lives Matter movement. In this article, the author shares excerpts of her freshman composition students' writings and briefly discusses her student-centered-book-writing pedagogy.
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Yap, Roseline Wai Kuan. "Developing Educational Videos." In Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies, 142–61. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1435-1.ch009.
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The teach less, learn more (TLLM) movement has prompted the need for teaching and learning innovations that fall under this framework. Educational videos have always been used as teaching tools. However, educational videos can also be used based on the ‘constructionism' approach in which learners develop the videos. This form of teaching and learning innovation provides a variety of learnings and skills such as active and collaborative learning, including creative thinking and problem-solving skills, which are lifelong to the learners, compared to the passive learning in the teacher-centered approach. This chapter will begin with a discussion of the trends in learner-centred teaching, which falls under the TLLM framework. This is followed by a detailed exploration on the use of a constructivist approach for the development of educational videos under the assignment component in a science-based module. The chapter will then conclude with the outcome of the teaching and learning innovation for the learners, including its significance on learning.
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Burks, Lizette A. "Using Arts Education in STEM With the Science and Engineering Practice of Developing and Using Models." In Challenges and Opportunities for Transforming From STEM to STEAM Education, 238–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2517-3.ch010.
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Since 2013 more than three-quarters of the United States has adopted science education standards based on the Next Generation Science Standards (NGSS). Science education is often integrated with multiple disciplines including technology, engineering, and mathematics (STEM) and in more recent movements integrated with the arts (STEAM). This chapter examined preservice teachers' preconceptions about the practice of developing and using models in science education and practical integration of the arts through this central practice. The results of the study indicated preservice elementary preconception survey scores were higher when describing the practice as a social endeavor than any other aspect of the practice. Using social endeavors as a lever in elementary teacher education can help preservice teachers utilize this critical practice in more expansive ways (investigatory, sensemaking, critiquing). Examining the way the arts manifest in the practice of developing and using models within the NGSS serves as a first step to finding meaningful ways for integration.
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Kleifgen, Jo Anne, Charles K. Kinzer, Daniel L. Hoffman, Kristin Gorski, Jean Kim, Andrea Lira, and Briana Ronan. "An Argument for a Multimodal, Online System to Support English Learners' Writing Development." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, 171–92. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch009.
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This chapter describes a technology-centered intervention project to demonstrate the benefits of a multimodal, Web-based platform, STEPS to Literacy, for teaching academic writing to Latina/o adolescent learners of English. After laying out a theoretical and empirical rationale, the authors provide details about the design features and instructional approach that support student writing. Next, an example is given of the use of STEPS in the classroom, in which eighth-grade students with the teacher's guidance analyze multimodal documents, take notes, and write an essay for a unit on the Civil Rights Movement. A summary of the benefits of such an online system for academic writing development is outlined, and a set of points for teachers to consider for planning and implementation in the classroom concludes the chapter.
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Ahmed, Farhana. "Investigating Learner Autonomy and 21st Century Skills in Blended Tech-Enhanced Language Learning." In New Technological Applications for Foreign and Second Language Learning and Teaching, 113–34. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch006.
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This chapter reports on a study that examines learners' beliefs towards technology use with specific focus on the development of learner autonomy in a blended context within a post-secondary English for academic purposes (EAP) program. The growth of post-secondary EAP programs along with the researchers' awareness and interest in leveraging technological tools in support of student-centered learning motivated this research. Findings reveal students' overall positive attitude towards technology use and adoption of some 21st century skills in learning English. When innovative pedagogical methods are supported by intervention in learning, a heightened critical awareness and movement towards learner autonomy was observed among students through fostering of some 21st century competencies. The chapter concludes with recommendations for teacher education in tech-enhanced pedagogy, teacher-intervention in educating students about the rationale for technology use, leveraging students' digital resources and ongoing critical and reflective teaching practices.
Conference papers on the topic "Teachers' centre movement"
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Wizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.
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Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.
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D’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.13.
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In 2015, students at the University of Cape Town called for the statue of Cecil Rhodes, the 19th century British coloniser, to be removed from their campus. Their clarion call, in this increasingly widespread #RhodesMustFall movement, was that for diversity, inclusion and social justice to become a lived reality in higher education (HE), the curriculum has to be ‘decolonised’. (Chantiluke, et al, 2018; Le Grange, 2016) This was to be done by challenging the longstanding, hegemonic Eurocentric production of knowledge and dominant values by accommodating alternative perspectives, epistemologies and content. Moreover, they also called for broader institutional changes: fees must fall, and the recruitment and retention of both students and staff should take better account of cultural diversity rather than working to socially reproduce ‘white privilege’ (Bhambra, et al, 2015) Concerns had long been voiced by both academics and students about curricula dominated by white, capitalist, heterosexual, western worldviews at the expense of the experiences and discourses of those not perceiving themselves as fitting into those mainstream categories (for an Afrocentric perspective, see inter alia, Asante, 1995; Hicks & Holden, 2007) The massification of HE across race and class lines in the past four decades has fuelled these debates; consequentially, the ‘fitness’ of curricula across disciplines are increasingly being questioned. Student representative bodies have also voiced the deeper concern that many pedagogic practices and assessment techniques in university systems serve to reproduce society’s broader inequalities. Certainly, in the UK, recent in-depth research has indicated that the outcomes of inequity are both multifaceted and tangible, with, for example, graduating students from Black, Asian and Minority Ethnic (BAME) backgrounds only receiving half as many ‘good’ (first class and upper second) degree classifications as their white counterparts (RHS, 2018). As a consequence of such findings and reports, the momentum for discussing the issues around diversifying and decolonising the university has gathered pace. Importantly, however, as the case and arguments have been expressed not only through peer reviewed articles and reports published by learned societies, but also in the popular press, the core issues have become more accessible than most academic debates and more readily discussed by both teachers and learners (Arday and Mirza, 2018; RHS, 2018). Hence, more recently, findings about the attainment/awarding gap have been taken seriously and given prominence by both Universities UK and the National Union of Students, though their shared conclusion is that radical (though yet to be determined) steps are needed if any movements or campaigns, such as #closingthegap are to find any success. (Universities UK, 2019; NUS, 2016; Shay, 2016)