Gotowe bibliografie tematyczne / Teacher attributes

Gotowa bibliografia na temat „Teacher attributes”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Teacher attributes"

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Budiarto, Mega Teguh, Yusuf Fuad i Latief Sahidin. "Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach". Jurnal Pendidikan Matematika 15, nr 1 (31.01.2021): 1–22. http://dx.doi.org/10.22342/jpm.15.1.11653.1-22.

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In learning geometry, the discussion about the definition of quadrilateral is a material that is difficult and not easily taught by the teacher. This study aims to explore the teacher's specialized content knowledge about square. This is a descriptive-qualitative research. The process of selecting subjects begins with searching prospective subject data according to the level of the teacher through a portfolio of 82 teachers in South East of Sulawesi: (33 First Teachers, 33 Young Teachers, and 16 Intermediate Teachers). The research subjects consisted of three teachers, namely: First Teacher, Young Teacher dan Intermediate Teacher with score > 50. Data were taken using vignette. The results show that there is a difference when the teacher is asked to define a square with when given a definition of a square. First Teacher is accurate when given a square definition with the symmetry and diagonal axis attributes; the side attribute is not accurate in giving arguments to the square definition. Young Teacher is inaccurate when given the definition of a square with side and angle attributes; accurate with symmetry and diagonal axis attributes; but it is not accurate when given a square definition. Regarding attributes of side; Intermediate Teacher revealed that the side and angle attributes are inaccurate but accurate with the symmetry and diagonal axis attributes but do not appear / are not used when asked to define a square. Specialized content knowledge First Teacher is better because it has been able to reconstruct concepts from a square, but Young Teacher and Intermediate Teacher are still influenced by concept images and figural concepts.
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Blaskova, Martina, Rudolf BlaÅ¡ko i Kristína TrÅ¡ková. "Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher". New Trends and Issues Proceedings on Humanities and Social Sciences 3, nr 2 (27.03.2021): 23–36. http://dx.doi.org/10.18844/prosoc.v3i2.1596.

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Profession of a university teacher is extremely difficult and responsible. On the one hand, teachers are faced with a sense of high social responsibility for their work, and on the other hand, they need a high motivation for their work, often associated with a great deal of altruism and a sense of belonging with their colleagues and students. Based on the questionnaire survey, conducted on a sample of 357 students of University of Žilina, students deemed the skills to motivate and inspire students as essential attribute of a great university teacher. On the contrary, excessive criticism and demands of teachers in relation to students (which basically represents the mirror – reflection – of the teacher’s perceived responsibility) is considered by students as inappropriate, undesirable attribute of teacher. Based on analysis, synthesis, comparison and generalization of theoretical knowledge and evaluation of the survey results, the aim of paper is to focus attention on two academic top- attributes of teacher: (a) the effort to instill in students a high responsibility for their own decisions/outcomes; (b) the skills to motivate and inspire students to expected results. To master a harmonized mixture of these two elements represents a difficult decision problem of many university teachers. Therefore, conclusion of the paper gives a simple qualitative model of decision-making that can simplify teacher’s decision-making regarding the efforts to be popular among the students for easy tasks and/versus be respected in motivating-and-inspiring approach based on precise and hard work and interaction of both the student and the teacher.Â
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Karim, Sayit Abdul. "Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators". Register Journal 14, nr 1 (4.02.2021): 1–24. http://dx.doi.org/10.18326/rgt.v14i1.1-24.

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The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education context.Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions
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Haenilah, Een Yayah, Hasan Hariri, Ridwan, Onojah Amos Ochayi, Albet Maydiantoro, M. Arifki Zainaro, John Rainer T. Bolado, Tubagus Ali Rachman Puja Kesuma, Rias Tusianah i Usastiawaty C. A. S. Isnainy. "Literature Review of Good Teachers: The Attributes and Gaps of Indonesian Teachers as a Profession". Academic Journal of Interdisciplinary Studies 11, nr 2 (5.03.2022): 175. http://dx.doi.org/10.36941/ajis-2022-0044.

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Attributes of good teachers are under-research, particularly in comparison between the Indonesian context and worldwide. This review aims to find out the compatibility and the gap of the good teacher attributes between the teachers of Indonesia and worldwide. The main inclusion criteria were the articles published in English between 2007 and 2020. The authors collected 206 articles; however, 174 articles were excluded. The authors reviewed 32 that met the inclusion criteria. The findings indicate that the good teacher attributes of Indonesia are compatible with the global ones, and the gap is mindfulness attribute. It is the consciousness of a professional choice to get feeling peace in life. Implications of these findings are theoretical and practical. Received: 2 November 2021 / Accepted: 20 January 2022 / Published: 5 March 2022
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Edlich, Richard F. "Desirable attributes of a teacher". Journal of Emergency Medicine 8, nr 3 (maj 1990): 343–45. http://dx.doi.org/10.1016/0736-4679(90)90018-q.

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De Castro, Gerly B., i Edward C. Jimenez. "Influence of School Principal's Attributes and 21st-Century Leadership Skills on Teachers’ Performance". Journal of Humanities and Social Sciences 4, nr 2 (9.08.2022): 52–63. http://dx.doi.org/10.36079/lamintang.jhass-0402.374.

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This study aimed to determine the influence of school principals' attributes and 21st Century Leadership skills on teachers' performance. The study is as follows. The teachers in the northern part of the National Capital Region are female, teacher I position, have rendered 5 – 14 years of service, and pursued higher studies after college. The teacher's attribute that influences the teacher's job performance is openness. The School Head always comes up with new ideas. They have an active imagination; creative is a deep thinker and values artistic experiences. He is dependable, organized, and persevering, which means they will accomplish their professional goals. The 21st Century Leadership Skills of the school principal that dominantly influence the teacher's job performance is the communication skills. The school head is approachable, gives clear and accurate information and instructions both in oral and written communication, discusses issues and feedback in school, listens to and appreciates teachers' ideas and suggestions, and communicates with his/her staff regularly. The teachers' performance is very satisfactory as perceived by their school heads during 2019 – 2020. There is a significant difference in the attributes, 21st-century leadership skills of school heads and teachers, job performance when grouped according to schools division office, and years in service. Significant relationships exist between the principals' attributes, 21st-century leadership skills, and teachers' job performance. Personal attributes and 21st-century leadership skills of the school principals significantly influence the teachers' job performance
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Levrints (Lőrincz), Marianna, Svitlana Myshko i Kateryna Lizák. "ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM UKRAINE". Advanced Education, nr 19 (29.12.2021): 33–41. http://dx.doi.org/10.20535/2410-8286.235940.

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The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes.
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Sujana, Roni. "Students’ Perceptions on Characteristics of Attributes of an Effective EFL Teacher (A Survey Study at a Multimedia Class of a Vocational High School in Ciamis)". Journal of English Education Program (JEEP) 10, nr 1 (17.01.2023): 61. http://dx.doi.org/10.25157/(jeep).v10i1.9686.

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This study revealed students’ perceptions on characteristics of attributes of an effective EFL teacher at a multimedia class of a vocational high school in Ciamis/ Indonesia in academic year of 2020-2021. The purposes were to figure out the students’ perceptions on characteristics among attributes of an effective EFL teacher at a vocational high school and to figure out the dominant characteristics among attributes of an effective EFL teacher at a vocational high school based on students’ perceptions. A survey study was used as a research design; and thus 25 students at class XI- Multimedia were selected as the participants. The questionnaires and the interview were used to collect the data. Triangulation analysis was used by the writer to triangulate the results of the questionnaires and the interview. The findings showed that the students perceived their teacher had five attributes of characteristics on effective EFL teacher. Those five attributes of characteristics were rapport, delivery, fairness, knowledge and credibility, as well as organization and preparation. The findings also showed that those attributes were the dominant characteristics among attributes of an effective EFL teacher at a vocational high school based on students’ perceptions. However, there was not dominant attribute of effective EFL teacher on organization and preparation characteristics. The conclusion indicated that an effective EFL teacher must have five attributes of characteristics. It also pointed out that those five attributes of characteristics were dominant characteristics of effective EFL teacher at vocational high school emerged based on students’ perceptions. It is suggested for the next researchers to apply performance assessment to measure the students’ improvements on English abilities, achievement, and academic performance.
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Kayima, Festo. "Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators". Nordic Studies in Science Education 18, nr 3 (30.11.2022): 290–304. http://dx.doi.org/10.5617/nordina.8982.

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This study explored the extent to which science teacher educators in Norway introduce, teach, and assess graduate attributes (GA), a range of qualities, skills or competences considered vital for one’s survival and thriving in a complex world. A qualitative analysis of views from a sample of science teacher educators revealed majorly an implicit approach to the teaching and assessment of graduate attributes along with the main teaching subjects. Moreover, the lack of a graduate attributes profile for science teachers is impeding the teaching and assessment of these attributes. The findings raise important questions to science educators and policy makers regarding how to best address graduate attributes in science teacher education.
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Katz, Sara, i Yehiel Frish. "A new admission system model for teacher colleges". Quality Assurance in Education 24, nr 4 (5.09.2016): 463–89. http://dx.doi.org/10.1108/qae-01-2014-0003.

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Purpose Aspects of intellectual competence would not be sufficient for quality teaching that requires a mix of intellectual and personal qualities. The purpose of this paper was to elicit personal attributes of teachers’ college applicants. Design/methodology/approach This qualitative case study consisted of 99 participants aged 20-24 years of average socio-economic and achievement backgrounds. The authors constructed five qualitative tools, in addition to the two existing standardized exams. Using techniques of the grounded theory, the authors sorted and synthesized the data through three-phase coding. Findings The authors elicited a general concept map of attributes, from which a personal attribute profile for each participant emerged. This model makes fine differentiations between individuals, providing a personal attribute profile pool of applicants useful for any admission committee and for empowering students’ strengths during studies. Research limitations/implications A solid database of non-cognitive attributes opens the door to further research, which will take into consideration multiple variables, such as student knowledge, beliefs and aptitudes. Practical implications Training teachers to apply research methodology into practice and limiting the length of tools make the mission possible, interesting and useful. Figuring out how to collect valid measures of such data about large numbers of college students would be a major challenge. Social implications As teachers occupy a central position in the educational enterprise, they become guardians of the country’s collective socio-cultural legacy. In the current context of teacher shortages, the authors offer a model that has the potential of improving recruitment of applicants for teaching and raising teacher quality. Originality/value No previous attempt that uses qualitative methodology for this purpose was found.
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Rozprawy doktorskie na temat "Teacher attributes"

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葉寶蓮 i Pauline Ip. "Attributes of a quality teacher". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554251.

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Ip, Pauline. "Attributes of a quality teacher". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554251.

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Miles, Bernardine Goode. "The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/77304.

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This study of the relationship between teacher attributes and student scores on the SOL Algebra I Test in Grades 9-12 focused on three prominent teacher attributes: certification, specialization in math, and years of experience teaching math. The study also assessed two additional relationships: 1) the relationship between student socioeconomic status, as reflected in the percentage of students who receive free or reduced fee lunch, and the SOL test score; and 2) the association between teacher perceptions of Stronge's (2002) domains of effective teaching and achievement on the SOL Algebra test. Teachers who taught high school Algebra I in the Commonwealth of Virginia voluntarily completed a questionnaire about their experiences and educational preparation, and their perceptions of teacher attributes that contribute to student achievement in Algebra. The study found no significant relationships between the teacher attributes and student achievement on the Algebra I SOL test. Only two of Stronge's domains of effective teaching, Teacher as a Person and Monitoring Student Progress and Potential , were statistically significant. These findings affirm recent reports that traditional measures of teacher quality such as seniority or certification, or established views of effective teaching may not be related to student achievement. The study found that the students' socioeconomic status had a statistically significant association with student achievement on the Algebra I SOL test. Although the study findings are limited because of the small sample size and the homogenous sample of Virginia teachers, the findings are consistent with recent reports on effective teaching, and widespread educational reform. Studies that are specifically focused on the teaching of subjects such as Algebra could help to identify the characteristics of great math teachers and the unique teaching strategies these teachers use to help students successfully learn math. New research that utilizes qualitative research methods has the potential to identify additional classroom strategies and approaches used by great teachers. In 2009, No Child Left Behind requires that all schools find, hire, and retain highly qualified teachers for core subject areas. The findings of this study suggest that traditional measures for hiring and rewarding teachers may need to be expanded to include new perspectives on selecting effective teachers.
Ed. D.
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Angle, Jaclyn. "Understanding Teacher Attributes Related to Stronger Perceptions of Student Inclusion". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531920108406142.

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Duval, James P. "Teacher Leadership in the Context of International Schools| The Key Attributes and Development of Teacher Leaders". Thesis, Lehigh University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280292.

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Teacher leaders have been acknowledged for playing a significant role in supporting student learning. The impact of these key individuals often centers upon influencing the professional work of colleagues and having the capacity to make important leadership decisions that shape aspects of the school beyond their classrooms.

Currently, the body of research on teacher leadership in international schools is limited. The purpose of the study was to contribute to the body of knowledge related to teacher leadership in the context of international schools and is motivated by the following three research questions: (1) What types of teacher leadership roles (formal and informal) exist in international schools? (2) What are the most important attributes for teacher leaders? (3) What programs and/or activities do teacher leaders identify as valuable in developing the attributes of a successful teacher leader?

All Principals and Teacher Leaders (formal and informal) served as the accessible population for the study. Principals and Teacher Leaders completed surveys in accordance with their roles in order to gather data for the study.

The significance of the study was based upon the practical implications of possible findings. With a broader understanding of how teacher leadership is being enacted, the most important attributes of teacher leaders, and how teacher leaders are developed, international school leaders was able to use the findings for strategic efforts to support teacher leadership. Knowledge of the most important attributes may help with developing criteria for selection and evaluation of teacher leaders, while an understanding of how teacher leaders are developed may provide insight into the type of professional development or experiences necessary to cultivate this category of leaders.

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Chan, Kam-wing, i 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.

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Chan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.

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Swanson, Peter. "A psychosocial profile of in-service foreign language teachers a mixed methods approach to investigating foreign language teachers' attributes and sociocultural perspectives /". Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232428031&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Yang, Su-Yu Huang. "Early Childhood Education Students' Perceptions of the Most Important Attributes of Effective College Teachers in Taiwan". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278549/.

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This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.
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Onyegam, Emmanuel I. (Emmanuel Ikechi). "Graduate Student Opinion of Most Important Attributes in Effective Teaching". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279009/.

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Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples.
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Książki na temat "Teacher attributes"

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To teach as Jesus taught: 11 attributes of a master teacher. Springville, Utah: CFI, 2009.

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Harnett, Penelope. Understanding primary education: Developing professional attributes, knowledge and skills. London: Routledge, 2008.

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Effective student assessment and evaluation in the classroom: Knowledge + skills + attributes. Edmonton, AB: Alberta Education, 2006.

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Lombard, Michael Joseph. The influence of professional attributes on teachers' choice of appraisal methods in the Greater Belfast Area. (s.l: The Author), 1987.

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Education, Alberta Alberta. Évaluation efficace des élèves en salle de classe: Connaissances + compétences + attributs. Edmonton, AB: Alberta Education, 2007.

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Palmer, William J. The dons and Mr. Dickens: The strange case of the Oxford Christmas plot : a secret Victorian journal, attributed to Wilkie Collins. New York: St. Martin's Minotaur, 2000.

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The dons and Mr. Dickens: The strange case of the Oxford Christmas plot : a secret Victorian journal, attributed to Wilkie Collins. New York: St. Martin's Minotaur, 2000.

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Radoja, Stevan. A study of primary school teachers' causal attributes for behavioural difficulties: A comparison between teachers using and not using Birmingham education departments framework for intervention. Birmingham: University of Birmingham, 2000.

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Hertog, Paul C. den. Persoonlijkheidskenmerken en causale attributies: Een onderzoek naar individuele verschillen in de beoordeling van een reactie op onderwijssituaties bij docenten voortgezet onderwijs. Amsterdam: Thesis Publishers, 1990.

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Blackburn, Margaret. A study of the differences between children and teachers in the relative importance attributed to 7 categories ofbereavement issues. [Guildford]: [University of Surrey], 1989.

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Części książek na temat "Teacher attributes"

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Klassen, Robert M., i Lisa E. Kim. "The Role of Individual Attributes in Teacher Selection". W Teacher Selection: Evidence-Based Practices, 33–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76188-2_3.

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Whewell, Emma. "Mentoring: Skills, Knowledge and Attributes of a Successful Physical Education Mentor". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_420-1.

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Whewell, Emma. "Mentoring: Skills, Knowledge, and Attributes of a Successful Physical Education Mentor". W Encyclopedia of Teacher Education, 1069–73. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_420.

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Zhu, Xudong. "On the Attributes of the Teacher’s “Holistic Profession”". W Quality of Teacher Education and Learning, 53–67. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3549-4_4.

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García-Moya, Irene. "The Central Attributes of Connectedness with Teachers from the Students’ Perspectives". W The Importance of Connectedness in Student-Teacher Relationships, 45–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43446-5_3.

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Schudel, Kai, i Katharina Maag Merki. "Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research". W Accountability and Educational Improvement, 83–106. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_6.

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AbstractSchool improvement research is faced with a school teaching staff, which is not a simple homogeneous entity. The compositional attributes of the teaching staff – such as diversity – can have a crucial influence on school processes. Whether the teaching staff is highly fractured, consists of sharply dissociated subgroups, or has shared beliefs, affects the adoption of school improvement programs differently. However, school improvement research has not yet taken into account what different compositions of the teaching staff mean from a methodological viewpoint. It is true that the use of multilevel analysis is standard in school improvement research and that it considers nested school data. However, this method alone only takes averaged measures of teaching staffs into consideration but not their different compositions. In this contribution, we argue that school improvement research has to consider, theoretically and methodologically, how compositional attributes of the teaching staff can be conceptualized. We first discuss some advancements in the conceptualization of group composition from research on small groups and organizations. We then incorporate suggestions for different diversity typologies from small group research to describe the compositional attributes of the teaching staff. Additionally, we address how the composition of the teaching staff influences each teacher differently, depending on the specific position a teacher has within the teaching staff. We further suggest incorporating the Group Actor-Partner Interdependence Model (GAPIM; Kenny, DA, Garcia RL, Small Group Res 43:468–496, 2012) as a methodological approach for assessing these compositional influences. In addition to classic multilevel analysis, the GAPIM also considers the effects of the other teachers on staff and the similarity and dissimilarity of a teacher to the other members of the teaching staff. Finally, we illustrate the possibilities of the theoretical and methodological endorsements discussed by applying the GAPIM to a data set of 37 German upper secondary schools by way of example. We show that a teacher’s job satisfaction is not only influenced by their individual and collective teacher self-efficacy but also by positional effects: The similarity of a teacher to the other teachers on staff and the similarity among the other members of the teaching staff have additional influences on job satisfaction.
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Yeh, Yi-Fen, Mei-Hui Liu, Ying-Shao Hsu i Yuen-Hsien Tseng. "From Student Teachers to Hired Educators: Exploring the Attributes of Successful Teacher Certification and Placement Through Data Mining". W Handbook of Research on Teacher Education, 589–606. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_29.

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Fritz, Eleonora. "Il lessico del magistero nelle prose erudite di Giovanni Boccaccio". W Intorno a Boccaccio / Boccaccio e dintorni 2019, 9–21. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-236-2.01.

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The contribution aims to illustrate the results of the research conducted on the lexicon of the Petrarch-Boccaccio magisterium relationship. The research also made use of the comparison between Boccaccio's various masters: Petrarch on the one hand, Andalò del Negro and Leonzio Pilato on the other. The results of the research have shown the substantial difference of the Petrarchian magisterium compared to that of Leonzio or Andalò. Petrarch is a supreme teacher unlike the other two, considered by Boccaccio to be technical masters. Boccaccio in fact systematically attributes to Petrarch the noun preceptor, a very generic name: he is considered not only a teacher of literature but also of life. Boccaccio also expects from him a teaching that will lead him to an ethical conversion, as evidenced by the insistent presence of the lexicon pertaining to the moral sphere attributed to him.
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Nashon, Samson Madera, David Anderson i Peter Okemwa. "Teacher Change and Mathematics/Science Teaching in Kenya: Transformative Attributes in Student Learning". W Research in Mathematics Education, 263–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82723-6_17.

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Lakkala, Suvi, i Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence". W Inclusive Learning and Educational Equity, 241–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
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Streszczenia konferencji na temat "Teacher attributes"

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Nabbout, Marie. "A study of discrepancies in the assessment of probabilistic tasks: why might teachers grade and evaluate inconsistently a given answer?" W Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07804.

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In this paper we present part of a study carried out to identify Lebanese teachers’ representations of probability as well as their teaching practices. We compare grades and judgments that teachers attribute to fictitious students. Our result show inconsistencies in grading on the same teacher: discrepancy between the quantitative judgment (grade) and the qualitative judgment that he attributes to the same answer. The comparison between the quantitative judgments (grades) and the qualitative judgments reveals a great diversity among teachers: a convergence in grading can hide very different qualitative judgments. This comparison contributed largely to the study of certain representations and practices of teachers, in particular those concerning the concept of independence of events.
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"Experts' Insights About Blended Learning Implementation: What Teacher Attributes are Relevant?" W 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.050.

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Hidayati, Wiwin Sri, Jauhara Dian Nurul Iffah i Muhammad Farhan Rafi. "Describing soft skills attributes of senior high school teacher in mathematics learning". W 4TH INTERNATIONAL CONFERENCE ON FRONTIERS OF BIOLOGICAL SCIENCES AND ENGINEERING (FBSE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0099564.

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Fukuda, Shuichi, Yoshifusa Matsuura i Martin Dzbor. "Internet-Based Skill Learning". W ASME 1997 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/detc97/eim-3714.

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Abstract Non-verbal motional skill plays a very important role in manufacturing. The transfer of the skill is important in two aspects:One is for passing the skill on to others, either from generation to generation or from one place to another. The other is for integrating this information into design. For both of these purposes, the symbolization of motional skill is necessary in order effectively to represent it and to use it. Therefore, in this work, we digitized motion data and allotted attributes to each data chunk and developed a client/server system on the internet. The teacher and the student can teach and learn on their own client machines. Our system pennits the teacher and the student to share the processes of learning in addition to the results.
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Li, Qiaozhe, Xin Zhao, Ran He i Kaiqi Huang. "Pedestrian Attribute Recognition by Joint Visual-semantic Reasoning and Knowledge Distillation". W Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/117.

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Pedestrian attribute recognition in surveillance is a challenging task in computer vision due to significant pose variation, viewpoint change and poor image quality. To achieve effective recognition, this paper presents a graph-based global reasoning framework to jointly model potential visual-semantic relations of attributes and distill auxiliary human parsing knowledge to guide the relational learning. The reasoning framework models attribute groups on a graph and learns a projection function to adaptively assign local visual features to the nodes of the graph. After feature projection, graph convolution is utilized to perform global reasoning between the attribute groups to model their mutual dependencies. Then, the learned node features are projected back to visual space to facilitate knowledge transfer. An additional regularization term is proposed by distilling human parsing knowledge from a pre-trained teacher model to enhance feature representations. The proposed framework is verified on three large scale pedestrian attribute datasets including PETA, RAP, and PA-100k. Experiments show that our method achieves state-of-the-art results.
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Mazur, Rebecca. "Who Seeks Advice and Who Offers It? An Examination of Teacher-Level Attributes on Network Centrality". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435709.

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Orongan, Maris Jade Q., i Edna B. Nabua. "A Causal Model for Psycho-social Aspects of Science Learning Environment on Academic Performance of Secondary School Students in Region X, Philippines". W The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3108.

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The study geared to develop a causal model for the psychosocial attributes of the learning environment on Grade 10 students' science performance in secondary schools divisions of Region X, Northern Mindanao. This study utilized descriptive correlational and causal-comparative research design. A random sample of 1,123 Grade 10 students was utilized in this study. Data were analyzed using descriptive statistics, Correlation, Regression, and Path Analyses. The results revealed that students' performance in Science was found out of low mastery level. In terms of psychosocial aspects, the students generally practiced their science activities in both laboratory and classroom environments, possessed moderate confidence in their emotion and self-efficacy in chemistry, having average science process skills, and were mentored by science teachers with very satisfactory teaching ability. Classroom environment and teacher ability were the psychosocial aspects that significantly correlated with performance. The best-fitting causal model on students' performance is anchored on the classroom environment, supported by teachers' qualifications. A classroom learning environment that is highly conducive can stimulate students' interest to enhance their science learning. It is highly recommended that administrators and policymakers revisit curricular activities, particularly on students' classroom learning environment in the teaching-learning process. Keywords: academic performance, a causal model, and psychosocial aspects of the learning environment
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Toscano, Rafael M., Dandara Estrela, Cicero I. da Silva, Fernanda C. Almeida, Mary Caroline S. Macedo i Guido Lemos. "Teleodontologia e Teleducação: Design de estratégias de visualização avançada para a supervisão docente em ambiente de telemonitoramento e teleconsulta". W Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/webmedia_estendido.2020.13079.

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This article proposes an advanced interaction and visualization strategy for teacher supervision in a telemonitoring and teleconsultation environment based on video-based services. For the development of the proposal, a case study was carried out with the USP School of Dentistry. The proposal considers issues such as the hierarchy of supervision, request for help and communication, classification of priority of service; control of information flow and marking of contextual attributes such as time and type of service. Finally, it is believed that the presented prostitution is a potential solution both in the scenario of Teledentistry and in other contexts of education and health.
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Kõiv, Kristi, i Minni Aia-Utsal. "VICTIMIZED TEACHERS’ EXPERIENCES ABOUT TEACHER-TARGETED BULLYING BY STUDENTS". W International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact036.

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"The aim of this study was to gain insights into the bullying of teachers by their learners from the perspective of victims of teacher-targeted bullying by learners. This study followed a qualitative and descriptive research design stemming from semi-structured personal interviews with victims of teacher-targeted bullying. A thematic content analysis of the data generated from semi-structured personal interviews with six victimized teachers as a snowball sampling. The sample consisted of male (n=2) and female (n=4) participants from rural (n=3) and urban (n=3) school locations in Estonia. The focus of this study was to determine how the teachers who have experienced bullying by their students describe the nature, influence and reasons attributed to such bullying. The findings indicate that the victims of teacher-targeted bullying by students were exposed repeatedly over long time verbal bullying, ignoring the teacher and other threats and cyber-attacks directed against teachers, whereby line between learners’ misbehavior at classroom and bullying behavior was recognized viewing bullying as group-based phenomenon. Bullying against teachers by pupils had a negative influence on the victims’ teaching and learning, as well as their private lives; and victims perceived the lack of support from educational authorities."
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Liu, Ting, Sharon Small, James Kubricht, Peter Tu, Harry Shen, Lydia Cartwright i Samuil Orlioglu. "A Data Driven Approach for Language Acquisition". W Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002842.

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Automatic Language Acquisition focuses on teaching an agent to acquire knowledge to understand the surrounding environment and be adaptive to a new environment. The traditional language understanding models fall into three main categories, supervised, semi-supervised, and unsupervised. A supervised approach is usually accurate but requires a large training dataset, which building process is expensive and time consuming. In addition, the trained model is difficult to shift to other domains. On the other hand, building an unsupervised model is cheap and flexible, but its performance is usually significantly lower than the performance of the supervised one. With a relatively small set of guidance at the beginning, a semi-supervised approach can teach itself through the unlabeled dataset to achieve a comparable performance as a supervised modal. However, building the guidance is not a trivial task since the learning process won’t be effective if the relationship between labeled data and unlabeled data. Different from the traditional modals, when children learn, they do not require large amounts of training data. Instead, they can accurately generalize their knowledge from one object to other objects. In addition, the communication between them and their parents/teachers/peers helps to fix the wrong claims from the generalization. In this paper, we present a multimodal system that simulates the children’s learning process to acquire the knowledge of the entities by studying three types of attributes, descriptive (the outlook of an entity), defining (the components of an entity), and affordance (how an entity can be used). We first utilize an unsupervised Emergent Language (EL) approach to generate symbolic language (EL codes) to interpret the given images of the entities (10 images per entity). The K-Mean clustering methods to group entity images that share the similar EL code. Then we employ a data driven approach to teach the agent the attributes of the entities in the clusters. We first calculate the tf-idf scores of the words from the text pieces (extracted from Corpus of Contemporary American English, a balanced corpus for American English) containing an entity. From the top ranked words with a few sample text pieces, the human expert tells which words are attributes and the attribute type. The human expert also marked the text pieces having the attributes. For example, red is the descriptive attribute of cup in “the red cup’ but not in “a cup of red wine”. The learned knowledge is sent to a bootstrapping modal to find not only new attributes but also new entities. Our system results show that the data driven approach spent much less time but learned more attributes compared with the baseline of our system, teaching the agent the defining attributes of the entities using a carefully designed curriculum.
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Raporty organizacyjne na temat "Teacher attributes"

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Alifia, Ulfah, Rezanti Putri Pramana i Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), maj 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Bancroft, Sharon. A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field Experience. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1159.

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Ogwuike, Clinton Obinna, i Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), listopad 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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