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Artykuły w czasopismach na temat "Teacher agencies"
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Ogunode Niyi Jacob i Ahaotu Godwin Ndubuisi. "Challenges Facing the Implementation of Teacher-Students Ratio Policy in Nigerian Educational System and the Ways Forward". International Journal on Integrated Education 3, nr 9 (18.09.2020): 189–97. http://dx.doi.org/10.31149/ijie.v3i9.619.
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The National policy on (1) prescribes a student-teacher ratio of 1:25 for pre-primary classes; 1:35 for primary and 1:40 for secondary schools. The policy are supposed to be adherence to by all educational institutions in the country but it is unfortunate that many public and private schools classroom are overpopulated. This articled examines the challenges facing the implementation of student-teacher ratio policy as drafted in the National policy on education. The article used secondary data to thrown light on points raised in this article. We identified the following as the challenges facing the implementation of student-teacher ratio policy and they includes: inadequate funding, inadequate teachers, inadequate infrastructural facilities, weak quality assurance agencies, lack of political will and corruption. To solve the challenges identified and to ensure implementation of student-teacher ratio policy in Nigeria, the article suggests that the government should: provide adequate funding, employ more professional teachers, provision of more infrastructural facilities, strengthen the quality assurance control agencies, fight institutional corruption and ensure population control.
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Holmes, Barbara, DeJuanna Parker i Jamel Gibson. "Rethinking Teacher Retention In Hard-To-Staff Schools". Contemporary Issues in Education Research (CIER) 12, nr 1 (18.01.2019): 27–32. http://dx.doi.org/10.19030/cier.v12i1.10260.
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National, state, and local educational agencies identify teacher retention as an issue of continuous importance and concern. This report addresses the issue of teacher retention through the lens of administrative effectiveness and involvement, as well as teachers’ intrinsic motivations. Relevant findings include structural framing of the educational environment, student behaviors, school district demands for improvement, and teacher perspectives on administrative support. The report iterates that teacher retention does not have a one-size-fits-all solution, and that each school division and individual school must work purposefully to devise plans to retain its most effective teachers.
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Siswanto, Indira Lusianingtyas, i Paulus Kuswandono. "Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers". IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, nr 1 (17.11.2020): 1. http://dx.doi.org/10.21093/ijeltal.v5i1.539.
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This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.
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Yuni, Mujahidin i Sera Yuliantini. "Efektivitas Musyawarah Guru Mata Pelajaran Pendidikan Agama Islam Dalam Meningkatkan Kompetensi Pedagogik Guru Pendidikan Agama Islam". Tarbiya Islamica 11, nr 1 (30.06.2023): 38–44. http://dx.doi.org/10.37567/ti.v11i1.2357.
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The aim of this research is the Islamic Religious Education Subject Teacher Deliberation in improving the pedagogical competence of PAI teachers; Describe the role of MGMP PAI in improving the pedagogical competence of high school level Islamic Religious Education teachers; Describe the supporting and inhibiting factors for PAI Subject Teacher Deliberations in improving the pedagogical competence of high school level teachers. This research uses a qualitative approach and descriptive research type. Data collection techniques use interviews and documentation. The data analysis technique used is data reduction. The data validity technique used is data reduction. The data validity techniques used are triangulation and member check. The results of this research show that: as a guide or direction for teachers, as well as directing, guiding teacher activities in the learning process to achieve goals, so that they can understand and comprehend the learning process conveyed by the relevant agencies in the Forum. Apart from that, the Forum is a form of effort carried out by the Ministry of Religion of Sambas district to improve the competencies of Islamic Religious Education Teachers at high school level; The PAI MGMP forum plays an important role in the process of improving teachers' teaching abilities. MGMP PAI acts as a reformer, mediator, collaborator, clinical and academic supervisor, evaluator and school developer, along with supporting agencies. So that teachers become enthusiastic and enthusiastic in carrying out their duties as educators; Supporting factors such as the existence of a legal umbrella that protects and further strengthens a PAI MGMP organization, namely the existence of the RI RELIGION MINISTER REGULATION Number 16 of 2010 concerning the PAI MGMP organization. Meanwhile, inhibiting factors in the PAI MGMP include the lack of budget support from the relevant agencies.
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Tutunis, Birsen, i Ozge Hacifazlioglu. "The Impact of Reflective Practices of English Language Teachers on the Development of A Sense of Agency". Journal of Education and Training Studies 6, nr 10 (20.08.2018): 107. http://dx.doi.org/10.11114/jets.v6i10.3409.
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Language teaching has undergone many changes for several decades and is still changing within this complex dynamic system. Teaching is recognized as both individually practised and socially shaped phenomenon with lots of constraints imposed by the society. The concept of agency has been theorized from an interdisciplinary approach incorporating academic disciplines of sociology, philosophy, anthropology, management, economics and the related fields. The aim of this paper is to address this gap in the literature by examining the experiences of language teachers working with young learners. There is limited research literature that specifically addresses the practices of teacher agencies in language teaching. However, Johnson (2009) for example, based on Vygotsky's (1958) sociocultural theory, suggests to take a sociocultural approach in teacher education to acknowledge both social forces and the individual experiences that shape language teaching. A qualitative pilot study was conducted with 30 language teachers working in disadvantaged neighborhoods in İstanbul, Turkey with the purpose of finding out their reflective practices on the development of a sense of agency. The data was analyzed and interpreted from the basis of “professionalism and teacher identity” and provisional insights are provided for policy makers, teachers, administrators and leaders at various levels in schools and faculties of education that we believe will contribute to the literature on teacher agencies and professionalization in the field of second/foreign language teaching.
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Yakub, Pramita, Ahmad Bashri, Sifak Indana i R. Raharjo. "Teacher literacy skills through minimum competency assessment training". Journal of Community Service and Empowerment 3, nr 2 (31.08.2022): 93–102. http://dx.doi.org/10.22219/jcse.v3i2.18917.
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Improving the education evaluation system is part of the independent learning policy aiming at encouraging the improvement of quality of learning and learning outcomes in Indonesia. The Ministry of Education and Culture of Indonesia plans the implementation of a national assessment in 2021. Changes to this national assessment evaluate students’ competence and map the education system in the form of inputs, processes, and results that will be achieved. Thus, assessment is no longer an individual assessment. In order to accelerate the improvement of the quality of Indonesian Education, it is necessary to reflect both from the relevant agencies and school agencies as the main actors in the assessment. Based on this thought, it is necessary to carry out training for teachers in compiling AKM problems. The purpose of this study is to find out the implementation of training in preparing minimum competency assessments for teachers, whether there is an increase in teacher literacy skills, and how teachers respond through teacher training. The research method implemented was qualitative descriptive analysis with three stages: preparation, implementation, and evaluation. The results of the minimum competency assessment of teachers are assessed based on the results of the development of AKM MGMP teachers in Surabaya obtained 86% increased results. Training obtained by each MGMP teacher based on the results of AKM workshops were known to be 3 participants gained significant results, it was 38%-46%, while seven other participants ranging from 4%-8% experienced an increase. These results show the success of AKM training activities for teachers. The results of the trainee response provide good and excellent feedback.
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Jena, Prakash Chandra. "Need of Restructuring Teacher Education Programmes in India: An Essence for Globalization". International Letters of Social and Humanistic Sciences 34 (lipiec 2014): 21–28. http://dx.doi.org/10.18052/www.scipress.com/ilshs.34.21.
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For inculcating quality education the role of teacher is vital. In other words, quality of teaching largely depends on the quality of training received by the teachers. For this, designing curriculum and supportive resources occupies significant role. National Council of Teacher Education (NCTE 1998) identified ten competencies for making teachers professionally competent. These are contextual, conceptual, content, transitional competencies, competencies related to educational activities, developing teaching learning materials, evaluation, management, competencies related to working with parents and with community and other agencies. For fulfilling these competencies, curriculum of the teacher education program need to be reconstructed according to the changing aspects and needs of the society. But the task may face many challenges at the grass root level of the teacher education program in India. Present paper focus on how to redesign teacher education curriculum in India and identifying major difficulties in the light of teacher education programs.
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Lubis, Sonia Handini, Endang Fauziati i Dewi Rochsantiningsih. "Merdeka Belajar Curriculum: A Study on EFL Teachers' Varying Expressions of Agency". VELES (Voices of English Language Education Society) 7, nr 2 (30.10.2023): 335–44. http://dx.doi.org/10.29408/veles.v7i2.22517.
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In Indonesia, the introduction of the new Merdeka Belajar curriculum emphasizes the significance of teachers’ agency, denoting their proactive role in influencing their professional conditions for the betterment of education. While agency is a pivotal aspect of teachers' professionalism, its recognition has become essential for the effective enactment of the new curriculum in classrooms. Despite the global surge in research on teacher agency, studies examining its variations among EFL secondary teachers in Indonesia, particularly in the context of the Merdeka Belajar curriculum, remain scant. This research employed a qualitative descriptive approach to explore these variations. Drawing on Jenkins' (2019) categorizations — proactive teacher agency, active teacher agency, and passive teacher agency — this study assessed the prevalent types of agencies in Indonesia. Furthermore, Bandura's (2001) core properties of agency were utilized to delve into the characteristics of proactive teacher agency in relation to the curriculum. The findings from this study offer valuable insights for pedagogical practices, providing policymakers with informed perspectives to facilitate successful curriculum transitions.
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Sutono, Aditya Agung, i Markus Budiraharjo. "The Impacts of Liberal Arts Education of Jesuit School Culture on English Teachers’ Transformed Agencies". International Journal of Education 13, nr 1 (2.08.2020): 26–36. http://dx.doi.org/10.17509/ije.v13i1.24589.
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Teachers as agents of change play a key role to not only assist their students with their learning, but also to professionally navigate the tension among their own beliefs, school culture, and the mandated curriculum. Drawing upon principles of Liberal Arts Education, a Jesuit Senior High School in Yogyakarta has carried out liberal arts education (LAE) since its inception in 1948, so as to nurture students’ capability to make their own choices and become responsible to their own deeds. This study is set to 1) discover transformative processes of four English teachers in their efforts to adopt and adapt to existing school values, and 2) elaborate the ways in which these teachers adopted and implemented the LAE and Ignatian Pedagogy into their teaching activities. This research employs Narrative Inquiry for its research method. Data gathering was accomplished by interviews, school observations, field notes, and document analysis. Four English teachers and some students were involved in the interviews. To guide data analysis, Mezirow’s (1998) Critical Self-Reflection of Assumptions (CSRA) and Biesta, Priestly, Robinson’s (2015) teacher agency were utilized. Findings suggest that transformed agencies took place in response to catalytic moments, especially due to the changing nature of students and the expectation to maintain quality teaching. Further studies may address a larger scope of teacher agencies among teachers in public schools.
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Dorji, Sherab, Patcharin Sirasoonthorn i Kantabhat Anusaksathien. "School Teachers in Rural Bhutan: Quality of Work Life, Well-Being and the Risks of Resignation". South Asia Research 39, nr 3 (23.09.2019): 270–84. http://dx.doi.org/10.1177/0262728019872038.
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In Bhutan, recent increases in annual teacher attrition rates, particularly in rural areas, pose significant challenges for the government and concerned agencies in terms of retaining qualified teachers and reducing teacher attrition rates and turnover. This article, partly based on a field study exploring the quality of work life (QWL) and well-being of school teachers in rural Bhutan, explores the possible reasons why such teachers might seek to resign. Using mixed methodology, the study reveals poor QWL and well-being of teachers, caused by a variety of factors. In view of such findings, the Ministry of Education and the government need to ensure better all-round protection for teachers to avoid the risk of large-scale resignations.
Rozprawy doktorskie na temat "Teacher agencies"
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Beech, Jason. "International agencies, educational discourse, and the reform of teacher education in Argentina and Brazil (1985-2002) : a comparative analysis". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006657/.
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This thesis addresses the relationship between the discourses about teacher education produced by international agencies and the policies and practices of teacher education in Argentina and Brazil. In particular the thesis analyses the proposals of UNESCO, the World Bank and OECD for teacher education, arguing that there are certain common assumptions that underlie these recommendations. Based on the theories of Foucault, the thesis identifies a universal model for teacher education that international agencies promote as the solution to most educational problems in most contexts. In order to illuminate the effects of the discourse produced by UNESCO, the World Bank and OECD, the thesis analyses the reforms of teacher education in Argentina and Brazil in the 1990s, showing a strong influence of international agencies on these reforms. However, the effects of the discourse of international agencies in Argentina and Brazil depend on the interaction of this discourse with local assumptions about what constitutes good education for teachers. Consequently, the discourse of international agencies was recontextualized differently in each of these contexts of reception. Drawing upon the work of Ball and Bernstein, an analysis of interviews with teacher educators in Argentina and Brazil shows how the discourse of international agencies was re-interpreted in and through the views of teacher educators, revealing several unanticipated consequences of local ising the proposals of international agencies in these countries. Thus, this thesis shows that foreign influences in education cannot be explained by theories that are only centred on the state. Rather, comparative education needs a theory that takes into account supranational and sub national actors that are fundamental in defining educational practices. In order to contribute to the development of such a theory, the findings of this thesis are placed within a broader theoretical model to map the circulation of discourse in the global educational field.
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Gattenhof, Sandra Jane. "'Artnerships : effective models of arts and education partnerships". Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/35835/1/35835_Digitised%20Thesis.pdf.
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Since 1984 there has been ongoing debate in arts and educational circles about School Touring Programs which provide performing arts programs to school audiences in school venues. John Emery published in Lowdown one of
the first articles to review and question the position of School Touring Programs in Australia. Emery spoke of "Queensland's get up and go" in relation to arts experiences provided to schools. It is true to say that
Queensland Arts Council's School Touring Program is the largest coordinated youth performing art program of its kind in Australia. But a question remains; how does this monolithic structure position teachers? Are they encouraged to be baby-sitters, wardens, consumers or partners in the
arts experience? As teachers in Queensland are required to meet syllabus outcomes they are a vital link in extending and deepening the live arts experience for students. Yet in the current climate Queensland teachers have little opportunity to become familiar with an art work, it's context or it's themes before it enters their schools. There is an urgent need for stronger dialogic mechanisms
between arts providers and teachers. Using a constructivist paradigm this thesis will illuminate how arts providers
and agencies, including Queensland Arts Council, in Australian states and territories can develop partnerships with schools to enhance outcomes for students and teachers in arts education. Drawing upon observations and understandings of the three arts education models in the United States of America - Wolf Trap Institute for Early Learning in the Arts, Virginia; Performing Arts Centers and This model encourages teachers to play a more proactive role in rich learning experience that is part of a live theatre experience. The model supports teacher and student engagement with live arts experiences and has the potential to work in Queensland, in Australia and beyond. This challenging and exciting opportunity for teachers and
artists will seek to extend their thinking and develop aesthetic education opportunities and resources to support the first hand experience of art.
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Leite, Márcia Donizete. "As diferentes facetas do trabalho do professor: dos órgãos governamentais à palavra do trabalho". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14115.
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Previous issue date: 2009-09-29Secretaria da Educação do Estado de São Paulo
Based on the principle that a broader conceptualization of work may allow us to reach a more comprehensive awareness of what teachers work is (MACHADO, 2008), we analyzed an official educational document of the Government of State São Paulo (Curricular Proposal/2008) and texts written by some teachers of the Public Education Network of this State aiming at contributing to a better understanding of the teaching work. In this context, the general objective of the research is to investigate which constituent elements of the teaching work are constituted as a focus and evaluated in the texts of this official document and in the texts of the participant teachers, for this research may disclose factors that interfere in a significant way in teachers work actions. The analysis of these texts was carried through on the basis of the theoretical principles of ISD (Socio-discursive Interactionism), from a dialogic perspective, where work is seen as a way of acting whose configurations are constructed in language. Results allow us to detect that in the official text teaching work depends only on one of the elements focused by the Proposal, which are offered by its prescribers, while in the texts of the participant teachers we may see that teachers act in function of several constituent elements of their work. Thus, the research shows to be necessary a review of certain conceptions and a multidimensional perspective which give voice to these professionals, so that we may arrive at the improvement of prescriptions and thus contribute for the improvement of education, but also for rescuing the social values implied in the teaching work
Partindo do princípio de que uma conceitualização mais ampliada do trabalho, pode nos levar a uma maior conscientização do que vem a ser o trabalho do professor (Machado, 2008), análises de um documento oficial educacional do Governo do Estado de São Paulo (Proposta Curricular/2008) e de produções textuais de alguns professores da Rede Pública deste Estado foram realizadas em busca de contribuir para uma melhor compreensão do trabalho docente. Neste contexto, o objetivo geral da pesquisa é investigar quais os elementos constitutivos do trabalho docente que são tematizados e avaliados nos textos desse documento oficial e nos textos dos professores- participantes, pois essa investigação pode nos revelar fatores que interferem de forma significativa no agir do professor. A análise desses textos foi realizada com base nos pressupostos teóricos do ISD, em uma perspectiva dialógica, em que o trabalho é visto como uma forma de agir, cujas configurações são construídas na linguagem. Os resultados obtidos permitem detectar que no texto oficial o trabalho docente depende de um dos elementos tematizados na Proposta, o qual é oferecido por seus conceptores, enquanto que os textos dos professores-participantes revelam que o professor age em função de vários elementos constitutivos de seu trabalho. Assim é preciso rever certas concepções e ter um olhar multidimensional , dando voz a esses profissionais, para que se possa chegar à melhoria das prescrições e, assim, não só contribuir para a melhoria do ensino, mas também para o resgate dos valores sociais do trabalho docente
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Dunning, Debra. "Seamless service: Collaboration and partnership of a non-publicly funded child care organization located within a site with multiple publicly-funded agencies". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1095696710.
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Khama, Bollen Simataa. "An evaluation of the recruitment and selection of educators: the case of Zambezi Region Education Directorate, Namibia". Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/17967.
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This study evaluated the recruitment and selection of educators in the Zambezi Education Directorate of Namibia. Its objectives were: (1) to investigate ways and means of facilitating the implementation of the Public Service Act (Act no. 13 of 1995) with regard to the recruitment and selection of educators in the Zambezi Education District of Namibia; (2) to assess the role played by environmental and contextual factors in the performance of officials responsible for recruitment and selection of educators in the Zambezi Education District of Namibia; and (3) to find out if there was a relationship between the high turnover of educators and the processes of recruitment and selection of educators during the period of the investigation. A qualitative research methodology was used to conduct the study. A sample of 21 participants was selected for the study. It was comprised of six officials from the division human resources management - responsible for receiving information about teachers needed in schools from the circuit offices and advertising vacant posts; six officials from division of professional services - responsible for ensuring that educators who are recruited possess the prescribed teaching qualifications and competences; two officials in management cadre - responsible for administrative and financial decisions on recruitment and selection of educators and ensuring that posts have been budgeted for before they are filled. Seven participants who were former employees of the Zambezi Education Directorate also formed part of the sample. The researcher used interviews to gather data from participants. He also consulted relevant official documents such as the Public Servant Staff Rules (PSSR), circulars and policies issued by the Office of the Prime Minister (OPM) the Public Service Act, (Act No. 13 of 1995) and the Education Act, (Act No. 11of 2000). The study found, among others, that some participants who were involved in the recruitment and selection processes were not aware of the relevant Recruitment and Selection Policy. The environment and the context in which the recruitment and selection policy was implemented created loopholes for inefficiency and ineffectiveness. Furthermore, the study found that there was a relationship between the turnover of educators and the processes of recruitment and selection of educators. Hence the study recommends various ways and means of improving the recruitment and selection process in the Zambezi Education Directorate.
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El, challah Rana. "Innovation en formation continue et dynamiques coopératives : etude sur le travail en réseau des enseignants au sein des établissements de l'Agence pour l'Enseignement Français à l'Etranger au Liban (AEFE)". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2020.
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Notre thèse s'appuie sur des travaux en sciences de l'éducation et en sociologie (Huberman, 1995 ; Fullan, 1998 ; Fullan et Hargreaves, 2012) qui défendent l'idée selon laquelle le travail en réseau des enseignants serait le levier de leur développement professionnel. Notre étude analyse les modalités du travail en réseau des enseignants du secondaire dans le réseau des établissements de l'Agence pour l'Enseignement Français à l'Étranger (AEFE) au Liban. En effet, nous défendons l'idée que les spécificités et la complexité inhérentes à ce réseau, et engendrées par la diversité des statuts et des styles de direction de ses établissements, questionnent avec beaucoup d'acuité la problématique de l’articulation entre la formation continue des enseignants, leur développement professionnel et le travail en réseau. Notre objectif principal est de mieux comprendre le fonctionnement de chacun des établissements du réseau de l'AEFE au Liban, les modalités de la mise en place de la formation continue au sein de ce réseau et la perception de son efficacité par les enseignants qui en bénéficient, afin de vérifier si ces dispositifs de formation, tels qu'ils existent actuellement, amènent effectivement les enseignants à travailler en réseau et contribuent à leur développement professionnel. Compte tenu de la complexité des paramètres à prendre en considération, la méthodologie appliquée s'appuie sur une double approche qualitative et quantitative. La combinaison de ces méthodes nous a permis de dresser une cartographie de l'ensemble des interactions au sein du réseau ainsi que des dynamiques de travail en réseau réellement observables sur le terrain. Les résultats de notre étude montrent que, malgré les directives des textes officiels, la formation continue dans le réseau de l'AEFE au Liban favorise peu le développement professionnel de ses enseignants. La coopération en réseau entre les enseignants ou les établissements est partielle. Ces phénomènes empêchent les enseignants de changer leur posture à l'égard de leur métier et d'embrasser un nouveau modèle de développement professionnel. De plus, les dispositifs de formation continue proposés par l'AEFE au Liban ne remplissent pas complètement leurs missions et ne fonctionnent pas en synergie comme ils le devraient. Cela entrave la mise en place d'une véritable « culture de réseau ». Le paradigme de « la culture de cités », emprunté au champ de la philosophie politique, permet de mieux comprendre plusieurs enjeux et causalités complexes. Les modèles de cités qui fonctionnent en systèmes selon des principes définis et variés constituent une véritable « grammaire » des liens politiques et sociaux. Ils fournissent le cadre nécessaire aux interactions entre ses acteurs et assoient leur conception du bien commun. Nous montrons comment ces modèles de gouvernance de cités, qui peuvent varier ou s'entrecroiser en fonction de facteurs conjoncturels, sont pertinents pour étudier les styles de direction des établissements, la manière dont ils s'inscrivent dans le réseau de l'AEFE et y inscrivent ou pas le travail en réseau de leurs enseignants. Nous proposons un nouveau paradigme qui permettrait au réseau des établissements de l'AEFE au Liban de passer d'une « culture de cité » à « une culture de réseau ». Il s'agirait d'élaborer un modèle de formation qui remette en dialectique le travail en réseau intra- et inter-établissements avec une dynamique de travail en synergie de l'ensemble des dispositifs de formation continue. Les parcours de l'élève et de l'enseignant seraient placés au cœur de la réflexion et des modalités de mise en œuvre du travail en réseau des enseignants comme vecteur de développement professionnel pourraient être redéfiniesStudy of networking among teachers within the schools of The Agency for French Education Abroad in LebanonRésumé : This dissertation draws on a number of research studies in education and sociology (Huberman, 1995 ; Fullan and Hargreaves, 2012). It is based on the fact that teachers’ networking can be a lever for their professional development. Our research study examines the modalities of secondary school teachers’ interactive dynamics in the AEFE (Agency for French Education Abroad) school network in Lebanon. This specific network which comprises 43 schools across the country is known for being one of the biggest AEFE networks in the world. Its particular geopolitical and multicultural structure helps reflect the excellence and the visibility of French education abroad. Indeed, the inherent specificity and complexity of this network, characterised by its various leadership styles, questions the articulation between teacher training, professional development and networking. Our aim is to better understand how each school operates. Our goal is also to understand teacher training modalities within the school network and the teachers’ perceptions of their efficacy. More precisely, we need to know whether the current three teacher training programmes foster teachers’ networking and enhance their professional development. We have selected a stratified sample of 10 schools. Our representative sample consists of secondary school teachers, school principals, assistant head teachers and academic advisors. Our work is based on the findings of an exploratory survey on head teachers conducted in three AEFE schools in 2010-2011. We have designed many questionnaires : 423 were completed by teachers and coordinators, 380 others were completed by 380 students. We have conducted 51 interviews with schools principals, assistant head teachers, academic advisors as well as AEFE representatives. Given the complexity of the parameters to be taken into consideration, our methodology is both qualitative and quantitative. Statistical analysis tools were designed, sociogrammes and thematic analysis methods were applied as well. The frequency of occurrences in the interviewees’ utterances were analysed. The combination of analysis methods helped us draw a map representing teachers’ interactive dynamics of the school network.Our research findings show that, despite the directives and official texts, the AEFE teacher training programmes offer little support that fosters teachers’ professional development. There is little cooperation between teachers. These phenomena prevent teachers from embracing a professional development model. Furthermore, the three teacher training programmes do not really fulfill their mission since they are not synergistically connected, which hampers the emergence of networking culture. The paradigm of « imaginary cities » belonging to political philosophy helps better understand complex causalities and challenges. We show evidence that governance models can vary or overlap depending on several cyclical factors. These governance models correspond to the various leadership styles in the AEFE network and affect teachers’ networking practices. We suggest a new paradigm which enables the AEFE school network to shift from a culture of « city governance » to a « networking culture ». Our paradigm consists of a teacher training programme which establishes a dialectic unity between intra- and inter-establishment networking and synergy between the teacher training programmes. The student’s academic path as well as the teacher’s professional path will be at the heart of this paradigm. This will launch the essential foundations of a networking culture which fosters teachers’ professional development. Moreover, this new model can be implemented worldwide in other school networks which might be confronting similar issues
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Govender, Soobramoney. "Satellite teachers' centres as agencies for the development of educational technology at schools". Thesis, 1998. http://hdl.handle.net/10413/3875.
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The study focuses on a partnered facilitation involving teachers, the media and the learner. The implications of educational technology-based strategies of learning and the need for teachers to develop a theoretical framework of understanding educational technology are considered. The partnership between the teacher, the learner and the media are seen as crucial to the implementation and enhancement of educational technology-based strategies of learning. In recommending the need for ongoing, sustained training of teachers in educational technology-based strategies of learning, the study concludes that satellite teachers' centre is indispensable as an agency to drive the entire process forward. In this regard it is considered that satellite teachers' centres have the potential to take the focus of training and development of skills closer to schools and arrange on-site programmes. The large mass of under-qualified and untrained teachers will be able to enhance their educational technology skills to facilitate resource-based learning which is so crucial to the new outcomes based approach to learning and education. South Africa has the media and a large population of learners who are yearning for quality education. In addition, the country has a large store of teachers who are in need of ongoing sustained training in educational technology-enhanced strategies of learning. The study concludes that teachers' centres have been under-utilised and that satellite teachers' centres could operate on a more structured basis in terms of an approved national policy.Thesis (M.Ed.)-University of Durban-Westville, 1998.
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Protulipac, Sandra Wolf. "A Descriptive Analysis of the Relationship Between Years of Experience and the Frequency and Style of Consultation Employed by School Counselors with Teachers, Administrators, Parents, and Counselors in Community Agencies". 2003. http://digital.library.duq.edu/u?/etd,19720.
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This study was a descriptive analysis of the relationship between the number of years of school counseling experience of a convenient sample of school counselors and their frequency of consultation, used style of consultation, and preferred style of consultation with teachers, administrators, parents, and counselors in community agencies as measured by the School Counselor Consultation Survey (SCCS). Results indicated that for the participants in this sample group, there is no significant relationship between years of experience and frequency of consultation or between years of experience and the style of consultation employed with any of the four named consultee groups. Although this study found no significant relationship between years of experience and the frequency, style, and any general preferred style of consultation employed by school counselors, the profile of consultation practice as described by this sample population revealed some important information which warrants further investigation. The majority of respondents reported consulting with all consultee groups, although least frequently with counselors in community agencies. Participating school counselors also reported a desire to increase the number of times they consult with all consultee populations studied, with the highest percentage of respondents indicating that they would like to increase their frequency of consultation with counselors in community agencies. More respondents reported using a collaborative style with teachers, administrators, and community counselors than with parents, although the collaborative style of consultation was the preference of most respondents. Additional consultation training and supervision of pre-service and in-service school counselors, collaborative consultation networking between school and community counselors, and further action research about consultation practices in schools is recommended.School of Education
Counselor Education and Supervision (ExCES)
EdD
Dissertation
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Schuster, Casey Elizabeth. "The War in the Classroom: The Work of the Educational Section of the Indiana State Council of Defense during World War I". Thesis, 2012. http://hdl.handle.net/1805/3223.
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Indiana University-Purdue University Indianapolis (IUPUI)When the United States entered World War I in April 1917, many Americans quickly rallied to support the nation. Among the numerous committees, organizations, and individuals that became active in the mobilization process were the forty-eight state councils of defense. Encouraged to form by President Wilson and his administration in the days and weeks following U.S entry in the war, the state councils grew as offshoots of the Council of National Defense and assisted in bringing every section of the country into a single scheme of work. Everyone was expected to do their part in WWI, whether they were fighting overseas or helping on the home front. The state councils, broken down into various sections and county, township, and high-school level councils, made sure that this was the case by reaching down into local communities and encouraging individuals to become involved in the war effort. Their work represented the embodiment of a “total war” philosophy and, yet, studies on these organizations are surprisingly scarce, giving readers an inadequate understanding of the American home front during the conflict. This thesis therefore places the focus directly on the state councils and examines the work they undertook to make the United States ready for, and most effective in wartime service. In particular, it explores the efforts of the Educational Section of the Indiana State Council of Defense. By concentrating on this one section, readers may gain a better understanding of the lengths that the state councils went to in order to put every person – teachers and students included – on a wartime footing.
Książki na temat "Teacher agencies"
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Muckle, James Y. How to find jobs teaching overseas. Wyd. 2. Sebastopol, Calif: KSJ Pub. Co., 1992.
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Audits, California Bureau of State. California Commission on Teacher Credentialing: It could better manage its credentialing responsibilities. Sacramento, Calif: California State Auditor, Bureau of State Audits, 2004.
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Robert, Houston W., red. Mirrors of excellence: Reflections for teacher education from training programs in ten corporations and agencies. Reston, Va. (1900 Association Dr., Reston 22091): Association of Teacher Educators, 1986.
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National Conference on Teacher Education and Its Agencies in Ghana (1986). Report of the National Conference on Teacher Education and Its Agencies in Ghana, 7th-13th September 1986. [Ghana]: The Institute, 1986.
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United States. Department of Housing and Urban Development. Officer Next Door/Teacher Next Door (OND/TND): Program evaluation. Washington, DC (P.O. Box 23268, Washington): U.S. Dept. of Housing and Urban Development, Office of Policy Development and Research, 2004.
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United States. General Accounting Office., red. Teacher training: Over $1.5 billion federal funds invested in many programs : statement of Marnie S. Shaul, Associate Director, Education, Workforce, and Income Security Issues, Health, Education, and Human Services Division, before the Subcommittee on Postsecondary Education, Training, and Life-long Learning, Committee on Education and the Workforce, House of Representatives. Washington, D.C: The Office, 1999.
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United States. General Accounting Office., red. Teacher training: Over $1.5 billion federal funds invested in many programs : statement of Marnie S. Shaul, Associate Director, Education, Workforce, and Income Security Issues, Health, Education, and Human Services Division, before the Subcommittee on Postsecondary Education, Training, and Life-long Learning, Committee on Education and the Workforce, House of Representatives. Washington, D.C: The Office, 1999.
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United States. Government Accountability Office. Child welfare: Federal agencies can better support state efforts to prevent and respond to sexual abuse by school personnel : report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. [Washington, D.C.]: United States Government Accountability Office, 2014.
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Mironov, Anatoliy, i Sergey Ryabov. Law enforcement agencies. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1852912.
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The textbook has been prepared on the basis of studying the theoretical and practical provisions of the organization and functioning of state-governmental law enforcement structures directly related to issues of security and law and order in the territory of the Russian Federation. Information is provided on the main activities, goals, objectives, structure, principles of organization and powers of law enforcement agencies, taking into account changes in legislation in the process of reforming the system of public authorities and management.
Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.
For students of secondary specialized and higher educational institutions studying in the specialty and direction of training "Jurisprudence", as well as for teachers and practitioners.
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Agency, Teacher Training, red. Conduct of the teacher training agenc's business. London: Teacher Training Agency, 1994.
Znajdź pełny tekst źródłaCzęści książek na temat "Teacher agencies"
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Kárpáti, Andrea, i Helga Dorner. "Developing Epistemic Agencies of Teacher Trainees – Using the Mentored Innovation Model". W Collaborative Knowledge Creation, 219–32. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-004-0_12.
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Cunnion, Janna, Feifei Hua, Maureen McNicholl i Sandra Ospina. "Middle School Climate Change Mitigation and Adaptation Curriculum in the United States: Peers Lead Peers Through Change and Action". W Education to Build Back Better, 145–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_7.
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AbstractWhile the previous chapters of this book tackle reforms in existing, established national programs, this chapter is an emergent proposition to a change in policy at local school district levels in the United States. Change is dependent on and influenced by the educational ecosystem around the student which includes such stakeholders as parents, teachers, teacher preparation programs, community groups, curriculum and textbook developers, businesses, universities, local and federal agencies, and policy leaders. The criteria for what makes a climate change curriculum “effective” are difficult to name: first, because the subject itself is divisive, and second because humankind has not yet fully understood all there is to know about tackling climate change. Thus, in this chapter, a normative pro stance is taken in support of climate change education, as the need to implement climate change education in school echoes UNESCO's notion that climate education “is crucial to promote climate action. It helps people understand so they can address the impacts of the climate crisis, empowering them with the knowledge, skills, values, and attitudes needed to act as agents of change (Education for climate action, 2021). In Orange County, California—like many places in the United States—climate change is a politically charged and controversial topic. When 20 states adopted the well-regarded Next Generation Science Standards (NGSS) in 2014, it was hoped that schools across the country would improve climate change education. However, we found that adopting new science standards does not necessarily mean that teaching and learning about climate change has improved in general, and this is made more complex by the fact that each state determines its own education system, and little can be mandated at a national level. Many factors contribute to inadequate student learning about the causes, impact, and especially the strategies to mitigate climate change among Orange County middle school students. We aim for education leaders to understand these best practices and encourage them to apply these to their contexts. We offer a curriculum based on best practices, one that is peer-led and garners hope. We wish for students to see themselves as agents of change and leaders of the not-so-distant tomorrow who become inspired to mitigate, adapt, and reverse climate change.
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Gal, Iddo. "Critical Understanding of Civic Statistics: Engaging with Important Contexts, Texts, and Opinion Questions". W Statistics for Empowerment and Social Engagement, 323–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20748-8_13.
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AbstractThis chapter aims to support teachers and lecturers interested in developing students’ statistical literacy in general and critical understanding of Civic Statistics in particular. The chapter provides practical advice regarding task design and development of activities that encourage critical analysis of statistical texts (such as in the news media or publications of official statistics agencies). Key topics include: analysis of the nature of ‘context knowledge’ and what are ‘meaningful and important’ contexts that are worthy of attention when teaching for understanding of Civic Statistics; ways to bring ‘meaningful and important’ contexts and texts about them (e.g., from newspapers or digital media) into the classroom and to make sure students understand them; ideas about question-posing and designing suitable tasks about these meaningful and important contexts, in particular how to shape ‘opinion questions’ that can elicit students’ critical reading, reflective thinking, and communication of thoughtful opinions; and ideas about the dispositions and habits of mind (e.g., critical stance, ability to ask ‘worry questions’) and skills (e.g., reading comprehension, critical interpretation) we want students to internalized and be able to activate when engaging statistical messages. Based on the guidelines and examples regarding these topics, the chapter discusses implications and recommendations for curriculum design and for teaching and teachers working both at the high-school, college, and adult education contexts, in mathematics education, statistics and data science education, and related STEM disciplines.
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Deshingkar, Priya, i Doudou Dièye Gueye. "It’s a Journey That Only God Knows: Understanding Irregular Migration in Senegal Through a Religious Lens". W IMISCOE Research Series, 35–55. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97322-3_3.
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AbstractThe authors use the lens of religion to understand how migrants from Senegal embarking on high-risk journeys across the Sahara and the Atlantic conceptualise migration, cope with hardship and give meaning to their experiences. The paper aims to provide insights into religious belief systems and their intersection with the process of irregular migration and human smuggling from the impoverished Kolda region of Senegal. The research adds to the scant literature on how migrants draw on their spiritual beliefs in preparing for and enduring harrowing journeys with a high risk of harm and death. Migrants are aware of the risks as they receive information in real time from other migrants and also because many are returne migrants or deportees. But the risks do not deter them as they seek to fulfil their role as good family providers and heed the guidance of Marabout Islamic teachers rather than information campaigns to prevent irregular migration. The study also sheds light on hitherto under-recognised gendered aspects of the infrastructure of migration facilitation in Kolda: while migration is male dominated, women play a critical role in mobilising religious and financial support. The authors conclude that there is a mismatch between the way that migrants take decisions to migrate and the understanding of external agencies that continue efforts to dissuade them through risk information campaigns.
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Höstfält, Gabriella, i Barbro Johansson. "Regulatory Support Activities in the Swedish Policy and Practice Nexus: Inclusive Culture of Education Policy in Different Contexts". W Policy Implications of Research in Education, 227–46. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_12.
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AbstractThe policy and practice nexus in this chapter aims to investigate how Swedish regulated support activities, inspired by an inclusive approach, are theoretically designed in governance, interpreted in policy documents and put into practice in the classroom. The inclusive culture of education policy face multiple demands which makes it necessary to elaborate with a deeper and more detailed explanation for understanding how inclusive support activities are formed and are presently functioning. Drawing from the characteristics of the culture of policy embodying culturally-bound beliefs, we explore regulatory support activities through three analytical lenses of: (i) the principles for educational governance that guide the agencies that produce national policy, (ii) regulated support activities as problems that have to be solved by policy intervention, and (iii) how teachers guided by subject matter and teaching activities in the classroom end up resisting national policy guidelines. The result indicates that the policy of support activities for students defined with special needs can have various meanings both within and between policy contexts. In the discussion we emphasize that the distance between inclusive policy and practice widens the closer we come to the classroom. It is also concluded that inclusive support activities have to be understood in the context where they appear, which is where they create meaningful content for each actor in the policy and practice nexus of inclusion.
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McCarthy, Dianne S., i Barbara A. Burns. "Mathematics Teacher Education and edTPA". W K-12 STEM Education, 149–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch008.
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The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.
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Vives, Marga, Carmen Orte i Martí March. "Approaching Leadership from a Lifelong Learning Perspective". W Teacher Education, 315–34. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch016.
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Lifelong learning is increasingly widespread in our society. Probably, the international increase of the elderly people, as a social group, could be a key factor. In its social dimension, ageing could be conceptualized in terms of real participation and contribution of the elders on several dimensions, as, currently, on the economic factor, where elders have become the most (and sometimes the only) economic pillar in their family. This chapter is focused on the development of the lifelong learning philosophy at the Universities, specifically on the University Programs for Seniors. We would like to reflect on different intervention models and on their principal features and quantitative and qualitative indicators, as educational strategies, student's and professors' expectations, systems of evaluation, cultural adaptations,...and the methodology of the systems of evaluation (internal and/or external qualitative agencies, interviews, discussion groups, mentoring,...) framed within the best practices.
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Sulentic Dowell, Margaret-Mary, i Tynisha D. Meidl. "Pedagogical Approaches and Service-Learning in Teacher Preparation". W Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 1–16. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch001.
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As the initial chapter in this volume, the authors set the tone by inviting service-learning practitioners who are situated within teacher education into dialogue regarding the foundational aspects of service-learning as an effective pedagogical approach for preparing pre-service teachers to teach from a culturally responsive stance. In this chapter, practitioners from across the field of teacher education's spectrum, from emerging scholars to veteran service-learning researchers, are encouraged to reflect on the ways they envision and position service-learning. Overall, service-learning is presented as a pedagogical approach involving various partners, including faculty, staff, students, community members, and agencies. This chapter foreshadows the varied methods and approaches contributors to this edited volume employ to strengthen and extend traditional field experiences and, thus, teacher preparation.
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Sulentic Dowell, Margaret-Mary, i Tynisha D. Meidl. "Pedagogical Approaches and Service-Learning in Teacher Preparation". W Research Anthology on Instilling Social Justice in the Classroom, 222–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch015.
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As the initial chapter in this volume, the authors set the tone by inviting service-learning practitioners who are situated within teacher education into dialogue regarding the foundational aspects of service-learning as an effective pedagogical approach for preparing pre-service teachers to teach from a culturally responsive stance. In this chapter, practitioners from across the field of teacher education's spectrum, from emerging scholars to veteran service-learning researchers, are encouraged to reflect on the ways they envision and position service-learning. Overall, service-learning is presented as a pedagogical approach involving various partners, including faculty, staff, students, community members, and agencies. This chapter foreshadows the varied methods and approaches contributors to this edited volume employ to strengthen and extend traditional field experiences and, thus, teacher preparation.
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Quicke, John. "Initial Teacher Education and the Role of the Support Agencies". W Teacher Training and Special Educational Needs, 117–28. Routledge, 2018. http://dx.doi.org/10.4324/9780429488894-10.
Pełny tekst źródłaStreszczenia konferencji na temat "Teacher agencies"
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Sarpong, Lawrence, Humphrey Danso i Christian Addai-Poku. "Assessment of the Effectiveness of the Online Training of the Teacher Education and Enhancement Programme (TEEP) in Ghana". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3354.
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The Teacher Education and Enhancement Programme (TEEP) is a project being implemented as part of the Commonwealth of Learning (COL)’s Integration of Technology in Teaching, Learning and Assessment (ITTLA) model that works with government agencies towards improved national effectiveness in leveraging open, distance and technology-enabled learning, for quality teacher training. The TEEP project aims to strengthen knowledge and skills in digital teaching, learning and assessment among teachers and other educators. COL is working with the National Teaching Council (NTC) of Ghana to implement TEEP in Ghana as the first-ever national online professional development programme for teachers. This study sought to assess the effectiveness of the first phase of the online training in Ghana which covered Teaching in a Digital Age (DTA). The study adopted a descriptive research design with a population consisting of teachers who participated in the training. A purposive sampling technique was adopted to collect data from 456 teachers. It was found that the online training helped to develop the participants’ competencies and skills in the areas of the training, and the overall quality of the training was found to be very good.
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Folan, John. "Exclusively Mutual". W 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.4.
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As individuals, institutions, and agencies stumble over each other creating new benchmarks for performance, speaking past one another along the way, the concept of performance becomes increasingly illusive – as does its implication in architectural practice. MECHANISTICALLY, it is a manner or quality of functioning. It’s EMBODIED meaning is firmly attached to the notion of accomplishment. CONTRACTUAL performance is tied to the fulfillment of an obligation or responsibility. The creative modality assigned to it’s PRODUCTIVE definition places emphasis on process based metrics. INFORMALLY the word describes a tiresome procedure. Scope of “work done” provides the LEGAL context for use of the word. COLLOQUIALLY performance is equated with competence. A REPRESENTATIONAL dimension exists as well in ceremony. And, performance exists as a MODALITY in embedded conduct and behavior.1
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AlTarawneh, Mohammad. "Native-Speakerism in the EFL Job Market: A Corpus-based Study of Teaching Advertisements". W 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.947.
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This study aimed to investigate the extent to which native-speakerism appears as a challenging discriminatory practice favoring native speakers (NSs) as better language teachers in the EFL job market. To do this, content analysis was utilized to analyze and critically review a corpus of 200 online teaching posts taken from an online TEFL website which presents the employers’ needs for recruiting English language teachers in different EFL contexts. From the analysis, the study also sought to examine the criteria which were used in the posts to recruit only NS teachers as well as the relationship between the posts favoring NSs and the origin of the educational agencies needing the language teachers. The findings revealed that discrimination was highly practiced in the ads as they unprofessionally preferred NSs as EFL teachers depending on linguistic, political and ideological grounds rather than on social, cultural, professional and pedagogic appropriateness. The concept of native-speakerism was strongly present in the ads as 76% (153 ads) showed a preference of NS teachers. The analysis also indicated a significant relationship between NS preference and the origin of recruiting agencies and institutions as most ads (101 out of 153 ads with NS preference) were posted by agencies and institutes that were branches of larger educational organizations originated in native-speaking countries. According to these findings, several recommendations were put in hand concerning TESOL professionalism and teaching competency.
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Ho Schar, Cathi. "Toward Public Sector Practice". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.55.
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In 2016, the University of Hawaii at Manoa School of Architecture established the University of Hawaii Community Design Center (UHCDC), working in close collaboration with a state legislator to meet the needs of the state government. This unique governmental alignment introduced a novel form of community design that opened up new academic and extramural space for the school and university, taking the form of a top-down public sector practice as distinct from its more common, bottom-up public interest alternative. This paper presents the results of three years of continuous dialogue with the state legislature and over $2 million in contracts with state agencies, by reflecting on the transformative effects of public sector practice on design pedagogy. This reflection follows three case study courses: an undergraduate basic design studio; an undergraduate concentration design studio; and an advanced professional practice course, all required within Hawaii’s undergraduate and graduate curricula. Each case study lists learning, teaching, and long term benefits that flowed from each public sector partnership, focusing on the potential of this model to strengthen and enrich professional education. The evolution of these courses maps the transition from working on projects to working on systems, also a move toward applying equitable academic and design rigor to marginalized project typologies—e.g. utility buildings, infrastructure, renovation, and repair and maintenance. In addition, UHCDC’s contract work represents an expanded field of practice, including social science research, service and strategy design, community engagement, information design, engineering, and development studies, demonstrating the broader disciplinary demands of the public sector. More importantly, the significant dividends from this three year-old public sector practice identifies an opportunity area for architectural education and practice—design in government.
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Vigneri-Beane, Jason. "Sympoietic Structures: Enfolding Ecological Inputs into Core-Studio Curricula". W 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.4.
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This paper explores environmental morphology in the first-year design studio pedagogy with an interest in proposing new fundamentals based on sympoiesis and the enfolding of ecological inputs into design processes. This pedagogical research acknowledges the influential history of disciplinary autonomy on first-year design curricula and attempts to open that history to a pedagogical future wherein multi-modal, multi-disciplinary ecological inputs become integrated driv¬ers for both form and organization. First-year design curricula are often driven by abstraction, internal logics, formal processes and a general tendency toward the autonomous aspects of architecture as a dis¬cipline. While these features of the first-year studio are catalytic they increasingly beg partnerships with inter- or extra-disciplinary operations in order to engage external worlds and environmental agencies. Looking across works on biology and ecology by Maturana and Varela, Margulis, Dempster and Haraway one finds a parallel discussion of autonomy and inclusiveness in the form of autopoiesis and sympoiesis. While autopoiesis describes closed systems and self-making, sympoiesis describes open systems and making-together. Interestingly, these autonomous and inclusive forms of making are not mutually exclusive but, as Haraway suggests, autopoietic and sympoietic processes can be mutually reinforcing and nested within each other. Learning from this discourse, Sympoietic Structures looks at multi-phase project strategies wherein first-year students can use different environmental drivers to condition form at the meso-scale of architectural bodies and the macro-scale collective organization of those bodies. These first-year strategies involve defining relationships between environmental drivers and scales of operation. In addition, they involve creative ways by which environmental driv¬ers can be parametricized in order to create process-based architectural entities that are serial and morphologically spe-cific. Serialization allows first-year students to iterate, test and evaluate form and performance while morphological specificity helps them learn about feedback loops between process inputs and spatio-formal outcomes.
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Pepler, Giles. "DEVELOPING POLICIES TO STIMULATE THE UPTAKE OF OER IN EUROPE". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-040.
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The POERUP project This paper presents research, analysis and policy recommendations from the POERUP (Policies for OER Up Take) project. The overall aim is to develop policies to promote the uptake of OER, especially across the EU, in all main educational sectors. The project has already created an inventory of more than 400 OER initiatives worldwide, documented on the project wiki. POERUP has produced 11 country reports and 19 mini-reports and is finalising seven case studies of notable OER initiatives. Outcomes of our research In the schools sector, it appears that there are very large numbers of European OERs which are potentially appropriate for K-12 education, a significant proportion of which emanate from museums, galleries, archives and national broadcasters. Although there appears to be some uncertainty concerning the availability of K-12 OER, they form potentially a valuable element in policy responses to austerity and to improve the learner experience in the school sector. However our research reports a range of barriers and disincentives to using OER. Although the development of vocational training has been a subject of enhanced political cooperation at the European level during the past decade, only one of the notable OER initiatives we have catalogued is targeted towards the VET sector and there is little evidence of any national or regional policies on OER for VET. In Universities the various schemes for quality in OER are so far ignored by national HE quality agencies or governments - not surprising when they mostly ignore similar schemes for quality in e-learning, even though e-learning (on- or off-campus) has far greater penetration than OER. Types of policy interventions Our research leads us to recommend three strands of policy interventions: o Linking OER to open access to research and to standards. o Fostering the phenomena that OER is said to facilitate. o Reducing the barriers to creation of innovative institutions and innovative practices. POERUP has produced three draft EU-level policy documents for universities, VET and schools. This paper integrates recommendations from the three sectors. POERUP is also producing policy documents for 5 Member States. Policy recommendations for the Commission and Member States OER is part of the broader fields of e-learning and distance learning and many of our recommendations are applicable in these broader contexts. They are grouped under seven headings and all are mapped against Opening Up Education; recommendations to Member States are specified. Communication and awareness raising: o Continue to promote the OER related initiatives currently being funded. o Facilitate exchange of experiences from national programmes between Member States. o Mount a campaign to educate university and school staff on IPR issues. Funding mechanisms and licensing issues o Ensure that any public outputs from EU programmes are available as open resources. o Continue to promote the availability and accessibility of open resources created through its cultural sector programmes. o Create an innovation fund for the development of online learning resources and assembling/ creating pathways to credentials. o Use Erasmus+ and Horizon 2020 to encourage partnerships between creators of educational content to increase the supply of quality OER and other digital educational materials in different languages, to develop new business models and to develop technical solutions. o Establish a European Hub of Digitally Innovative Education institutions, complemented by a specific European Award of Digital Excellence. o Authorities developing the EHEA should reduce the regulatory barriers against new non-study-time-based modes of provision. o Encourage Member States to increase their scrutiny of the cost basis for university teaching and consider the benefits of output-based funding for qualifications. o Support the development of technological methods to provide more and standardised information on IPR to the users of digital educational content. o Member States should ensure that budgets for digital educational resources are flexible enough to support the development (and maintenance) of openly licensed materials. Quality issues o Require OER to meet (disability) accessibility standards and should ensure that accessibility is a central tenet of all OER programmes and initiatives. o Establish a European quality assurance standard for OER content produced in Europe. o Member States should ensure that OER are allowed to be included on approved instructional materials lists. o Member States should consider establishing and funding an OER evaluation and adoption panel. Teacher training and continuous professional development o Encourage Member States to establish incentive and award schemes for teachers engaged in online professional development of their pedagogic skills, including online learning. o Member States should establish a professional development programme to support CPD on the creation, use and re-use of OER, with coverage of distance learning, MOOCs and IPR issues. Certification and accreditation o Drive forward the development of EQF and encourage Europe-wide validation of learning acquired online. o Foster the development of transnational accrediting agencies and mutual recognition of accreditations across the EU. o Explore and test digital competence frameworks and self-assessment tools for learners, teachers and organisations, including the tailoring of 'open badges' to the needs of learners. Infrastructure issues o Continue its focus on improving the ICT in education infrastructure in Members States to enable them to exploit potential pedagogical and financial advantages of OER. Further research o Develop its understanding of new modes of learning (including online, distance, OER and MOOCs) and how they impact quality assurance and recognition. o Support research into the benefits of OER & sustainable business models. o Launch a platform open to all stakeholders to record and benchmark the digital state of educational institutions.
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Zheng, Ziang. "A Survey on the Factors Causing Job Burnout among Nine-Year Compulsory Education Teachers and Teachers in After-School Training Agencies in China". W ICETM'21: 2021 4th International Conference on Education Technology Management. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3510309.3510350.
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Sari, Vita Fitria, Mayar Afriyenti, Fefri Indra Arza i Mia Angelina Setiawan. "Improving Vocational Teachers’ Readiness in Teaching New Subject “Accounting Practice of the Institution and Local Government Agencies”". W Proceedings of the 2nd Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/piceeba2-18.2019.5.
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Hoffman, Todd, Neil Decker, Richard Lynch i Mary North-Abbott. "Teaching the Teachers of Montana about the Oil and Gas Industry". W SPE Annual Technical Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/214822-ms.
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Abstract It is vital to increase awareness and knowledge of petroleum engineering and the petroleum industry to the next generation of potential workers. This paper provides information about a program to educate Montana middle and high school math and science teachers about the oil and gas industry. We desire that stakeholders from other states can use this program as a model to create similar courses. The Montana Tech Petroleum Engineering Department organized and implemented a one-week short course with (1) classroom material, including hands-on examples to showcase various aspects of developing and producing oil and gas reservoirs, and (2) field trips to observe field production operations, a CO2 flood, and a refinery. Montana Tech joined with industry partners and regulatory agencies to provide relevant and meaningful content. The various aspects of the petroleum industry were discussed, including exploration, drilling, completions, production, facilities, artificial lift, and reservoir management. In addition, we covered sustainability, energy sources and uses, climate change, and potential solutions (e.g. CO2 sequestration). A previous version of this course ran from 2006-2015 and was supported by our state's oil and gas commission. In 2022, it was restarted and updated with funding from Hess Corporation. It was hosted on the university campus with educational materials, field trips, and room and board provided at no cost to the participants. The new short course was an overwhelming success. The teachers learned about the oil and gas industry and took this knowledge back to their classrooms across the state of Montana. Another benefit for the teachers is that they received continuing education credits, which they need to keep their teaching certificates current. The value for Montana Tech and the petroleum industry is that young adults entering college or the workforce will have more knowledge about oil and gas operations since their teachers are better informed and pass on their experience. Based on the success from 2022, the program is scheduled again for the summer of 2023 and expanded to include high school guidance counselors. This paper will expand awareness of our Teacher's Workshop so it can be easily implemented in other regions where this program could be beneficial. The paper contains the content, workflows, and potential pitfalls so anyone implementing a similar course can use what we have learned as a starting point.
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Aleksandrova, Alevtina, Svetlana Feoktistova i Marina Alekseeva. "Recombination of the academic mobility format of higher schoolteachers in the context of digitalization of education". W Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.qaxk8823.
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The paper addresses the need to revise the importance of academic mobility of the professorial and teaching staff in the conditions of digitalization processes in the educational sphere. Information technologies are placed at the top in the current economic and social conditions. In the age of the digital economy, innovative projects are being developed and implemented providing for the emergence of completely new specialities. Universities are shifting the directions of education towards the development of unique programs. The labor market shows the demand for highly competent specialists. For these reasons, the authors have set the goal of finding out the necessary degree of recombining the format of academic mobility of higher school teachers in the conditions of changed competence requirements for a university graduate. The digital economy strategy offers new approaches to the training; respectively, the qualification requirements for teachers are raising to a new level. The implementation of the academic mobility opens up a prospect for solving this problem. Academic mobility is aimed at conducting research or exchanging experience with scientists and teachers at the sites of other universities within the framework of professional development and obtaining new knowledge. The research method was the analysis of scientific papers and information platforms of universities, as well as the study of statistical data of analytical agencies in the field of education. The purpose of the study is implemented through joint educational projects with foreign colleagues The issue of academic mobility has recently been in the focus as a key aspect of the development of the scientific and professional community. In the course of the study, we found out that the teaching staff faced the problem of a lack of digital competencies in the training process. Many teachers may not have access (or may not be able to afford) to exchange methods and technologies.
Raporty organizacyjne na temat "Teacher agencies"
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mcguinn, patrick. State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, wrzesień 2015. http://dx.doi.org/10.12698/cpre.pb15-2.2015.
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McGuinn, Patrick. Evaluating Progress: State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, wrzesień 2015. http://dx.doi.org/10.12698/cpre.wp2015-09.seas.
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Bland, Jennifer, i Kimberly Smith. Recruitment and Retention: Pilot Solutions Designed by Teachers of Color (Phase I). Digital Promise, luty 2023. http://dx.doi.org/10.51388/20.500.12265/168.
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This report profiles five public PreK-12 learning education agencies across the U.S. that participated in the Digital Promise Center for Inclusive Innovation Teacher of Color Recruitment and Retention cohort and utilized the Inclusive Innovation model to create and launch locally contextualized programs designed by teachers of color.
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Armas, Elvira, i Magaly Lavadenz. Bilingual Teacher Residencies in California: Findings and Recommendations for Policy and Practice. Center for Equity for English Learners, styczeń 2024. http://dx.doi.org/10.15365/ceel.policy.14.
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This research brief presents a study that explores one type of teacher residency program, bilingual teacher residencies (BTRs). The Center for Equity for English Learners at Loyola Marymount University (LMU CEEL) partnered with the Californians Dedication to Education Foundation (CDEF) to investigate BTRs participating in CDEF’s California Teacher Residency Lab (The Lab). To expand the knowledge base around bilingual teacher residencies and provide policy and practice recommendations, researchers conducted interviews with a sample of BTR grantee program leaders to capture and analyze their perspectives regarding BTRs based on their implementation phase and context. Four key findings emerged: (1) Bilingual Teacher Residencies are building on community cultural and linguistic wealth; (2) Bilingual Teacher Residencies focus on critical consciousness and culturally responsive and sustaining teaching; (3) Strong district-university partnerships facilitated collaborative program design and problem solving; and (4) Candidates in BTRs face greater financial barriers to becoming teachers than other teacher residency candidates. Based upon the findings, the authors propose three recommendations for policy and practice to ensure California’s BTRs can serve as a vehicle for addressing bilingual teacher shortages at the state and local levels: (1) Ensure systemic coherence and information sharing across agencies and efforts; (2) Build on the efforts of the California Teacher Residency Lab (The Lab) as well as the newly formed State Regional Technical Assistance Center (SRTAC) to provide differentiated, high-quality technical assistance/supports; and (3) Ensure sustainability of BTRs into the future through funding and knowledge building.
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Lavadenz, Magaly, i Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.
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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are highlighted: 1) Forging New Relationships to Build on Community Cultural and Linguistic Wealth, 2) Designing Bilingual Teacher Residency District-University Partnerships and Programs, 3) The Burden of Support: Augmented Financial Barriers for Bilingual Teacher Residents and, 4) Bilingual Teacher Pedagogies: Critical Consciousness and Culturally Responsive Teaching. Based upon the findings, the research brief proposes three key recommendations for policy and practice to address the ongoing and projected California’s bilingual teacher shortages at the state and local levels: 1) Create Coherent and Articulated Cross-State Agency Efforts, 2) Differentiate Bilingual Networks of Support, and 3) Strengthen Bilingual Teacher Residency Communities of Practice.
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Cilliers, Jacobus, i James Habyarimana. Tackling Implementation Challenges with Information: Experimental Evidence from a School Governance Reform in Tanzania. Research on Improving Systems of Education (RISE), lipiec 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/142.
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This paper investigates inter-agency coordination challenges in implementing Tanzania's nationwide school governance programme, which generates school- and teacher-specific diagnostics and recommendations to enhance quality. However, information and managerial frictions between agencies undermine the programme's efficacy. In a random subset of schools, we implement a text message intervention, providing local bureaucrats with summaries of the recommendations. We find the programme improved student learning and teaching practices, but only when combined with text messages. Notably, gains were larger in regions with additional monitoring resources. Addressing these implementation challenges positions this initiative among the most cost-effective education programmes known to date.
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.
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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.
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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.
Pełny tekst źródłaStreszczenie:
What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Vos, Rob. Educational Indicators: What's to Be Measured? Inter-American Development Bank, styczeń 1996. http://dx.doi.org/10.18235/0011588.
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Currently, numerous strategies and new initiatives for improving quality of schooling at the primary and secondary levels are being considered and implemented, with strong support from multilateral agencies, including the World Bank and the IDB. These initiatives include increasing availability and quality of teaching materials, in-service training of teachers, improvement of teaching methods, supply of subsidized breakfast and lunches at school, etc. There is little dispute these are important and necessary interventions. However, the design, monitoring and evaluation of the cost-effectiveness of these programs and of the educational sector in general is hampered by persistent deficiencies in the quality and timely availability of educational statistics. The objective of the present paper is to provide a framework for the identification of relevant educational indicators. Which are relevant types of information depends on what one wishes to analyze for which policy need. Accordingly, the paper conceptualizes two typologies. The first identifies different types of operational educational indicators, distinguishing between input, access, output and outcome indicators to show that an appropriate information system requires to cover the whole process from supplying educational services, demand factors and accessibility, to results in terms of educational performance and externalities derived from enhanced human capital formation. The second typology distinguishes various types of policy-relevant analysis, such as the assessment of educational performance and needs, cost-effectiveness analysis of educational programs, impact evaluation and assessment of externalities. The informational needs in terms of indicators are specified for each type of policy analysis. The paper concludes with a specification of priority needs in data improvement.