Academic literature on the topic 'Volunteer teacher educators'
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Journal articles on the topic "Volunteer teacher educators"
Channell, Dwayne E., Robert A. Laing, Charles D. Watson, and Charles A. Reeves. "Thanks From The Editorial Panel." Mathematics Teacher 82, no. 9 (December 1989): 728–32. http://dx.doi.org/10.5951/mt.82.9.0728.
Full textAi, Bin, Xueshan Li, and Guofang Li. "When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools." SAGE Open 12, no. 1 (January 2022): 215824402210799. http://dx.doi.org/10.1177/21582440221079910.
Full textDesutter, Keri L., and Steven Dale Lemire. "Exploring the Special Education versus Regular Education Decisions of Future Teachers in the Rural Midwest." Rural Special Education Quarterly 35, no. 4 (December 2016): 3–9. http://dx.doi.org/10.1177/875687051603500402.
Full textLourenço, Mónica. "Internationalizing teacher education curricula: opportunities for academic staff development." On the Horizon 26, no. 2 (June 4, 2018): 157–69. http://dx.doi.org/10.1108/oth-07-2017-0053.
Full textGomez, Mary Louise, Rebecca W. Black, and Anna-Ruth Allen. "“Becoming” a Teacher." Teachers College Record: The Voice of Scholarship in Education 109, no. 9 (September 2007): 2107–35. http://dx.doi.org/10.1177/016146810710900901.
Full textSebastián-López, María, and Rafael de Miguel González. "Mobile Learning for Sustainable Development and Environmental Teacher Education." Sustainability 12, no. 22 (November 23, 2020): 9757. http://dx.doi.org/10.3390/su12229757.
Full textHagedorn, Rebecca L., Kathryn Baker, Sara E. DeJarnett, Tyler Hendricks, Melissa McGowan, Lauren Joseph, and Melissa D. Olfert. "Katalyst Pilot Study: Using Interactive Activities in Anatomy and Physiology to Teach Children the Scientific Foundation of Healthy Lifestyles." Children 5, no. 12 (November 28, 2018): 162. http://dx.doi.org/10.3390/children5120162.
Full textAnne Pomerantz. "No Laughing Matter: Why Educators Need to Take Humor More Seriously." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 4, no. 2 (September 30, 2021): 1–11. http://dx.doi.org/10.32734/lwsa.v4i2.1184.
Full textBoyer, Wanda A. R., and Helen Bandy. "Impact of Students with Special Needs on Teachers in Rural Communities." Rural Special Education Quarterly 15, no. 3 (September 1996): 25–33. http://dx.doi.org/10.1177/875687059601500305.
Full textFazio, Barbara Byrd, and Lewis Polsgrove. "An Evaluation of the Effects of Training Special Educators to Integrate Microcomputer Technology into Math Curricula." Journal of Special Education Technology 10, no. 1 (September 1989): 5–13. http://dx.doi.org/10.1177/016264348901000101.
Full textDissertations / Theses on the topic "Volunteer teacher educators"
Silva, Gisele Eduardo de Oliveira. "O papel do educador social voluntário no processo de inclusão de estudantes com transtorno do espectro autista." Universidade Católica de Brasília, 2018. https://bdtd.ucb.br:8443/jspui/handle/tede/2416.
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In the last decades, several international movements have appeared in favor of a more inclusive and less segregator system of education. In Brazil, inclusion was influenced by ideals of education from Europe and the United States. In relation to rights for students with Autism Spectrum Disorder (ASD), the Berenice Piana Law presents a significant support figure in the process of inclusion of this audience, the specialized companion, as long as their need is proven. In the Federal District (FD), this support is provided by a teaching assistant which is a Volunteer Social Educator (VSE). Considering the VSE as a support for the educational inclusion of the student with ASD leads to the need to reflect on pedagogical policies and practices directed at them, due to the challenges education faces. Moreover, it is debatable whether the rights of these students are being guaranteed, since not even the federal legislation guarantees the profile of this aid figure. This being true, the scarcity of research related to the VSE in the realm of educational inclusion is detected. From a broader perspective, this research investigates the inclusive process of students with ASD in reverse integration classes of mainstream school, to discover relevant aspects about the role of volunteer social educator, order to promote the educational inclusion of this public. The research aimed to investigate whether the volunteer social educator's role in the classroom in the process of including the student with ASD contributes to the success of their school performance or corroborates a veiled exclusion. The methodology used was exploratory qualitative research. It is a multiple cases study with one unit of analysis. The sources of evidence used were document analysis, observations and interviews. The research participants were two teachers, two VSE, a director and an educational counselor from two mainstream schools of the FD public school system in which they studied children with ASD in reverse integration classes accompanied by VSE. Exclusion processes were identified in both cases, although the importance of this educational support is acknowledged. The research revealed the necessity of continuous work in relation to the formation of the VSE. The way in which district legislation is supplying the specialized companion, to which the TEA student is entitled, has not been sufficient to guarantee the right to learn from the whole individual formation perspective.
Nas últimas décadas, surgiram vários movimentos internacionais em prol de um sistema de ensino mais inclusivo e menos segregativo. No Brasil, a inclusão sofreu influências de ideais de educação advindas da Europa e dos Estados Unidos da América. Em relação aos direitos voltados aos estudantes com Transtorno do Espectro Autista (TEA), a Lei Berenice Piana apresenta uma figura de apoio significativa no processo de inclusão desse público, o acompanhante especializado, desde que a sua necessidade seja comprovada. No Distrito Federal (DF), esse apoio é suprido pelo Educador Social Voluntário (ESV). Ao se considerar o ESV como apoio à inclusão educacional do estudante com TEA leva à necessidade de refletir sobre políticas e práticas pedagógicas a ele direcionadas, em virtude dos desafios colocados à educação. Além disso, é discutível se os direitos desses estudantes estão sendo garantidos, posto que nem mesmo a legislação federal garante o do perfil dessa figura de auxílio. Diante disso, e constatada a escassez de pesquisas relacionadas ao ESV no âmbito da inclusão educacional, numa perspectiva mais abrangente, esta pesquisa investiga o processo inclusivo de estudantes com TEA em turmas de integração inversa de escola regular, para descobrir aspectos relevantes sobre o papel do educador social voluntário, a fim de promover a inclusão educacional desse público. A pesquisa teve por objetivo investigar se a atuação do educador social voluntário, em sala de aula, no processo de inclusão do estudante com TEA, contribui para o êxito de seu desempenho escolar ou corrobora uma exclusão velada. A metodologia utilizada foi a pesquisa qualitativa exploratória. Trata-se de um estudo de casos múltiplos com uma unidade de análise. As fontes de evidência utilizadas foram análise documental, observações e entrevistas. Os participantes da pesquisa foram dois professores, duas ESV, uma diretora e uma orientadora educacional de duas escolas regulares da rede pública de ensino do DF nas quais estudavam crianças com TEA em turmas de integração inversa acompanhados por ESV. Processos excludentes foram identificados nos dois casos, ainda que reconhecida a importância desse apoio educacional. A pesquisa concluiu ser necessário um trabalho contínuo de formação em relação ao ESV. A maneira como a legislação distrital está suprindo o acompanhante especializado, a que o estudante com TEA tem direito, não tem sido suficiente para garantir os direitos de aprendizagem da perspectiva da formação integral.
Gillette, Erika Schaffluetzel. "The Teaching of Science to Refugees in Greece: a Multi-site Case Study of Volunteer Educators in Non-formal Education Settings." Thesis, 2020. https://doi.org/10.7916/d8-n54d-hr32.
Full textMAREŠOVÁ, Hana. "PŘÍPRAVA PRACOVNÍKŮ S DĚTMI A MLÁDEŽÍ: POHLED NA DOBROVOLNÍKA A ZAMĚSTNANCE, MOŽNOSTI JEJICH DALŠÍHO VZDĚLÁVÁNÍ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-152625.
Full textBooks on the topic "Volunteer teacher educators"
Bonner, Patricia. A guide to the Great American Landmarks Adventure: A resource for teachers, parents and volunteer educators. Washington, DC: U.S. Dept. of the Interior, National Park Service, Cultural Resources Programs, Preservation Assistance Division, 1992.
Find full textBonner, Patricia. A guide to the Great American Landmarks Adventure: A resource for teachers, parents and volunteer educators. Washington, DC: U.S. Dept. of the Interior, National Park Service, Cultural Resources Programs, Preservation Assistance Division, 1992.
Find full textBonner, Patricia. A guide to the Great American Landmarks Adventure: A resource for teachers, parents and volunteer educators. Washington, DC: U.S. Dept. of the Interior, National Park Service, Cultural Resources Programs, Preservation Assistance Division, 1992.
Find full textOntario, Community Literacy of. Practitioner Training Strategy: Project report. Barrie, ON: Community Literacy of Ontario, 2000.
Find full textThe Confident Catechist: Strategies for the New And Not-so-new Volunteer. Saint Mary's Press, 2007.
Find full textBook chapters on the topic "Volunteer teacher educators"
Russell, Lara Walker. "Blessed Rage for Order." In Identifying, Describing, and Developing Teachers Who Are Gifted and Talented, 107–22. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5879-8.ch011.
Full textGodwin, Chris. "Train Them the Way They Should Go." In Cases on Servant Leadership and Equity, 53–70. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5812-9.ch003.
Full textAmos, Yukari Takimoto, and Nicki Kukar. "Learning While Teaching." In Handbook of Research on Educator Preparation and Professional Learning, 100–130. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch007.
Full textBristol, Laurette S. M., and Merilyn Childs. "Arranging and Rearranging Practice in Digital Spaces." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs, 191–209. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch010.
Full textBristol, Laurette S. M., and Merilyn Childs. "Arranging and Rearranging Practice in Digital Spaces." In Online Course Management, 567–85. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch031.
Full textFaustino-Pulliam, Vivian, Carlos Ballesteros Garcia, and Mirjeta Beqiri. "Reflections on Teaching a Global Markets Course at Jesuit Commons." In Advances in Marketing, Customer Relationship Management, and E-Services, 1–17. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9784-3.ch001.
Full textHarris, Lisa. "Facilitated Telementoring for K-12 Students and Teachers." In Cases on Online Tutoring, Mentoring, and Educational Services, 1–11. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch001.
Full textAltman, Andrew. "Be Careful What You Measure." In Debating Education, 47–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.003.0003.
Full textAstor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "The Role of Staff and Community Partners." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0014.
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