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Soong, Hannah, and David Caldwell. "Tensions, Transformations and Travel." Journal of Comparative & International Higher Education 13, no. 2 (May 7, 2021): 132–44. http://dx.doi.org/10.32674/jcihe.v13i2.2543.
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This paper discusses the dynamic and complex dimensions of ‘becoming’ a cosmopolitan teacher educator through an overseas study tour. It employs autobiography as a research method to interpret the experiences of an overseas study tour, and how it has engaged the teacher educators in self-reflexivity of their negotiation of multiple identities: academic, personal and cultural. Our self-narratives reveal how becoming cosmopolitan educators is not only intimately linked to the process of re-construction of oneself as a reflexive person. The process can also be conflicting and unsettling because of how we were positioned by our pre-service teachers. It concludes by highlighting the conditions in which our multiple identities come into existence and how they shape our ways of becoming, and the need for teacher educators to engage in a continual process of professional development as cosmopolitan teacher educators.
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Subagyo, Adit Darwo. "TRAVEL GUIDE TRAINING IN TRAVEL EDUCATION FRAMEWORK." JELAJAH: Journal of Tourism and Hospitality 1, no. 1 (March 3, 2019): 14–17. http://dx.doi.org/10.33830/jelajah.v1i1.451.
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The use of computer programs in learning mathematics can help students construct mathematical concepts. Therefore, computer media is needed in learning mathematics today. One computer program that is often used by teachers to help explain geometry concepts is Geogebra. This community service activity aims to provide training on the use of Geogebra in instilling straight-line concepts, and graphs of quadratic functions, for junior and senior high school teachers in Jember Regency, which is attended by 30 people. This training was conducted in March 2016 for 2 training sessions, held at Jember 3 Public Middle School. The method used: presentation, practice, discussion, demonstration. Furthermore, assistance is provided at the school where the training participants teach. As a result, there was an increase in skills in utilizing the Geogebra program to teach students about the concept of straight lines, and graphs of quadratic functions. The expected output of the community service activities are: (1) abdimas articles which are published in journals / electronic media (2) Handbook on how to operate the Geogebra program.
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Robins-Browne, Roy. "Vertical Transmission." Microbiology Australia 39, no. 1 (2018): 2. http://dx.doi.org/10.1071/ma18001.
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ASM aims to give our members maximum value for their membership. Some new initiatives for 2018 include an annual teacher’s travel award, valued at $4000, to attend the American Society for Microbiology Conference for Undergraduate Educators (AMSCUE), which is the world’s premier microbiology teachers’ conference. We also have instituted 100 travel awards, each valued at $200, to make it easier for members within 10 years of attaining their highest qualification to attend our Annual Scientific Meeting.
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Drummond, Dorothy. "Travel Abroad: A Sine Qua Non for Geography Teachers." Journal of Geography 100, no. 5 (September 2001): 174–75. http://dx.doi.org/10.1080/00221340108978445.
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Yoganand, S., I. K. Annie, and John William Felix. "A study on burnout syndrome among school teachers in Tamil Nadu." International Journal Of Community Medicine And Public Health 6, no. 10 (September 26, 2019): 4575. http://dx.doi.org/10.18203/2394-6040.ijcmph20194531.
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Background: Burnout syndrome is an emerging occupational phenomenon which makes employees to feel exhausted or less interested on their job with a diminished outcome. Teaching is considered one such stressful occupation. So, this study was conducted to assess the magnitude of burnout among school teachers of Tamil Nadu and to determine the various factors contributing to burnout syndrome.Methods: Descriptive survey method was employed for the present study. A sample of 251 government school teachers was taken by using convenient sampling technique. Teachers’ burnout scale by Gupta and Rani was used to collect the data. The obtained data was statistically analysed using one-way ANOVA.Results: The magnitude of burnout was not high in government school teachers. However, the factors like working in high school, urban school, having spouse as a teacher, chronic illness and increased travel time to school, were found to be associated with higher burn out.Conclusions: Teachers have direct interaction with the students, shared responsibility with colleagues, adjusting with institutional conditions and handling various tasks and challenges put them at a high stress. Health system of India is having many health programmes in schools which are related student’s health but the teacher’s health is left behind. Screening teachers for stress, burnout and other occupational psychosocial hazard will help them improving their life and student’s education.
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Aytekin, Cahit. "Making the Pedagogical Elements Used by Prospective Mathematics Teachers Visible in Teaching: Scenario Writing Activities." Acta Educationis Generalis 11, no. 3 (December 1, 2021): 81–104. http://dx.doi.org/10.2478/atd-2021-0022.
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Abstract Introduction: In the reflective writing process, teachers make identification, information, explanation and evaluation activities (Spanneberg, 2009). It is thought that the scenarios written by the teacher candidates in order to teach a certain subject can give them an opportunity to think deeply. However, these teaching scenarios can be a valuable tool for reflective thinking in terms of educational matters such as teaching methods, pedagogy, and beliefs. Methods: In this study, it was investigated whether script writing is an effective tool to make pedagogical elements visible in the prospects of mathematics teachers. Case study pattern, which is one of the qualitative research patterns, was used in the research. For this purpose, thirty prospective mathematics teachers who participated in the study were asked to write two scenarios. The first one is called as “car travel” and the other one is called as “triangles and similarity” scenario. Before the study, some basic frameworks were defined for both scenarios. These are explained to prospective teachers. The “car travel” scenario in this research was given within the scope of the theme which includes only two people and a limited environmental interaction. The second scenario is the triangles and the similarity scenario. In the second scenario, the role of a teacher who conducts applied and real-life education outside of school is defined. Results: In general, it is concluded that script writing activities are very useful in training teachers. The data obtained from both scenarios reveal that the pedagogical elements constructed during the scenario writing activities become concrete in the minds of the prospective teachers. Discussion: It is observed that prospective teachers often include the structure of teaching related to real life in their scenarios. It is stated that teaching in the context of real life increases academic success and students’ interest in the lesson, and thus, the content is learned perceptibly by the students (Acar & Yaman, 2011). Another cognitive element that prospective teachers include in their scenarios is the use of available materials. It is noteworthy that the prospective teachers used real-life tools and materials as materials in the place chosen for the scenarios of their scripts. Limitations: This research is limited to script texts written by thirty prospective teachers. Conclusions: Thanks to this visibility, feedback can be given on the pedagogical elements that the prospective teacher will use in the future.
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Margawati, Prayudias. "TRAVEL WRITING: AN APPLICATION OF WRITING WORKSHOP TO ENHANCE STUDENTS’S CREATIVE WRITING." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (October 1, 2014): 187. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.724.
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Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works in progress. When students work in group, one of them could arrange his/ her group needs during the work time. A share session may be varied, one possible way is each group shares their process of writing to other students. At the end of writing class, student writers come together to publish and/ or celebrate their final work. The publication could be in the form of portfolio, students’ diary, blog, or others. Travel writing genre is chosen as it could develop students’ creativity in describing/ narrating their own stories during, let say holiday or things they used to see on the way home weekly or monthly. Furthermore, travel writing as the product of creative writing teaches the readers of values, characteristics, and way of life. Last but not least, a professional writing teacher should set the writing workshop components in variety ways to achieve effective running-class.
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Kumalasari, Selvia Putri, Budhi Setiawan, and Sumarlam Sumarlam. "PEDAGOGICAL COMPETENCE OF INDONESIA TEACHER VIEWED FROM THE ANECDOTE WRITING LESSON PLANNING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 11, no. 2 (December 2, 2017): 146. http://dx.doi.org/10.24036/ld.v11i2.8054.
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This research describes the pedagogical competence of teachers in arranging lesson plans in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta. The lesson plans prepared by the teachers will give impacts toward the learning practice and also the students' learning result. The approach used in this research is a qualitative approach in a descriptive research. The source of data in this research is the teachers, while the data obtained from the teachers' pedagogical competence are the readiness of the teachers to teach (RPP), sources and teaching materials. The techniques used to collect the data are interview and documentation. Based on the data analysis, the result of this research shows that the lesson plans of Bahasa Indonesia teachers in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta in arranging the lesson plans (RPP) is still not correspond to the component regulated in Permendikbud No. 22, 2016. However, the teachers could access their class by giving the learning method in the form of discussions. It will help the students to solve the problems which appeared in the lesson. The teachers have enclosed learning media to facilitate the students in receiving the learning material. However, the teacher still has not made the RPP in accordance with the correct components. Thus, it can be concluded that the pedagogic competence of Bahasa Indonesia teachers in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta is still not good, because the teacher has not made the lesson plans in accordance with components set by Permendikbud.Key words/phrases: pedagogical competence of teachers, lesson plans, writing skills, anecdote texts.KOMPETENSI PEDAGOGIK GURU BAHASA INDONESIA DITINJAU DARI PERENCANAAN PEMBELAJARAN KETERAMPILAN MENULIS ANEKDOTAbstrakPenelitian ini menggambarkan kompetensi pedagogik guru dalam menyusun perencanaan pembelajaran di kelas X Usaha Perjalanan Wisata SMK Negeri 6 Surakarta. Perencanaan pembelajaran yang disiapkan guru akan memberikan dampak pada pelaksanaan serta hasil belajar siswa. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dalam jenis penelitian deskriptif. Sumber data dalam penelitian ini adalah guru, data yang diperoleh dari kompetensi pedagogik guru adalah kesiapan guru mengajar (RPP) dan sumber serta bahan mengajar. Proses pengumpulan data dilakukan dengan teknik wawancara dan dokumentasi. Berdasarkan analisis data, hasil penelitian ini adalah perencanaan pembelajaran guru bahasa Indonesia kelas X Usaha Perjalanan Wisata SMK Negeri 6 Surakarta dalam membuat Rancangan Pelaksanaan Pembelajaran (RPP) belum sesuai dengan komponen yang di atur dalam permendikbud No 22 Tahun 2016. Namun, guru dapat mengelola kelas dengan memberikan metode pembelajaran berupa diskusi, hal ini membantu siswa dalam menyelesaikan permasalahan yang muncul dalam proses pembelajaran. Guru sudah mencantumkan media pembelajaran dalam mempermudah siswa menerima materi pelajaran. Akan tetapi guru masih belum membuat RPP sesuai dengan komponen yang benar. Dengan demikian, dapat disimpulkan bahwa kompetensi pedagogik guru bahasa Indonesia yang mengampu kelas X Usaha Perjalana Wisata SMK Negeri 6 Surakarta masih belum baik, karena guru belum membuat RPP sesuai dengan komponen yang diatur dalam permendikbud.Kata kunci/frase: kompetensi pedagogik guru, perencanaan pembelajaran, keterampilan menulis, teks anekdot
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Bodorík, Michal. "Teaching English pronunciation by non-native teachers as seen by Slovak teachers." Journal of Language and Cultural Education 5, no. 3 (September 1, 2017): 157–74. http://dx.doi.org/10.1515/jolace-2017-0034.
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Abstract The English language has become the so called “world wide language” due to the fact that it is used globally in many spheres of everyday life - education, business, labour market, technology, tourism, travel and others. In Slovakia, the educational system supports schools in the acquisition of the language by granting more English classes per week, by financing textbook materials, by bridging teaching practice with research as well as making English a mandatory subject of school leaving exams. One of the crucial components in the English language education of Slovak learners appears to be the pronunciation. This language feature has its specificities and therefore it must be approached carefully. Although many researchers in Slovakia have focused on various aspects of English pronunciation, this article aims at the English teachers and their perception of this important issue. The survey focuses on Slovak teachers’ opinions about teaching English pronunciation to non-native learners, more specifically, about teaching techniques, error corrections, textbook materials and university teacher training.
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Van Boxtel, Joanne M. "Seeing Is Believing: Innovating the Clinical Practice Experience for Education Specialist Teacher Candidates With Video-Based Remote Supervision." Rural Special Education Quarterly 36, no. 4 (October 16, 2017): 180–90. http://dx.doi.org/10.1177/8756870517737313.
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A call to implement 21st-century change drivers within teacher preparation is evidenced within policy and research. The use of technology-enhanced methods of supervision where virtual observations of pre-service or in-service teachers are performed by university supervisors or mentors has an established and growing research base that demonstrates improvements in pre- and in-service teacher competencies, as well as programmatic benefits, such as time and cost savings and the ability to supervise remotely. To answer this call, the researcher investigated the strategic implementation of an asynchronous video-based remote supervision model within a university-based teacher preparation program from the perspective of education specialist teacher candidates and their cooperating teachers. Results suggest a video-based remote supervision method is feasible and equally effective or preferred over traditional face-to-face observations by teacher candidates and cooperating teachers for self-reflection, professional growth, and convenience. Time and cost savings resulting from reduced travel for the supervisor are analyzed and discussed. The model and methods presented in this study may be replicated to enable strategic scaling of video-based remote supervision within other teacher preparation programs, particularly those serving candidates in remote or rural areas.
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Retallick, John, Doug Hill, and Colin Boylan. "Workplace Learning and the use of Curriculum Statements and Profiles by Teachers of Educationally Disadvantaged Students." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 25–33. http://dx.doi.org/10.47381/aijre.v5i1.393.
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The development of Australian National Curriculum Statements and Profiles has significant implications for teacher professional development at the present time. In March 1994, the Commonwealth Department of Employment, Education and Training (D.E.E.T.) initiated the National Professional Development Program (NPDP) with an element for teachers of educationally disadvantaged students. In this element submissions were sought to implement the National Curriculum Statements and use student Profiles as a means of improving learning outcomes of students effected by some form of educational disadvantage. This issue has particular significance for rural schools because one of their main concerns is accessing relevant and meaningful professional development which is cost effective in terms of travel and time out of school. In this context, the Centre for Professional Development in Education at Charles Sturt University (CSU) was awarded an NPDP grant to trial a particular approach to professional development with schools in the Riverina region of the New South Wales Department of School Education and the Canberra-Goulburn Archdiocese Catholic Education Office. The approach known as 'workplace learning' was thought to have benefits for rural schools in addressing the problems of travel and cost of teacher release.
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Woodland, Rebecca H., and Rebecca Mazur. "Examining capacity for “cross-pollination” in a rural school district: A social network analysis case study." Educational Management Administration & Leadership 47, no. 5 (January 17, 2018): 815–36. http://dx.doi.org/10.1177/1741143217751077.
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Teacher collaboration is a vital factor in successful school reform, and the networks in which educators are embedded support (or constrain) access to essential social capital resources. In this study, authors used social network analysis to examine the changing structure of teacher collaboration networks over the course of a rural District’s 3-year Professional Learning Community (PLC) initiative. Visual depictions (sociograms) of district- and school-level teacher collaboration networks were generated, and measures of network cohesion – including size, density, connectedness, components, and degree – were calculated at three points in time. Authors worked in partnership with district administrators to explore how location of teachers and principals, and network capacity for diffusion of innovation, changed over time. School leaders may not know how to purposefully influence communication ties between teachers, relying instead on the invisible web of personal affiliations through which professional opinions travel. This study contributes to the field’s understanding of how administrator choices about organizational structure affect “cross-pollination” and the networks through which teachers are able to access and contribute the knowledge and ideas they need in order to deliver high-quality curriculum and instruction to all students.
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Oduro, George, and Emma Dawson-Brew. "Competences and competencies for primary school leadership practice: how far do they travel?" Journal of Educational Management 5 (November 1, 2008): 174–92. http://dx.doi.org/10.47963/jem.v5i.398.
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The quest for quality in education has necessitated the need for innovative leadership in Ghanaian schools. In pursuit of this, teacher educational institutions have through the traditional and distance education systems revised their programmes to ensure that appropriate leadership qualities are developed in teachers to enable them provide the needed classroom and school level leadership for facilitating teaching and leaming in schools. Achieving this feat requires relevantleadership competences. in this paper; we explore some indicators of leadership competences within the Ghanaian cultural context. Drawing on literature from Western authors, and an intetpretive study involving thirty Ghanaian primary headteachers, we contrast competences from competencies and conclude with a discussion on the interplay of the two notions in shaping the professional performance of primary school headteachers in the country.
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Handojo, Angelina Patricia. "DaVinci Academie’s Travel Journey Visual Design." Nirmana 18, no. 2 (September 27, 2021): 87–92. http://dx.doi.org/10.9744/nirmana.18.2.87-92.
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DaVinci is an educational company that has two backing departments. One is aimed at children, namely DaVinci Publisher, and the other is for adults, namely DaVinci Academie. DaVinci Publisher is a department that offers education methods for children, and its vision is to develop kids with their educational products and materials about a way of thinking and learning. DaVinci Publisher has already gotten products to support children’s education from the design of the visuals and supporting media like textbooks, workbooks, binders, etc. However, DaVinci Academie still has nothing to support the education for adults and its target audiences who consist of directors, manager teachers, etc., and do not know about the messages that it carries. Finding the requirements to produce a suitable design of the visuals and the supporting media are needed to support the messages within a travel journey concept given by DaVinci Academie.
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Patahuddin, Sitti Maesuri, and Tom Lowrie. "Examining Teachers’ Knowledge of Line Graph Task: a Case of Travel Task." International Journal of Science and Mathematics Education 17, no. 4 (April 5, 2018): 781–800. http://dx.doi.org/10.1007/s10763-018-9893-z.
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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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Stein, Mary Kay, Margaret Schwan Smith, and Edward Silver. "The Development of Professional Developers: Learning to Assist Teachers in New Settings in New Ways." Harvard Educational Review 69, no. 3 (September 1, 1999): 237–70. http://dx.doi.org/10.17763/haer.69.3.h2267130727v6878.
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In this article, Mary Kay Stein, Margaret Schwan Smith, and Edward A. Silver identify and describe the challenges that practicing teacher educators and professional developers are likely to encounter as they design and implement new programs to help teachers learn new paradigms of teaching and learning amidst current educational reforms. The authors call attention to the fact that, just as teachers will need to relearn their teaching practice, so will experienced professional developers need to relearn their craft, which traditionally has been defined as providing courses, workshops, and seminars. This article focuses on two professional developers who engaged in long-term efforts to work with teachers in new ways, identifying the tensions that each actually faced. The cases illustrate the challenges that professional developers may encounter in supporting the transformation of teachers, including learning how to work with groups of teachers in school settings, expanding their repertoires beyond workshops and courses, and balancing interpersonal sensitivity with the need to challenge prevailing practices and beliefs. The final section of the article looks across the two cases and begins to map out common features of the terrain through which practicing professional developers can expect to travel.
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Cohen, Paul A. "Peter Hessler: Teacher, Archaeologist, Anthropologist, Travel Writer, Master Storyteller." Journal of Asian Studies 72, no. 2 (March 18, 2013): 251–72. http://dx.doi.org/10.1017/s0021911812002197.
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In the first decade of the present century, Peter Hessler published three acclaimed works on China, mostly (although not exclusively) dealing with the present period. Many of the parts of the second and third volumes, in particular, initially appeared as articles in the New Yorker and National Geographic, where the deftness of Hessler's writing and his superb skills as a storyteller attracted attention well beyond the academic world. Hessler's books have also been widely and generously praised—and used in class—by teachers of contemporary China. Yet, to my knowledge, no China specialist has yet attempted a comprehensive assessment of their contribution to the deepening of American understanding of the complexities of Chinese life today. Such an assessment is the modest aim of this essay.
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Hill, Anita, Christopher Spencer, and Kate Baybutt. "Predicting Efficiency of Travel in Young, Visually Impaired Children from Their Other Spatial Skills." Journal of Visual Impairment & Blindness 79, no. 7 (September 1985): 297–300. http://dx.doi.org/10.1177/0145482x8507900703.
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The study's objective was to test ways of predicting how efficiently visually impaired children will learn travel skills. A criteria checklist of spatial skills was developed for close-body space, local space, and geographical/travel space Interrelationships between these skills were studied. A comparison was made between predictors of efficient learning including subjective ratings of teachers, personal qualities and factors of children studied, and ratings of individual spatial skills.
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Neilsen, Rod, Michiko Weinmann, and Ruth Arber. "Editorial: Teaching and learning English in the age of COVID-19: Reflecting on the state of TESOL in a changed world." TESOL in Context 29, no. 2 (December 31, 2020): 1–13. http://dx.doi.org/10.21153/tesol2020vol29no2art1427.
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As this issue of TESOL in context goes to press, we are looking back on a period of close to 18 months since the COVID-19 pandemic became a reality for Australia. The immediate, farreaching and ongoing impact of the pandemic on education has been captured and documented in much academic and professional debate to date (Kenley, 2020; Zentrum für Lehrerinnen- und Lehrerbildung Bamberg (ZLB), 2020). Restrictions on travel resulting from the pandemic have severely impacted teachers, students and teacher educators all over the world (Tran, 2020).
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Mohanan, Mrudhusha, and Suraj Kushe Shekhar. "A STUDY ON THE MEDIATING EFFECT OF FoMO ON SOCIAL MEDIA (INSTAGRAM ) INDUCED TRAVEL ADDICTION AND RISK TAKING TRAVEL BEHAVIORAL INTENTION IN YOUTH." JOURNAL OF CONTENT COMMUNITY AND COMMUNICATION 14, no. 8 (December 31, 2021): 57–67. http://dx.doi.org/10.31620/jccc.12.21/06.
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The effect of social media on youth is immense. Fear of missing out (FoMO) is a common repercussion found in youth due to extreme usage of social media platforms. They suffer from FoMO in the context of travel and tour. This behavior leads to impulsive travel decisions plus risk-taking travel attitude. The present study examines the impact of Social Media (Instagram) induced Travel Addiction on youth's Risk-Taking Travel Behavioral Intention with FoMO as a mediating variable. An online survey conducted amidst 420 South Indian students revealed that Social Media (Instagram) induced Travel Addiction (SMTA) had a direct positive impact (β = 0.29, p <0.05) on Risk Taking Travel Behavioural Intention (RTTBI). It was also observed that Social Media (Instagram) induced Travel Addiction had a direct positive impact on FoMO (β = 0.58, p <0.05), and FoMO had a direct positive impact (β = 0.19, p <0.05) on Risk-Taking Travel Behaviour Intention. Further, FoMO was also observed to mediate the connection between Social Media (Instagram) induced Travel Addiction and Risk-Taking Travel Behavioural Intention. It is proposed that parents, teachers, and educational institutes regulate risk-taking travel behavior in youth. Furthermore, it is suggested that the youths be provided with coping/resilience strategies to deal with social media addiction. The limitations, implications for future research, and recommendations are also discussed in the paper.
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Ghimire, Bharat. "Blended Learning in Rural and Remote Schools: Challenges and Opportunities." International Journal of Technology in Education 5, no. 1 (January 15, 2022): 88–96. http://dx.doi.org/10.46328/ijte.215.
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With the development of technology in education, various methods of teaching have been adopted across the world. Many countries have made technology an integral part of their classroom, and some nations have worked hard to incorporate it in various ways. Through a literature review, this paper investigates the challenges and opportunities of blended learning in rural and remote schools. This study finds how blended learning helps school districts balance teacher demand and supply issues in rural and remote areas. The present study revealed that blended learning is considerably more favorable than face-to-face only, home-schooling, and pure online education and offers several benefits for learners such as no teacher retention issues and schools available in their community. This research concludes that blended learning is an excellent approach to teaching and learning in rural areas regarding teachers’ availability, students’ time to travel to the city, and students’ interaction with their teachers and colleagues.
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Johansen, Guro Gravem, Anna Houmann, and Danielle Treacy. "Editorial." Nordic Research in Music Education 2, no. 2 (December 17, 2021): 1–4. http://dx.doi.org/10.23865/nrme.v2.3663.
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The current issue of Nordic Research in Music Education presents six research articles that in various ways call into question beliefs and established truths within music education, such as perceptions of teacher qualifications for music activities in preschool and primary school, and and who institutions select and educate to become music teachers. Furthermore, the articles address how notions of diversity, intercultural music education and genre categorizations influence the construction of content in music education, and what happens when these categories travel between music cultures and their reconstruction as content in the classroom.
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Kan, TangChung. "Perceived Value, Inter-functional Coordination, and Strategic Adaptation: The Perspective on Selecting Travel Agencies from School Travel Plan." Journal of Tourism and Services 13, no. 24 (June 30, 2022): 236–55. http://dx.doi.org/10.29036/jots.v13i24.366.
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School travel plan (STP) is a significant tourism market for travel agencies; this study explores how travel agencies with customer orientation ability, product advantages, and high-quality service performance affect customer perceived value and the strategic adaptation of travel agencies from a resource-based view by moderating the effect of inter-functional coordination. Proportionate stratified sampling was used to select teachers and administrators from junior and high schools who participated in graduation trip selection for three years from Taiwan, and 183 samples were collected for analysis; likewise, PLS-SEM was adopted to verify the measurements and test hypotheses in the research. The scientific results indicate that travel agencies with customer orientation, product advantages, and high service performance positively impact customer perceived value. Inter-functional coordination has a moderating effect on customer perceived value and travel agency strategic adaptation. Travel agencies have customer-oriented characteristics that can clearly understand customers’ needs and prioritize them. Constantly reviewing customers’ needs and enhancing their perceived value can lead to increased sales volume in STP market. Effective communication and coordination are the critical effects of cooperation between travel agencies and other tourism industries, and travel agencies should quickly respond to schools and provide tourism products that meet STPs’ needs in Taiwan.
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Lancaster, Ron. "License to Do Math with a Full Tank." Mathematics Teacher 112, no. 7 (May 2019): 491–95. http://dx.doi.org/10.5951/mathteacher.112.7.0491.
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Since its inception, the Mathematical Lens column has provided teachers with resources to use with their students to make connections between mathematics and the world around us through the use of photographs. The editors and the dozens of teachers who submitted material for columns have taken all of us on a journey around the world to discover where mathematics lives. These columns have offered teachers a license to do mathematics everywhere and to travel far with their students with a full tank of resources.
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Toraskar, Helen B. "EFL teacher professional change in India." Journal of Language and Cultural Education 4, no. 3 (September 1, 2016): 204–21. http://dx.doi.org/10.1515/jolace-2016-0032.
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Abstract This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India) at different stages in their careers. Wenger’s (1998) three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire) highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978). Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.
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Alonso-Martinez, Juan M., Shaghayegh Ravaei, Teodoro Rudolphi-Solero, and Francisco Sendra-Portero. "Radiology Seminars with Guest Professors in the Virtual Environment Second Life®: Perception of Learners and Teachers." Proceedings 54, no. 1 (August 19, 2020): 16. http://dx.doi.org/10.3390/proceedings2020054016.
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Nine professors of radiology from six different cities were invited to give a 1-hour seminar in the virtual world Second Life® to 154 third-year medical students from the University of Málaga. Students and teachers performed a questionnaire about the cognitive load that implies receiving/teaching seminars inside Second Life@ and several characteristics involving the experience. This experience was considered remarkably enriching by teachers and learners and opens new interesting pathways for educational contact between students and teachers from different universities, with the advantages of reducing costs and travel time.
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Birenienė, Virginija. "SCIENTIX PROJECT – NEW TECHNOLOGIES AND OPEN RESOURCES FOR SCIENCE AND MATH TEACHING AND LEARNING." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 18–23. http://dx.doi.org/10.48127/gu/14.20.18.
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This paper is aimed at getting a quick overview of some important science education projects that European Schoolnet is managing in accordance with the objectives of the Lisbon declaration and with the affirmation of the European Commission that there is a need to promote more widely inquiry based science education methodologies in primary and secondary schools and to support teachers’ networks. STIENTIX is one of the most important European initiatives in the area. The development of effective and attractive STEM curricula and teaching methods, and improved teacher education and professional development are at the heart of the drive to make STEM studies and careers a more popular option for young learners. In the paper, the author’s own experience on choosing “travel well” STEM learning resources and applying them to personalise learning in Lithuanian schools is presented in terms of improving STEM learning. Key words: STIENTIX project, open educational resources, STEM, LRE, travel well resources, learning personalisation.
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Cho, Soo-Jin. "Elementary School Teachers’ Travel Experiences and Elementary Geography Education - Focusing on Transformative Learning -." Journal of The Korean Association of Geographic and Environmental Education 25, no. 1 (February 2017): 33–47. http://dx.doi.org/10.17279/jkagee.2017.25.1.33.
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Eren, Altay. "Involuntary mental time travel and its effect on prospective teachers' situational intrinsic motivations." Learning and Individual Differences 20, no. 6 (December 2010): 677–81. http://dx.doi.org/10.1016/j.lindif.2010.09.003.
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Pachuau, Lalrinkimi, and Vanlalchhawna a. "LOGIT MODEL INTERPRETATION OF TRAVEL MODAL CHOICE/ MODAL SPLIT IN AIZAWL CITY." International Journal of Advanced Research 9, no. 02 (February 28, 2021): 990–99. http://dx.doi.org/10.21474/ijar01/12541.
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The subject matter of this study pertains to the population of Aizawl city, Mizoram. The data is based on the usage of public or private transportation by individuals irrespective of their ownership of private vehicles. The sample includes respondents who are teachers,high-school and college teachers taken separately, of all age groups, different educational backgrounds, as also different income levels who are mobile, belonging to Aizawl city and around.The study examines only the demand side factors influencing travel decisions. The supply side aspects, relating to public transports are taken as given. A study of this kind is beneficial to many parties like the government in its policy implication and also to the private entities as it is directed towards reduced travel expense. Insight of the mechanisms of the travel decision process will benefit governments to formulate policies that better address consumers needs in transport. The study will also enable public transport managers to understand their consumers needs preference and psyche. Furthermore, since no study of this nature has been conducted for the city of Aizawl, the present study will contribute to the birth of a recorded empirical work. It will also lead to further, deeper, more significant research in the area.This study attempts to contribute to the understanding of how local public transport demand is affected by different factors. The focus of this study is to examine the cause of preference of public transportation over private or vice versa by passengers. Considering the increased use of public transportation by individuals and especially by those who also own private vehicles, it is important to understand what causes this preference of one means over the other and the personal benefits involved with it. Careful analysis also shows that the respondents prefer private transportation to public. The logit model shows that of the variables affecting transport mode choice by individual among high school teachers that is most significant is accessibility and flexibility of the private transportation. Also the variables affecting transport mode choice by individual among college teachers that is most significant is time issues secondly, accessibility and flexibility of the private transportation which was also observed in the preceding sections of the chapter The small sample size, with little variability across the quantitative variables could be the reason of the low significance, yet high odd ratios.
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Statkevičius, Dainius. "INTEGRATION OF NATURAL SCIENCE LESSONS AND EDUCATIONAL TRIPS." Natural Science Education in a Comprehensive School (NSECS) 21, no. 1 (April 10, 2015): 68–70. http://dx.doi.org/10.48127/gu/15.21.68.
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Natural Sciences subjects have recently been promoted to be organized in informal environments. It is advisable to integrate Natural Sciences lessons with educational trips which can be arranged individually by teachers or with the help of travel agencies. In the sightseeing tours several subjects can be integrated: Biology, History, Geography, foreign languages, Arts. However, it has and negative aspects: 1. Students have to pay for trips; 2. Because of the lack of experience teachers often choose prepared travel agency’s programs which will not always meet the needs of students. Also, it is important, that programs should not be overloaded with sightseeing objects and irrelevant information. It is suitable to offer for students up to 3 different sightseeing objects. Moreover, irrelevant facts, data, etc. should be avoided during the excursions. Students better acquire non-traditional information, for example, various legends. If teacher organizes educational trips by themselves, the estimate of the trips should be prepared and submitted to students in advance. The estimates should include these expenses: bus rent, fuel cost, parking and road taxes, hotel price, a guide’s assistance. Additional charged objects should not be included in the total price. Before going on a trip it is necessary to: 1. Obtain parents (guardian) agreement in writing; 2. Familiarize all students with the requirements of safe behaviour; 3. Receive the order for the trip signed by the head of the educational institution. Also, it is very important: groups of students must be accompanied by a teacher, who has a tour leader or a guide license issued by the Department Tourism. Key words: educational trips, students, integration of school subjects.
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Dani, Sri Rahma, Muhammad Subhan, and Antik Estika Hader. "PENGEMBANGAN MEDIA TRAVEL GAME PADA PEMBELAJARAN PERKALIAN DAN PEMBAGIAN BILANGAN PECAHAN MATEMATIKA DI KELAS V SEKOLAH DASAR." Consilium: Education and Counseling Journal 1, no. 2 (October 18, 2021): 219. http://dx.doi.org/10.36841/consilium.v1i2.1123.
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in learning Mathematics in class V there is material about multiplication and division of numbers. During the learning process, the media used is still not optimal, so students do not think much in learning. So in this study, a travel game media was developed to overcome this problem. This study aims to describe the process of developing travel game media and produce travel game media for teachers and students of fifth grade elementary school that are valid, practical, and effective. The type of research used in this research is research and development (R&D). This development procedure refers to the 4D development model which consists of several stages, namely (1) defining, (2) design phase, (3) development phase, (4) dissemination phase. The subjects in this study were fifth grade elementary school students. The results of the assessment of learning media conducted by two validators had an overall score of 83.1% with a very valid category. The results of the practicality of learning media are seen from the implementation of the lesson plans with an average of 89.4%, the results of the teacher's responses with an average of 92.18%, the results of student responses 92.2% so it can guarantee that the results of the practicality of the media meet the very practical category, Effective results of learning media obtained from the fifth grade students of SDN 05 Koto Baru has a value of 92.2% to increase interest in learning and the average student learning outcome is 80% so that the travel game learning media developed can be declared valid, practical, and effective.
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Ozcan, Mehmet. "High school teachers’ self-efficacy beliefs: A mixed method research." Waikato Journal of Education 27, no. 3 (December 9, 2022): 123–41. http://dx.doi.org/10.15663/wje.v27i3.827.
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The aim of this study is to reveal high school teachers’ self-efficacy beliefs with an explanatory sequential design, which is one of the mixed method research designs. Quantitative data of the research were analysed by package program, and qualitative data were analysed by content analysis method. Three hundred and twenty-nine high school teachers participated in the quantitative part of the research and 15 high school teachers participated in the qualitative part of the study. In the quantitative section of the study, the “Teacher Self-Efficacy Belief Scale” was used and in the qualitative dimension an interview form consisting of four research questions were asked. As a result of the research, it was revealed that the factors affecting the academic self-efficacy beliefs of the participants were scientific research, postgraduate education, in-service training, following up-to-date resources, individual development and communication; the factors affecting professional self-efficacy beliefs were the use of different teaching principles and methods, in-service training, personal development, graduate education, communication, professional sharing and experience; the factors affecting social self-efficacy beliefs were social activities, school activities, communication, harmony and sharing; and the factors affecting intellectual self-efficacy beliefs were following periodicals, following the agenda, scientific-philosophical reading, activities and organisations, personal development and travel.
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Harimurti, Wismandari, Uswatun Chasanah, and Muhammad Mathori. "ANALISIS PEMANFAATAN TUNJANGAN PROFESI GURU BERDASARKAN PERATURAN MENTERI PENDIDIKAN DAN KEBUDAYAAN REPUBLIK INDONESIA NOMOR 19 TAHUN 2019." Jurnal Riset Akuntansi dan Bisnis Indonesia 1, no. 1 (September 30, 2021): 59–72. http://dx.doi.org/10.32477/jrabi.v1i1.319.
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Teacher Professional Allowances are given to teachers who have an educator certificate as an appreciation for their professionalism. The allowance is to raise their dignity dan increase their competence dan finance professional development. This study aims to analyze the use of PNSD Teacher Professional Allowance that occurs in SMAN 1 Patuk Gunungkidul dan analyze how PNSD Teacher Professional Teacher Allowance should be used.
The research method used was a qualitative case study. Informants in this study were 25 PNSD teachers who had received the teacher professional allowance. Data collection techniques were carried out by using interviews, documentation dan triangulation, while data analysis techniques used data collection, data reduction, data presentation, descriptive data analysis dan verification dan data validation.
The results showed that the use of PNSD teacher profession allowances that occurred did not meet the Permendikbud target number 19 of 2019, where most of the allowances were used to meet family needs including daily needs, education dan travel as well as renovation dan purchase of motorbikes or cars. The use of professional allowances that should be in accordance with Permendikbud No. 19 of 2019, namely most teachers have participated in seminars or workshops, subscribed to newspapers dan Wi-Fi to look for teaching materials, making teaching materials dan buying teaching support tools. They used their allowances to provide social assistance in the community dan schools by giving gifts or rewards to high-achieving students, giving funds to people who have died or are ill dan participating in social funding in schools dan the environment. They also buy books that are relevant in teaching dan teaching activities develop learning material with educational books.
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Salisna, Rahamdina, Alamsyah Harahap, and Dedi Sofyan. "NEED ANALYSIS OF ENGLISH FOR TOUR AND TRAVEL DEPARTMENT OF VOCATIONAL HIGH SCHOOL IN BENGKULU CITY." JOALL (Journal of Applied Linguistics & Literature) 4, no. 1 (April 26, 2019): 1–12. http://dx.doi.org/10.33369/joall.v4i1.6303.
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This research aimed to investigate the English needs of Tour and Travel Department at Vocational High School Negeri 1 and Vocational High School Negeri 7 in Bengkulu City. The research used mixed method and convergent parallel design. The sample of this research consisted of three groups of respondents. First group was students, consisted of 28 active students and 4 alumni. Second group was English teachers, consisted of 2 English teachers. The third group was stakeholders, consisted of two heads of the Tour and Travel Department, two assistances of curriculum, hotel, and tour staffs. The data of this research were gathered by using adapted questionnaire and interview. The questionnaire was analyzed quantitatively and interview was analyzed qualitatively. The data were combined by using convergent parallel design. Results of this research indicated that listening and speaking are the two prioritized skills needed by the tour and travel department. Topics of speaking which has the greatest importance are flight reservation, prices and payment, tourist destination, tourist attraction, direction, and booking hotels. Topics of listening which has the greatest importance are flight reservation, booking hotels, direction, job interview, complaints, and cultural tourism. Topics of reading which has the greatest importance are memos, letters, cultural tourism, handling a complaint, and tourism terms. Topics of writing which has the greatest importance are rules and regulation, instruction.
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Pullen-Seufert, Nancy, Marissa Meyer, and Michael Anderson. "Supporting kids’ active travel during the pandemic: Milwaukee SRTS Program." Journal of Healthy Eating and Active Living 1, no. 4 (November 16, 2021): 229–34. http://dx.doi.org/10.51250/jheal.v1i4.23.
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The Milwaukee Safe Routes to School (SRTS) Program, a partnership between the city of Milwaukee Department of Public Works and the Wisconsin Bike Federation continued their commitment to children’s active travel during the COVID-19 pandemic through offering community walks and Black and Latinx neighborhoods to discuss and incorporate preferences for planned infrastructure improvements; urban summer bicycle camps for kids; and support for teachers as SRTS champions. Staff made modifications such as conducting programming outdoors; modifying materials and facilitation methods to support physical distancing; providing face coverings and minimizing touching equipment. The National Center for Safe Routes to School recognized their efforts with the 2021 Vision Zero for Youth Innovation Award.
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Hu, Sihua, Kaitlin T. Torphy, Kim Evert, and John L. Lane. "From Cloud to Classroom: Mathematics Teachers’ Planning and Enactment of Resources Accessed within Virtual Spaces." Teachers College Record: The Voice of Scholarship in Education 122, no. 6 (June 2020): 1–33. http://dx.doi.org/10.1177/016146812012200606.
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Background/Context Teachers face many different problems in teaching. Traditionally, research examines the complexity of teaching students and content by focusing on a teacher's physical space and influencing factors therein. While established conceptions of curricular enactment suggest that instructional materials shape both the intended and enacted curriculum, the materials themselves are traditionally conceived of as those that the district officially adopts (e.g., textbooks) or creates (e.g., curricular pacing guides). Yet, in 21st-century schools, a new era of information and technology presides. Facilitated by the cloud, teachers’ professional learning and interactions meld with a global network of colleagues, extending to community of practices online and curating instructional resources therein. In particular, the use of social media to broaden and deepen teachers’ access to instructional resources is a potentially transformative and yet disruptive phenomenon that has implications for classroom instruction. Narrowly focusing on districts’ official curriculum and its enactment by the teacher as an individual who is shaped by (but does not shape) her school landscape may not, in fact, fully reflect teacher professionalism today and account for teachers’ professional life in the social continuum from cloud to class. Purpose/Objective/Research Question/Focus of Study Situated in the conceptualization of managing problems in teaching and curating online resources as informal learning for the intended and enacted curriculum, this article builds on and extends these lines of research to examine teachers’ leverage of social capital—social network among individuals and resources available to people within their social network—from the virtual space to solve the problems common to teaching. Through this empirical illustration of resource diffusion from cloud to class, and how the curation of resource is integrated with teachers’ curriculum planning as well as classroom practices, we present a unique way of understanding teachers’ management of teaching problems in 21st-century schooling. Research Design We collected various types of data from 67 early-career teachers in one Midwestern state, including interviews, observation, and survey. We drew primarily on the interview data to exemplify our conceptual model of curation to address the problems of teaching. The three curation processes we identified are: (1) self-directed curation, (2) incidental curation, and (3) socialized curation. We observed more empirical evidence on the self-directed curation process in our data and chose to select a single case to go into further detail about the enactment of online resource in the classroom using the observation data, in additional to the interview data. We analyzed the case by specifying the perceived problems of teaching in one teacher's preparation to teach and how the curated resources from Teachers Pay Teachers were adopted and adapted to manage each of the problems, and the teacher's rationale for the decisions she made during the planning. We noticed, in this case and in other data that we have across teachers, that teachers rarely, if ever, directly articulate the curation of online resource for preserving classroom order, among the four endemic problems identified in the literature. Last, we examined the enactment of the online resource by describing teachers’ instructional practices in relation to her perceived ways of managing the problems of teaching. We also examined the resulting student learning in the mathematics lesson we analyzed. The single case of one teacher serves as an empirical illustration of how teachers could curate resources from the cloud in their planning and enactment of curriculum. Conclusions/Recommendations At the core of this study, we see teachers taking up their agency and drawing on a particular type of social capital resource to manage their enduring problems of teaching. We identified the different paths that teachers’ social capital may travel and accrue, and we argue for the importance of the community of practice online in the facilitation of resource flow from the cloud to the classroom. Also, we used a mathematics teacher's planning and enactment of instructional resources attained from the cloud for a three-day lesson series as an example to demonstrate how perceptions of teaching problems and curations of materials can culminate in a teacher's actual practices and impact student learning in the classroom. Our work has several implications for the field. First, although the different problems in teaching are well documented, teachers tend to seek out social capital resources from the virtual spaces to address some, but not all, of their problems. Specifically, preserving classroom order has not been present in our analysis of teachers’ articulation of their perceived problems for curation. Future studies can add more understanding to the online resources used in relation to teachers’ modes of curation and the type of teaching problems they hope to address. Second, the process of accessing the instructional resources, as delineated in the three modes of curation, demonstrates the complexity of the social network and social capital accrual mechanism in the 21st century, through which teachers’ professional communities expand beyond the school walls. Third, our work presents the considerations and thought processes of teachers’ curation of instructional materials in virtual spaces and enactment of the tasks. The combination of social capital resources and classroom processes in this study provides the foundation for researchers with different perspectives to further investigate the emerging phenomenon of social media and education.
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Hogan, Robert, and Natalie Nimmer. "Increasing Access to Effective Education Across Oceania." International Journal of Web-Based Learning and Teaching Technologies 8, no. 1 (January 2013): 17–31. http://dx.doi.org/10.4018/jwltt.2013010102.
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The history of education in many developing nations is a template of ineffectual and expensive instruction. Despite nearly half a century of higher education in the Pacific, up to 50% of the teachers in many countries such as the Federated States of Micronesia and the Republic of the Marshall Islands still have no more than a high school education. Similar trends are found in Asia and Africa. Past experience in Oceania demonstrates that face-to-face university training has been neither scalable nor sustainable. This paper compares two educational approaches—face-to-face and blended learning. The face-to-face, WorldTeach program in the Marshall Islands employed foreign volunteer teachers living on site to give local teachers a year’s leave for additional training. The blended chemistry course, which combined online and face-to-face learning, was delivered simultaneously to teacher candidates in Fiji, Vanuatu, and the Solomon Islands. The blended course utilized online instructors and tutors, and face-to-face tutors. This paper discusses the strengths and weaknesses of both case studies and recommends that nations consider blended learning as an approach to make education more accessible and affordable, especially in emerging nations. As brick-and-mortar campuses and instructor travel become more expensive, blended learning becomes an increasingly attractive educational option.
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Muliyah, Pipit, Dyah Aminatun, and Linda Septiyana. "TEACHING IN PANDEMIC: TEACHERS’ EXPERIENCES DURING CORONAVIRUS OUTBREAK." Journal of Research on Language Education 3, no. 1 (January 31, 2022): 1. http://dx.doi.org/10.33365/jorle.v3i1.1894.
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In 2020, novel coronavirus or Covid-19 spread rapidly via international air travel from China to many cities across the world, and it is resulting in over a million cases of infections and deaths. In Indonesia, as the virus invaded the community so did fear. This paper used a case study to investigate teachers’ experiences of the role played by digital technology. The interview and questionnaire results showed that teachers were faced with the challenge of using digital technology to provide an education that would reach beyond school walls into the homes and computers of Indonesian students. Teachers had to re-think their teaching strategies and provide their students with new and different opportunities to work through curriculum requirements. Covid-19 provided a catalyst for the intense use of ICT in ways that had not been anticipated or prepared for. The plunge into ICT was a voyage of exciting discovery for some and frustration for others. Either way, it had an impact on subsequent perceptions of the potential and shortcomings of ICT in education in Indonesia.
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Lohmann, Marla J., Alexandria Kappel, and Matthew S. Taylor. "Augmentative and Alternative Communication and Remote Learning." Rural Special Education Quarterly 41, no. 1 (December 15, 2021): 48–54. http://dx.doi.org/10.1177/87568705211052504.
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For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without requiring students to travel long distances to access services. It is critical that teachers of students with disabilities understand how to support learning and know how to use the accommodations, modifications, and assistive technologies listed in student Individualized Education Programs (IEPs) in online classrooms. Students with language disabilities sometimes require augmentative and alternative communication (AAC) systems to effectively communicate. This article provides teachers with practical tips of teaching students to use AAC online and supporting its continued use in the virtual classroom.
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Prastiwigari, Rahajeng, Filia Prima Artharina, and Rofian Rofian. "Pengembangan Media Racing Game Tematik Sub Tema Aturan Keselamatan di Perjalanan Bagi Siswa Kelas 2 Sekolah Dasar." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 3, no. 2 (November 26, 2020): 343. http://dx.doi.org/10.31100/dikdas.v3i2.721.
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The purpose of this study was to determine the valid value and feasibility of developing Thematic Racing Game media as a learning medium on the Safety Themes at Home and on the Travel Themes Safety Rules in Travel for Grade 2 Elementary School students in terms of the validation of media experts, material experts, and acceptance of the media by the teacher as well as student responses. The type of research used is the Research and Development (RnD) research proposed by Borg and Gall with modifications to the initial field trials and revision of trial results based on preliminary field trial analysis including: (1) Research and information collecting, (2) Planning, (3) Developmet preliminary form a product, (4) preliminary field testing, (5) Main product revision. Data collection was carried out through interview techniques and questionnaires / questionnaires to teachers and students of grade 2 SD Negeri 1 Wanayasa and SD Negeri 3 Wanayasa, Banjarnegara Regency. The results showed that the assessment of the validation test by media experts obtained a percentage of 96.73% with very good criteria and the validation test by material experts obtained an average percentage of 94.30% with very good criteria. The results of field trials obtained a percentage of teacher acceptance of 91.18% with very good criteria and a percentage of student responses with an average acquisition of 96.52% with very good criteria.
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Patterson, Timothy. "The Transformative Power of Travel? Four Social Studies Teachers Reflect on Their International Professional Development." Theory & Research in Social Education 43, no. 3 (July 3, 2015): 345–71. http://dx.doi.org/10.1080/00933104.2015.1064504.
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Turnsek, Maja, Tatjana Zupančič, and Barbara Pavlakovič. "Travel back to school: use of humour in intertwining of objective authenticity and staged experiences." European Journal of Humour Research 7, no. 3 (November 22, 2019): 101. http://dx.doi.org/10.7592/ejhr2019.7.3.turnsek.
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From living museums to heritage escape rooms, edutainment is becoming a norm in interpretation of heritage, yet not much is known, of the specific role humour plays in the creation and performance of such educational products. This paper explores concepts of authenticity, functions of humour and experience design dimensions on an in-depth case study of a tourism product. The product “Smart Head Primary School” is a re-enactment of teaching as it occurred in the 1950’s in Slovenia. It gained a high extent of popularity primarily due to its extensive inclusion of humour. The product uses the role of a strict teacher to interpret to the “pupils” (visitors) the prime elements of the regions’ heritage. To analyse the intertwining of humour with heritage interpretation, the authors combine two research methods: (a) the in-depth analysis of a transcribed video-recording of a sample performance including the self-analysis and the reflections by one of the “teachers” and (b) a survey distributed to the visitors of the product. The results show that with the use of humour, visitors are able to perceive and recognize the difference between objective and constructive authenticity more effectively.
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Hansson, Per-Olof. "Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic." IAFOR Journal of Education 9, no. 2 (April 2, 2021): 77–91. http://dx.doi.org/10.22492/ije.9.2.05.
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The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees’ teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils’ life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.
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Van Gelderen, Ben. "Growing our own: A 'two way', place-based approach to Indigenous initial teacher education in remote Northern Territory." Australian and International Journal of Rural Education 27, no. 1 (April 25, 2017): 14–28. http://dx.doi.org/10.47381/aijre.v27i1.81.
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Growing Our Own is an innovative and unique program for Initial Teacher Education (ITE) in the remote Northern Territory. As a partnership between Catholic Education, Northern Territory (CENT) and Charles Darwin University (CDU), lecturers travel to remote Indigenous communities to deliver unit content to local 'Assistant Teachers’ enrolled in the Bachelor of Education: Primary degree. However, it is much more than an effective scheduling exercise; the program has been intentionally established to function under the ‘two way’ pedagogy whereby the pre-service teachers, their mentors and lecturers engage in a process of epistemological dialogue and exchange. There is also a place-based emphasis, with a clear pattern of teaching ‘on country’. Overall, such a process of genuine negotiation to incorporate localised Indigenous Language and Knowledge within the Australian Curriculum is opening up new and exciting possibilities for (school) student learning and a tertiary Indigenous ‘standpoint’.Growing Our Own was established in 2009 and has been refined over the years to meet the increasing demands on Initial Teacher Education and local community desires. This paper is both a report concerning the successes of the program thus far and a critical reflection on some of the key findings that have evolved in regards to such a ‘two way’, place-based, Indigenous andragogic approach.
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Sánchez Zafra, María, Javier Cachón Zagalaz, Déborah Sanabrias Moreno, and María Luisa Zagalaz Sánchez. "Active displacement and sustainable development objectives applied to education." MOJ Sports Medicine 5, no. 4 (November 24, 2022): 95–100. http://dx.doi.org/10.15406/mojsm.2022.05.00127.
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The United Nations (UN) 2030 Agenda for Sustainable Development was unanimously adopted in September 2015. It presents 17 Sustainable Development Goals (SDGs) to eradicate poverty and protect the Earth, as well as ensure peace and prosperity. Among them, the 4th, which refers to education to improve the quality of life (QL) of people, is the basis of this article relating it to the 3rd on health and well-being, and the 11th which tries to make cities and human settlements sustainable. The objective is to demonstrate that active travel, mainly on foot and in cities, is a different, important and necessary form of Physical Activity (PA) that can be accessed through education. The training of Physical Education (PE) teachers in basic education is essential to achieve this objective. This paper presents the rationale for the practical application of active travel and contains a literature review that provides different city and author perspectives that reinforce the proposal. The research experience of the HUM653 Group, "Innovation in PA", adds educational innovation and leisure time management to the proposed objective, linking PA with teacher training, culture, the environment, and information and communication technologies (ICT) through activity designs, gymkhanas and GPS circuits, and the QL.
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Fobes, Catherine. "Taking a Critical Pedagogical Look at Travel-Study Abroad: “A Classroom with a View” in Cusco, Peru." Teaching Sociology 33, no. 2 (April 2005): 181–94. http://dx.doi.org/10.1177/0092055x0503300205.
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The importance of preparing students for citizenship in a global society is well recognized in teaching sociology. Although options have emerged to facilitate such pedagogical experiences, few concentrate on maximizing students' experiences in non-English-speaking nations. How can we help sociology students get the most out of an experience in a foreign language society if they do not speak the language? I propose a critical pedagogical approach to travel-study abroad by presenting a case study of a unique three-week intensive class taught in Cusco, Peru. Following Kaufman's (2002) four-point model of critical pedagogy, I recommend that understanding, reflecting, analyzing, and engaging in social action can help structure the application of critical pedagogy to travel-study abroad in sociology. My research suggests benefits of such an approach, including working with a native educational institution, pairing sociology and Spanish students, and using home-stay families as informal teachers. I conclude by offering suggestions for faculty interested in creating a travel-study abroad course, to a developing nation in particular.
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Robottom, Ian. "Teacher Education in Environmental Education: The ‘Grip of Print’ & Other Lessons from Distance Education." Australian Journal of Environmental Education 5 (August 1989): 9–14. http://dx.doi.org/10.1017/s081406260000210x.
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This paper focuses on teacher education in environmental education. In seeking alternatives and improvements in EE teacher education, it is instructive to see what lessons might be learnt from efforts at distance education in this field. The paper will outline the structure and context of a teacher education course in environmental education -- a course that is part of an off-campus (distance education) Bachelor of Education program -- and then consider a number of curriculum issues that have arisen in the history of this course.The course itself is located in a Bachelor of Education program at Deakin University and is available for practising teachers throughout Australia who are interested in upgrading their education qualifications without having to travel physically to the host institution offering the degree. The B.Ed, program comprises a number of ‘generic’ curriculum courses in such areas as curriculum design and development, educational enquiry and action research, and a number of ‘specialist’ curriculum courses in such areas as mathematics education, language education and art and music education. The environmental education course takes its place among the ‘specialist’ curriculum courses.
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Cihan, Mehmet Akif, and Rona L. Pogrund. "Educational Impact of Using the VISSIT to Determine Service Delivery Time of Itinerant Teachers of Students With Visual Impairments." Journal of Visual Impairment & Blindness 116, no. 3 (May 2022): 404–9. http://dx.doi.org/10.1177/0145482x221109535.
Full textAbstract:
High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students’ needs for service delivery (United States Department of Education, 2004), some teachers of students with visual impairments continue taking other factors such as caseload size into account for service intensity determination (Pogrund et al., 2019). Similarly, The Michigan Vision Services Severity Rating Scale (Michigan Department of Education, 2017) does not focus on the individual needs of the students to recommend service time. For example, it considers teachers’ availability such as travel time while determining service intensity. It also uses students’ visual condition as a criterion, which may not always accurately reflect the needs of the students for service delivery time.