Bibliografías temáticas / Gay teachers

Literatura académica sobre el tema "Gay teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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Artículos de revistas sobre el tema "Gay teachers"

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Haddad, Zaid. "Understanding Identity and Context in the Development of Gay Teacher Identity: Perceptions and Realities in Teacher Education and Teaching". Education Sciences 9, n.º 2 (18 de junio de 2019): 145. http://dx.doi.org/10.3390/educsci9020145.

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The way a teacher perceives relational justice—the feeling of being treated equitably and being included—in their work context is central to understanding the negotiation and enactment of teacher identity. For LGBTQ teachers, the degree to which they are out of the closet with their students and colleagues leads to many possible outcomes. These outcomes, ranging from feeling like they need to live duplicitous lives to being activist teachers that subvert the heteronormative assumptions in schools and curricula, are studied here by examining the identity development of a group of gay teachers and their perceptions of the schools in which they work. This article is based on a dissertation study that theorized that the heteronormative nature of teacher education is a limiting factor for gay teachers’ abilities to work and thrive in school contexts. The study included in depth case studies of four gay teachers and their journeys as gay men and teachers. The goal of the study was to answer the question: Does the enactment of gay teacher identity interrupt heteronormativity in schools? The study also sought to answer two ancillary questions: (1) How do gay teachers negotiate gay teacher identity in schools? and, (2) How do school contexts impact gay teachers’ perceptions of identity-based motivation and relational justice? This article will focus on Peter Ryan’s (pseudonym) case study, specifically because of its emblematic nature in summarizing the intent and implications of the overall study.
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Pérez-Testor, Carles, Julia Behar, Montse Davins, José Luís Conde Sala, José A. Castillo, Manel Salamero, Elisabeth Alomar y Sabina Segarra. "Teachers' Attitudes and Beliefs about Homosexuality". Spanish journal of psychology 13, n.º 1 (mayo de 2010): 138–55. http://dx.doi.org/10.1017/s1138741600003735.

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Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers' and other professionals' attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy between likely behavior and personal values was significantly greater in women, those who hold religious beliefs, churchgoers and people without any gay or lesbian acquaintances. Approximately 88% of the teachers showed no type of prejudiced attitudes towards gay men and lesbian women. The experience of proximity to gay men and/or lesbian women reduces not only the discrepancy between personal values and likely behavior but also the presence of homophobic prejudice. It would be advisable to expand specific teacher training in the subject of sexual diversity in order to reduce prejudicial attitudes, thus fostering non-stereotyped knowledge of homosexuality.
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Lewis, Gregory B. y Howard E. Taylor. "Public Opinion Toward Gay and Lesbian Teachers". Review of Public Personnel Administration 21, n.º 2 (junio de 2001): 133–51. http://dx.doi.org/10.1177/0734371x0102100203.

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Olson, Myrna R. "A Study of Gay and Lesbian Teachers". Journal of Homosexuality 13, n.º 4 (10 de julio de 1987): 73–81. http://dx.doi.org/10.1300/j082v13n04_04.

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Saraç, Leyla. "Attitudes of Future Physical Education Teachers in Turkey toward Lesbians and Gay Men". Psychological Reports 111, n.º 3 (diciembre de 2012): 765–75. http://dx.doi.org/10.2466/11.06.21.pr0.111.6.765-775.

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This study explored male and female physical education majors' (149 men, 97 women) attitudes toward lesbians and gays in Turkey. The short form of the Attitudes toward Lesbians and Gay Men Scale was used to assess attitudes toward lesbians and gay men in relation to the education majors' sex, year of schooling, and whether or not he/she had a lesbian/gay friend or acquaintance. Female students had more positive attitudes toward gay men compared with males, and male and female students' attitudes toward lesbians were similar. Furthermore, no significant differences were found among the different cohort years in terms of attitudes toward lesbians and gay men. Results also revealed that students who had lesbian/gay friends or acquaintances held more positive attitudes toward gay men than those who did not. However, their attitudes were similar toward lesbians.
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Smith-Silverman, Sara. "“Gay Teachers Fight Back!”: Rank-and-File Gay and Lesbian Teachers’ Activism against the Briggs Initiative, 1977–1978". Journal of the History of Sexuality 29, n.º 1 (enero de 2020): 79–107. http://dx.doi.org/10.7560/jhs29104.

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Lee, Catherine. "How do Lesbian, Gay and Bisexual Teachers Experience UK Rural School Communities?" Social Sciences 8, n.º 9 (31 de agosto de 2019): 249. http://dx.doi.org/10.3390/socsci8090249.

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This article examines how lesbian, gay and bisexual teachers in rural schools negotiate their sexual identities within the workplace. Although there has been progress towards LGBT (lesbian, gay, bisexual and transgender) inclusion for teachers in urban and suburban schools, this article shows that their rural counterparts often experience their school communities differently. A questionnaire gathered data from school teachers in the United Kingdom identifying as LGBT. Whilst a small number of transgender, gender queer and non-binary teachers completed the questionnaire, it is important to note that these teachers taught only in urban environments. In rural schools, respondents identified only as lesbian, gay or bisexual (LGB). Therefore, LGB is used when referring to the rural respondents in this study and LGBT is used when referring generally to the lesbian, gay, bisexual and transgender community. The experiences of teachers working in rural schools were compared with those working in urban or suburban school settings. Results showed that LGB teachers in rural communities lack the opportunity to speak their identity into existence at school, and often find their personal and professional identities incompatible, leading to low self-worth, depression and anxiety. The article shows that in rural school communities, traditional and conservative rural norms and values are compelling and are often protected at the expense of creating safe and inclusive workplaces for LGB teachers.
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Allan, Christina. "Poets of Comrades: Addressing Sexual Orientation in the English Classroom". English Journal 88, n.º 6 (1 de julio de 1999): 97–101. http://dx.doi.org/10.58680/ej1999472.

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Discusses issues related to young gay and lesbian students in high school English classes. Offers two examples of addressing gay issues in class, and discusses reading and writing around gay issues. Lists several strategies English teachers can use to reduce stereotyping and create an open environment for self-exploration and expression around sexuality.
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Page, Michelle L. "From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom". SAGE Open 7, n.º 4 (octubre de 2017): 215824401773994. http://dx.doi.org/10.1177/2158244017739949.

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This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay–straight alliances (GSAs) and library holdings, as well as teachers’ awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended.
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Añonuevo, Rick y Gerry Digo. "Identities and Roles of Gay and Bisexual Teachers in Rural Philippines". East Asian Journal of Multidisciplinary Research 2, n.º 3 (30 de marzo de 2023): 1299–312. http://dx.doi.org/10.55927/eajmr.v2i3.3507.

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This study utilized a descriptive exploratory approach to explore the identities and roles of gay and bisexual teachers in their workplace. The ten informants were purposively chosen. Interviews, focus group discussions, and direct and participant observation were the data-gathering procedures employed in the study. To dig deeper into their identities and roles, thematic analysis was used. The study revealed that the profile of gay and bisexual teachers varied from one another. Further, the informants identify with their preferred gender identities and characterize their roles and duties as teachers who are committed, competent, creative, and compliant. Training and seminars on gender mainstreaming issues may be strengthened to foster gender-responsive schools toward safe and inclusive spaces for LGBT teachers.
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Tesis sobre el tema "Gay teachers"

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Giovanini, Heather Anderson Karen Ann. "An analysis of gay/lesbian instructor identity in the classroom". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6106.

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Borg, Jonathan. "The narrative of gay male teachers in contemporary Catholic Malta". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/14301/.

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This thesis seeks to raise awareness of the pervasive heteronormativity of Maltese culture and on the effects that exclusionary practices may have on gay students and teachers. The culturally-saturating influence of the Roman Catholic faith in Malta, and the effects of a vigorously heterosexist society are chief elements which discourage Maltese homosexual educators from presenting their true sexuality to students, their parents, and teacher colleagues; in this and other related socio-cultural ways, Maltese gay teachers have thus been rendered an invisible presence in their schools. The study investigates the significance of being a gay teacher in contemporary Maltese culture through a set of narratives which reveal how five teachers construct and negotiate their personal and professional identities. The thematically-driven narratives themselves are made ‘transgressively’ (St Pierre, 1997) from an artistic re-casting of interview data as composite fictional accounts; in this way, the identities of the actual participants are invisible, whilst the issues that characterise their lives can be dramatically foregrounded. Each of the fictionalised narratives is followed by a critical deconstruction which both locates the story in the context of the literature and features the reflections of the interviewees themselves on the re-working and re-presentation of their life accounts. The accounts themselves tell of suffering and exclusion, of ambiguity but also of success; of experiences which are heavily conditioned by the sexuality of these teachers and by the context in which they are situated. The study concludes with an anticipation of the further research and of the developments in education policy which are needed if Maltese institutions are to realise the national commitment to inclusive cultures of schooling.
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Giovanini, Heather. "An Analysis of Gay/Lesbian Instructor Identity in the Classroom". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6106/.

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In this project I explore the connection between cultural and personal identity in the college classroom. Respondent interviews were conducted using open-ended questions, which began with a broad picture of the role the instructor played in the classroom and then focused more specifically on the issue of sexual orientation and the choices to disclose or not disclose orientation in the classroom. Thematic analysis was used to examine the interviews, upon the completion of the interviews being transcribed. RQ1: Do gay and lesbian instructors disclose their sexual orientation in the classroom? From this question, four themes emerged. These themes were disclosure not relevant, out of the classroom disclosure, students just know, and disclosure in the classroom. RQ2: What reasons do gay and lesbian instructors give for disclosing their sexual orientation in the classroom? Two themes, fears of disclosure and holding back, transpired from this question. RQ3: How do gay and lesbian instructors foster diversity in the classroom related to sexual orientation? Four themes were exposed from the question, and these themes were paradox of diversity, passing, mentoring, and identity not sexuality.
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Laxton, Kerry Lesley. "Trainee teachers and lesbian, gay, bisexual and transgender issues in education". Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021597/.

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This research explores the attitudes of a group of Postgraduate Certificate in Education citizenship student teachers in London in 2012 towards lesbian, gay, bisexual and transgender (LGBT) issues in education; their own perceptions of their abilities to deal with LGBT education within schools; the training they have received from their teacher training institutions in this area; and how this training may be improved in the future. The research was carried out using a written response questionnaire and five vignette scenarios to which the trainees had to respond. The findings are discussed under themes including the awareness of LGBT legislation in education; preparedness for, confidence in and the importance of LGBT education; and teacher training in this area. References to legislation from 1967 to 2013, including the Equality Act 2010, are made, and Banks‟s (2004) Dimensions of Multicultural Education model is drawn upon to suggest possible developments in teacher training in this area. The research finds that the trainee teachers have a strong sense of commitment and genuine determination towards addressing issues of homophobia and they express the importance of equality within schools on this issue. However, many also feel unprepared in regard to their knowledge and the strategies they can use when approaching some LGBT issues, expressing anxieties in certain situations, especially those which cannot be easily planned for, such as delivering the topic within lessons. The research therefore argues for improvements in LGBT training for postgraduate students as they prepare to enter the profession.
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Hoffman, Jennifer D. "Teachers' perceptions on including gay and lesbian issues in the classroom". Connect to this title online, 2001. http://www.uwstout.edu/lib/thesis/2001/2001hoffmanj.pdf.

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Morgan, Daniel J. "Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered". Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20033/morgan%5Fdaniel/index.htm.

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Hebl, Jessica L. "A study of teachers' attitudes toward gay, lesbian, bi-sexual, and transgender issues". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000heblj.pdf.

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Ward, Diana M. "A Grounded Theory Study to Describe Approaches Gay K-8 Teachers Take to Living Openly at Work". ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/1998.

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Even though living openly is associated with better health, gay teachers are in an ambiguous position legally and socially when it comes to finding safe and successful ways to living openly while at work in K-8 schools. The purpose of this grounded theory study is to describe approaches gay teachers have found and employed to living openly in K-8 schools. From the interview data collected from eleven gay teachers, an identity development model was produced, which the researcher entitled The Gay Teacher's Workplace Visibility Process Model. No existing identity development models focus solely on the approaches gay teachers take to living openly in the K-8 school. The Gay Teacher's Workplace Visibility Process Model consists of four stages: becoming visible to administrators and other teachers, becoming visible to students, becoming visible to students' parent, and identity maintenance. It is hoped that this study will ultimately prompt more gay teachers to live openly as the model is intended to serve as a guide for future or current gay K-8 teachers who wish to live openly at work. This study also has implications for administrators and teachers, the first people gay teachers come out to. Administrators and other teachers can support gay teachers in becoming fully visible at work safely and successfully through their actions and words, which could potentially lead to more accepting school environments for everyone through the fostering of a culture of inclusivity.
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Evans, Kathleen M. "Negotiating the self : identity, sexuality, and emotion in teacher education /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.

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Msibi, Thabo Perceviarence. "'We are what you think we are not' : a study of black South African male teachers who engage in same-sex relations". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607926.

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Libros sobre el tema "Gay teachers"

1

Charles, Jackson. The fall of valor: A novel. New York: Arbor House, 1986.

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Kissen, Rita M. The last closet: The real lives of lesbian and gay teachers. Portsmouth, N.H: Heinemann, 1997.

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3

Michigan State University. University-Wide Task Force on Lesbian & Gay Issues. Moving forward: Lesbians and gay men at Michigan State University : a report of the University-Wide Task Force on Lesbian & Gay Issues. East Lansing, MI: The Task Force, 1992.

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Mark, Thompson. Gay soul: Finding the heart of gay spirit and nature with sixteen writers, healers, teachers, and visionaries. [San Francisco, Calif.]: HarperSanFrancisco, 1994.

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Howard, Larry. The lions' den: A novel. Boston: Alyson Publications, 1985.

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Cosentino, Joe. Drama Queen: A Nicky and Noah mystery. Maple Shade, NJ: Lethe Press, 2015.

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Benlliure, Vicente Alfonso. Profesorado LGTB. Valencia: Tirant Humanidades, 2021.

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Rofes, Eric E. Socrates, Plato, & guys like me: Confessions of a gay schoolteacher. Boston: Alyson Publications, 1985.

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Blunt, Wilfrid. Slow on the feather: Further autobiography, 1938-1959. Wilton, Salisbury, Wiltshire: M. Russell, 1986.

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Gilbert, Sky. St. Stephen's. Toronto: Insomniac Press, 1999.

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Capítulos de libros sobre el tema "Gay teachers"

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Ferfolja, Tania. "Lesbian and Gay Teachers: Negotiating Subjectivities in Sydney Schools". En Inequalities in the Teaching Profession, 139–56. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137328601_8.

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Sexton, Steven S. "Case Studies in Preparing Future Teachers: A Gay Educator in New Zealand’s Initial Teacher Education". En Gender, Race, and Class in the Lives of Today’s Teachers, 187–202. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73551-7_18.

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Perey, Dickson S. "A Case Study of The Gay–Straight Alliance’s Presence at a Public Urban High School". En Students, Teachers, and Leaders Addressing Bullying in Schools, 229–43. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_33.

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Rudoe, Naomi. "Out in Britain: The Politics of Sexuality Education and Lesbian and Gay Teachers in Schools". En Palgrave Studies in Gender and Education, 60–74. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137441928_5.

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Lehtonen, Jukka. "Rainbow Paradise? Sexualities and Gender Diversity in Finnish Schools". En Finland’s Famous Education System, 273–88. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_17.

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AbstractThe Finnish education system, welfare state and Finland’s position in respect to lesbian, gay, bisexual, trans and intersex (LGBTI) human rights have been praised. In this chapter, the utopian image of Finnish education system as a ‘rainbow paradise’ is questioned. Legislation, curricula, teachers, school textbooks, experiences of non-heterosexual, trans and intersex youth as well as LGBTI human rights organisations’ work are discussed, as well as the influence of COVID-19. All are looked at from the viewpoint of heteronormativity. Even if there have been several advancements in acknowledging sexual and gender diversity within Finnish education, particularly in the area of legislation and educational policies, there are serious everyday problems in making schools safe for LGBTI students and teachers, as well as with treating everyone equally despite their sexual orientation and gender identity or expression. Teacher training, teaching and textbooks used in schools are often still heteronormative, and teachers lack tools and motivation in resisting heteronormative starting points in their work. Youth culture has changed in recent years, it has become more diverse and less judgemental towards LGBTI youth but non-heterosexual, trans and intersex students are still clearly experiencing more violence in schools than cisgender heterosexual students. The mainly heteronormative Finnish education system creates stress and mental health problems for LGBTI youth. Counselling and health care services are still not fully able to respond to their needs. The COVID-19 pandemic has only made the situation worse. In short, it will require a sustained effort to make the Finnish education system anything close to a ‘rainbow paradise’.
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Jones, Tiffany. "LGBTQ+ Youth Euphorias! Stop-Start Shifts in LGBTQ+ Youth Happiness & Comfort". En Euphorias in Gender, Sex and Sexuality Variations, 67–92. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23756-0_4.

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AbstractLesbian, gay, bisexual, transgender, and queer (LGBTQ+) students were a point of policy contention in recent elections and often portrayed as victims. This chapter investigates 1968 LGBTQ+ students experiences of euphoria. Of over a third who had euphoric experiences, most students experienced euphorias sometimes or often. Young, out, and non-binary youth especially experienced euphorias. Community Connection, Acceptance, Category Validation, and Institutional Inclusion euphorias dominated. Change-trends included: (1) increase and intensification of Acceptance euphorias with support; (2) shifts in Category Validation euphorias dependent on identity fit, exposure and bias; (3) more Acceptance euphorias upon dissipation of internalised biases, and (4) heightening and deadening of Acceptance euphoria around specific teachers. Changes to youth euphorias thus had a monumentality; Acceptance and Category validation euphorias were especially reactive.
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Yeh, Stuart S. "Better Teachers". En Solving the Achievement Gap, 111–34. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58767-1_9.

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Lin, Chichun y Sel J. Hwahng. "Community and Social Support". En Global LGBTQ Health, 147–82. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-36204-0_6.

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AbstractLesbian, gay, bisexual, transgender, and queer (LGBTQ or LGBTQ+ if the latter context includes other identities) individuals tend to experience high levels of minority stress, which might increase their mental health challenges. Especially for LGBTQ individuals in low- and middle-income countries (LMICs), they might additionally experience inadequate access to physical and mental health services, limited financial support, low levels of education, and limited capacity of their governments to solve the societal oppression of this population, which can aggravate minority stress. Social support can buffer the negative effects of minority stress and allow someone to feel cared for, loved, esteemed, valued, and as belonging in their communities. This chapter presents a general overview of social support LGBTQ people may receive from their parents, siblings, school peers, teachers, intimate partners, and colleagues. We also describe the benefits of specific communities of LGBTQ-identifying people, including those who identify as a nonbinary gender, intersex, or asexual/aromantic; those with interests in BDSM, leather, or polyamory lifestyles; people living with HIV; LGBTQ youth and seniors; and virtual and religious communities.
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Churches, Richard, Robin Hall y Juliet Brookes. "Closing the Gap". En Mobilising Teacher Researchers, 34–56. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315160320-3.

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Johnson, Brad y Hal Bowman. "All Gas, No Brakes!" En Thank You, Teacher, 47–49. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216988-22.

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Actas de conferencias sobre el tema "Gay teachers"

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Schreiber, Karla Priscila, Joice Neves Machado, Leonardo da SIlva Greque Junior y Mauren Porciúncula. "Teaching Knowledge in the Context of a Practice Developed Under the Interdisciplinary Bias: Statistics in Focus". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8i3.

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This text aims to analyze the teacher knowledge mobilized in the context of an interdisciplinary practice that approached statistical, Portuguese, and English language concepts and that was socialized in a teachers’ collaborative group. The teacher’s practice was carried out with Brazilian students in the final years of elementary school. In our results, we highlight the mobilization of statistical, contextual, and horizontal curricular knowledge that is fundamental to the construction of a learning environment. Therefore, statistical training for all teachers is recommended because statistics provides an opportunity and context for interdisciplinary and collaborative practices. For this to happen, however, the teacher must have professional knowledge in the area of statistics to contribute to the learning process and to overcome the fragmentation of teaching.
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Ruz, Felipe, Beth Chance y Elsa Medina. "Stochastic Knowledge of Future Chilean Mathematics Teachers". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4c1.

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Mathematics teachers are key agents in teaching stochastic at school, so we are interested in analyzing their knowledge of the content after completing their initial training. We conceptualized the knowledge of the content from the Teacher's Didactic-Mathematical Knowledge Model and following a quantitative methodology, we analyzed a sample of 269 future Chilean mathematics teachers. The results were generally low, although higher in terms of stochastic knowledge promoted at school level (common knowledge) compared to the skills developed during initial teacher training (extended knowledge). We conclude with recommendations to incorporate modern and effective methodologies for teaching and learning stochastic, which we hope can be an input for those responsible for stochastic teacher education. Los profesores de matemática son agentes claves en la enseñanza de la estocástica en la escuela, por lo que nos interesamos en analizar su conocimiento del contenido tras haber completado su formación inicial. Conceptualizamos al conocimiento del contenido desde el Modelo de Conocimiento Didáctico-Matemáticos del profesor y siguiendo una metodología cuantitativa, analizamos una muestra de 269 futuros profesores de matemáticas chilenos. Los resultados fueron en general bajos, aunque superiores en lo relativo al conocimiento estocástico promovido a nivel escolar (conocimiento común) en comparación a las habilidades desarrolladas durante la formación inicial docente (conocimiento ampliado). Finalizamos con recomendaciones para incorporar metodologías modernas y efectivas para la enseñanza y aprendizaje de la estocástica, que esperamos puedan ser un insumo para los responsables de la educación estocástica del profesorado.
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Santana-Ortega, Alberto y Roselia Ramírez-Hernández. "Development Statistical Thinking in Future Mexican Telesecundaria Teachers". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t5d2.

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The objective of this research is to analyze qualitatively the implementation of statistical projects as a strategy for developing statistical thinking in future telesecundaria teachers. This research provides valuable elements for the teacher training process such as having theoretical and methodological aspects that guide the training of prospective teachers. The theoretical elements—a framework of indicators and criteria to analyze the development of statistical thinking—serve as reference points around which to direct teacher learning; the methodological aspects favor the context to interact with these theoretical elements and take part in them. The results indicate that projects allow future teachers to develop important elements of statistical thinking and appreciate the use of statistics as a tool for solving problems such as those they face during their profession.
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Redding, Christopher. "Understanding the Teacher Diversity Gap Among Early Career Teachers". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1426779.

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Scheuerer, Sarah, Frank Reinhold y Kristina Reiss. "How Positive Is “Positive”? Teachers’ Orientations Regarding Teaching Statistics Compared to Teaching Fractions". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14b3.

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For teaching, not only teachers’ knowledge but also their motivational and emotional orientations are important: they influence teaching practices and student achievement. In statistics education, previous research suggests that teachers have positive orientations, but the exact meaning of ‘positive’ is unclear. A comparison with other mathematical topics might provide clarity here. We therefore asked teachers about their orientations regarding teaching statistics and compared them with fractions. Additionally, we performed cluster analyses to identify teachers’ profiles. The results showed significantly poorer orientations regarding statistics compared to fractions. Cluster analyses revealed three similar profiles in both topics, but the assignment of teachers to the clusters was topic-dependent. Because orientations are assumed acquirable, our findings demonstrate the need to strengthen teachers’ orientations regarding statistics during teacher education.
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Sharma, Sashi. "Teaching and Learning Statistics in Multilingual Classrooms: A Collaborative Study". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t11a2.

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The purpose of this collaborative study was to explore what language practices appear to enhance the statistical understanding of Year-12 multilingual students. Data was collected from audio recordings of teacher reflections while students were carrying out an investigation of existing data sets. The teachers in the study demonstrated a range of specific strategies consistent with research-based effective language learning practice. Whether this was by virtue of prior learning in teacher education or by experience in the collaborative setting cannot be determined here, but this could be an area for future investigation. The paper will generate more interest in language challenges and strategies in statistics education and collaborative research where teachers are regarded as key stakeholders in all aspects of the research process.
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Rodrigues, Luiz, Guilherme Guerino, Geiser Chalco Challco, Thomaz Edson Veloso, Lívia Oliveira, Rodolfo Sena da Penha, Rafael Ferreira Melo et al. "Teacher-Centered Intelligent Tutoring Systems: Design Considerations from Brazilian, Public School Teachers". En Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/sbie.2023.235159.

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While Intelligent Tutoring Systems (ITSs) might enhance learning with personalized instruction, the active involvement of teachers is crucial in achieving the best results. However, teachers have not been adequately involved in the design and usage of ITSs, leading to a research gap in understanding their needs and contexts as well as designing teacher-centered ITSs. To address this gap, we present a qualitative study based on semi-structured interviews with elementary school math teachers in Brazil. Our findings reveal insights connecting teachers’ current practices with their needs, providing design considerations for teacher-centered ITSs. The study emphasizes the importance of curriculum alignment, adaptive scaffolding, comprehensive assessment mechanisms, personalized instruction, and support for teaching challenges. Our findings contribute to designing and developing ITSs tailored for Brazilian public school teachers, considering limited technology access and connectivity issues.
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Becker, Daniel, Ralf Gießler y Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.

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A major problem in teacher education is the gap between theory and practice. Engaging student teachers in materials development is one way to integrate theory and practice in EFL (English as a Foreign Language) teacher education. It is during the complex process of materials development that student teachers start to envision learning processes and outcomes of specific language learning tasks. However, materials development does not take care of itself. It is argued that methods of cognitive apprenticeship can be a tool to support student teachers in the complex process of materials development. Cognitive apprenticeship is about modelling and verbalizing the internal cognitive processes underlying complex problem-solving tasks such as adapting authentic materials and writing rubrics. This paper reports how these methods are applied in an EFL teacher education project on materials development. Engaging student teachers in materials development can be a worthwhile opportunity-to-learn in university-based teacher education for any subject whatsoever.
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Oldenburg, Ines y Clemens Hillenbrand. "Using UX Design in inclusive teacher education in higher education to bridge the research-to-practice gap". En Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17175.

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Teachers in inclusive classrooms do not use the results of scientific research on evidence-based practices; this gap between research and practice can be seen as a result of theoretical content in teacher education and should be reduced. UX design is an approach from Computer Sciences to build a bridge from providers to users. The following study looks for ways to bridge the theory-practice gap with the help of the UX design approach in inclusive teacher education. Therefore, the use of UX design was implemented in a course for student teachers for inclusive education. The results on three levels - technical improvement of the whiteboard, students' experiences and the seminar method - showed positive results and revealed the potential of UX design methods in inclusive teacher education, which should be explored in further studies.
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Moore, Maria, Dermot O'Donovan y Pauline Logue. "Mind the Gap: Factors Which Inhibit Supporting Student Teachers to Engage in Action Research While on School Placement". En Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16145.

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In the Irish context, there is an expectation for research to be embedded across the continuum of the teaching profession, including initial teacher education. The Teaching Council has set out the requirement for student teachers to engage in research on their own practice, while on school placement, which links learning in their higher education institutions and the host school. This paper aims to examine some of the factors which inhibit support for student teachers to engage in action research while on school placement. This case study uses a constructivist and interpretivist philosophy. The design and analysis are underpinned by the triangulation of qualitative data collection through questionnaires, focus groups, group interviews and semi-structured interviews. Themes are developed using thematic analysis. Key findings include challenges encountered in supporting student teachers to engage in action research, not least conducting research ethically, and the power dynamics at play in school placement.
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Informes sobre el tema "Gay teachers"

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Green, Crystal. Aanaab Showcase: Furthering Teacher Professional Development in Saudi Arabia and the MENA Region. Hundred, junio de 2023. http://dx.doi.org/10.58261/byub6590.

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In this Showcase, we focus on the work of Aanaab, and explore how Aanaab’s teacher professional development is positively impacting teachers and how they see this impact affecting their students. We aim to highlight the critical work being undertaken by Aanaab to address the challenge of the professional development gap for teachers, especially in Saudi Arabia and the Middle East and North African (MENA) region.
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Boda, Phillip y Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, febrero de 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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McGee, Steven, Randi McGee-Tekula y Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, abril de 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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Carneiro, Pedro, Yyannú Cruz-Aguayo y Norbert Schady. Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement. Inter-American Development Bank, abril de 2017. http://dx.doi.org/10.18235/0000700.

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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes y Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
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6

Armas, Elvira y Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston y Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), septiembre de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Santiago, Ana y Mariana Alfonso. Selection into Teaching: Evidence from Enseña Perú. Inter-American Development Bank, octubre de 2010. http://dx.doi.org/10.18235/0008836.

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Having a good teacher is the most important school-related factor for student achievement, to the point of closing the gap between low and high-income students. However, the empirical literature is almost silent regarding teacher selection. This paper estimates a teacher selection model using recruitment data from Enseña Perú, a program that recruits top university graduates from all majors and places them in vulnerable schools. Our results suggest that candidates with volunteering experience and who finished their college degree in the top third of their class are significantly more likely to be selected into the program. Teacher recruitment policy that identifies these qualities, which might be related to leadership, high motivation, social commitment and deep content knowledge, could considerably improve the quality of the teaching force.
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Carneiro, Pedro, Yyannu Cruz-Aguayo y Norbert Schady. Mothers, Teachers, Peers, and the Gender Gap in Early Math Achievement - See more at: https://publications.iadb.org/handle/11319/9075#sthash.gmtD8yNp.dpuf. Inter-American Development Bank, agosto de 2018. http://dx.doi.org/10.18235/0001284.

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Boyd, Donald, Hamilton Lankford, Susanna Loeb, Jonah Rockoff y James Wyckoff. The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools. Cambridge, MA: National Bureau of Economic Research, junio de 2008. http://dx.doi.org/10.3386/w14021.

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