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Hasan L. Maranda, Jr. "Students’ Learning Styles in Relation to Service Physical Education Performance." Journal of Sports and Physical Education Studies 1, no. 1 (March 15, 2021): 10–13. http://dx.doi.org/10.32996/jspes.v1i1.1428.
Повний текст джерелаАнотація:
This study aimed to determine the students’ learning styles, whether visual, auditory, or kinesthetic learning style, in relation to their Service Physical Education performance in terms of written and practical exam results. The moderating variables of age, gender, academic status, religion, and course were also considered. This was conducted among Service P.E. students of the Mindanao State University, Marawi City, officially enrolled during the 2nd semester, A.Y. 2015 – 2016. This descriptive-correlation study was conducted among 925 respondents (227 male and 588 female respondents). The VARK Learning Styles Questionnaire developed by Victoria Chislett was used to assess their learning styles. The Service P.E. performance was taken from their partial written and practical exams. The majority of the respondents were15-18 years old; most of the respondents were female; most of the respondents were Tuition Privilege status; most of the respondents were Islam believers while others were non-Muslim, and almost all of the respondents were Bachelor of Science (BS) degree pursuers. In terms of learning styles, it was found out that most of the respondents were visual learners. With regard to the Service P.E. performance, most of the respondents received grades of 1.0-1.25 or excellent in their written exams while most of them were rated 1.50-1.75 or very good in their practical exams. The relationship between the variables found out that there were no significant relationships between the moderating variables of age, religion, and course with their respective p-values of 0.272, 0.188, and 0.355 to the independent variable of learning styles. However, there were significant relationships between the moderating variables of gender, academic status and the independent variable of learning styles. Furthermore, age (p = 0.184), academic status (p = 0.385), religion (p = 0.784), and course (p = 0.869) were not significantly related to written exam performance while gender was significantly related to written exam performance. Practical exam performance showed no relationship with the different moderating variables. For the relationship between learning styles and Service P.E. performance, it was revealed that learning styles had a significant relationship between written exam performance, while no relationship existed between learning styles and practical exam performance. Good performance in the written exams matters most in how the students prepare for it. On the other hand, ability, preparation, and constant correct practice will matter the most in preparation for practical exams. Thus, it is recommended that Physical Education administrators formulate plans to further improve the competencies of Physical Education teachers, especially in identifying the different learning styles of their respective students, to provide appropriate teaching approaches that facilitate effective learning experiences among their students. Physical Education teachers should provide enough time for skills practice so that most of their students will have greater chances of obtaining higher ratings in their practical exams. A similar study should be conducted in the future using other variables or using an equal number of respondents in gender and religion.
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Greer, Shelley, and Peter Crocker. "Tech Voices: Recollections of the Technical Teachers Association of Victoria." Labour History, no. 92 (2007): 182. http://dx.doi.org/10.2307/27516211.
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Temple, Victoria. "The year education went remote." ITNOW 63, no. 2 (June 1, 2021): 15. http://dx.doi.org/10.1093/itnow/bwab037.
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Abstract It has been an academic year like no other for teachers, students and parents alike. Months of online teaching have left an enduring legacy and shown how IT and technology are changing education rapidly, writes Victoria Temple, Senior Press Officer at BCS.
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Ariaji, Rizky, and Andes Fuady Dharma Harahap. "Pengembangan Buku Penuntun Praktikum IPA Terpadu Kelas VII Semester Ganjil Dengan Pemanfaatan Sumber Daya Alam Di Kabupaten Labuhan Batu Selatan." Jurnal Pendidikan Biologi 7, no. 2 (October 17, 2018): 141. http://dx.doi.org/10.24114/jpb.v7i2.10597.
Повний текст джерелаАнотація:
This research aims to gain a practical guidebook on integrated SCIENCE Class VII semester odd with the utilization of the natural resources of South Labuhan Batu Regency. (1) the test to find out the feasibility of integrated SCIENCE practical guidebook on Class VII semester has developed an odd fit standard BSNP. (2) to find out the opinions of teachers and professors against the practical guidebook on integrated SCIENCE Class VII semester has developed an odd fit standard BSNP. The entire sample is selected by means of purposive sampling. Samples are defined in this study (1) Professor of biology, physics and chemistry University of Muhammadiyah South Tapanuli S2 education criteria amounted to 3 people. (2) integrated SCIENCE teachers in district of South Labuhan Batu Regency Torgamba from some schools with Undergraduate education criteria. The results of the deliberations of the research (1) to the average value of all aspects of the standard of eligibility based on the criteria of 4.30 BSNP is validitasnya { very valid and do not need revision (very decent)}. (2) the standard eligibility content was of 297 as well as an average rating of 4.30 by respondents lecturer and 613 and the average rating of 4.44 by the respondent teachers IPA. The standard language is the feasibility of 193 and an average rating of 4.29 by the respondents to the lecturer and 356 and the average value of 3.96 by respondents to the teachers of the IPA. The eligibility standards of presentation is of 206 as well as an average rating of 4.43 by respondents lecturer and 415 and the average rating of 4.32 by respondents to the teachers of the IPA. The eligibility standard kegrafikan is 476, as well as the average value of 4.29 by the respondents to the lecturer and 963 and the average rating of 4.34 by respondents to the teachers of the IPA.
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Ring, Geoff. "The Effects of Instruction in Courseware Preview Methodology on the Predictive Validity of Teacher Preview Ratings." Journal of Educational Computing Research 9, no. 2 (May 1993): 197–218. http://dx.doi.org/10.2190/2mdq-mtwe-f2kf-nq4j.
Повний текст джерелаАнотація:
The purpose of the study was to investigate the effects of instruction in courseware preview methodology on the predictive validity of the courseware preview ratings of primary (elementary) school teachers. The term predictive validity in this context refers to the confidence with which a teacher's preview rating before classroom trialling can be used to predict his or her postview rating after classroom trialling. It was found that a high level of instruction in courseware preview methodology is likely to increase the predictive validity of the courseware preview ratings of primary school teachers. The results of the study demonstrated that such instruction has the potential to substantially reduce the need for classroom trialling of courseware by teachers as a prelude to purchase decisions. Highly trained teachers have reason to be confident about using their preview-based estimates of courseware merit as a basis for selecting courseware for themselves, their school, or larger populations with which they are familiar, in the sense that their choice is likely to agree with the decision they would make if they were to conduct classroom trialling prior to selection. The implication for educational practice is that instructional courses for teachers in courseware preview methodology are worthwhile, provided they are substantial and of high quality.
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Harvey, David H. P. "Integration in Victoria: Teachers’ Attitudes After Six Years of A No‐Choice Policy." International Journal of Disability, Development and Education 39, no. 1 (January 1992): 33–45. http://dx.doi.org/10.1080/0156655920390105.
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Payoungkiattikun, Wisarut, Angkhan Intanin, Tawan Thongsuk, and Chulida Hemtasin. "Project-Based Learning Model to Promote Preservice Science Teachers’ Metacognitive Skills." Journal of Educational Issues 8, no. 2 (November 3, 2022): 576. http://dx.doi.org/10.5296/jei.v8i2.20282.
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The purpose of this study was to build a project-based learning (PjBL) model using Susan A. Ambrose et al. cycle’s metacognition conceptual framework. The PjBL approach was created to improve the preservice science teacher’s metacognitive skills. Methods: To modify the PjBL strategy, this study began with a basic review of PjBL and metacognitive skills backgrounds. Results: A panel of experts used the item-objective congruence index (IOC) at five distinct levels to evaluate the validity of the PjBL model. The PjBL model’s appropriateness rating was calculated as 4.56, which showed that it was very suited.
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Andreani, Wiwik. "Reflective Evaluation of Efl Teachers Versus Their Students’ Evalution." Lingua Cultura 4, no. 1 (May 31, 2010): 12. http://dx.doi.org/10.21512/lc.v4i1.347.
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Article investigated the grading of teaching values and its relation to the rating performance of the teachers. For this purpose, 27 EFL teachers were randomly chosen from Bina Nusantara University. Some teachers taught only English Department students and some others taught students of other Departments, for example Computer Science, Marketing Communication, Management, Visual Communication Design and Chinese Department. They were asked to grade twelve values in their teaching according to the order of importance and to answer a set of questions on those values. Besides, their students filled in a questionnaire with the aim of evaluating the teachers’ performance from September 2008 until June 2010 (three semesters).The results of the study suggest that there is a change in the teaching-value grading along with teaching experience. However, there is no relationship between teaching values and getting high/low rating performance, the reason of which is not dealt with in the study. Expertise, Enthusiasm, Reliability and Attentiveness were teaching values selected as most important for the EFL teachers. Moreover, most teachers were graded higher in their soft skills rather than hard skills, especially in giving the students an opportunity to ask questions and to have a discussion during the teaching and learning process. Finally, when teachers taught small and big classes, surprisingly most of them got higher rating performance from their students of big classes, for both their hard and soft skills.
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Morze, Nataliia V., Oksana P. Buinytska, and Valeriia A. Smirnova. "Designing a rating system based on competencies for the analysis of the university teachers' research activities." CTE Workshop Proceedings 9 (March 21, 2022): 139–53. http://dx.doi.org/10.55056/cte.109.
Повний текст джерелаАнотація:
One of the indicators of the influence and competitiveness of university is participation in international and local rankings. In the methodologies of the most authoritative rankings, the quality and transparency of Universities is assessed by indicators of the university teachers’ publishing activity. The article analyzes the experience of designing systems that analyses university teachers research activities, tools and components of evaluating the effectiveness of research, designed a structural and functional model of rating system for the analysis the university teachers’ research activities taking into account research and digital competencies. The developed model provides performance of the basic functions and allows for systematic monitoring of openness, transparency, efficiency of the research component of university teachers' professional activity. The model was based on key indicators for evaluating the effectiveness of research -- citation indicators of the three most important scientometric databases -- Scopus, Web of Science, Google Scholar. The connection between the indicators presented in the model forms a portrait of the university teachers’ scientific activity, gives an overall assessment of productivity, influence and contribution to the research direction of the university as a whole. The article describes 1 stage of implementation of the presented model by developing a “Rating of Transparency of Structural Units”, the effectiveness of experimental ranking. The study has established the positive impact of the implementation of the rating system, identified the main activities to increase the visibility, presence, dissemination of research results, the systematic implementation of which contributes to the optimal representation of the scientist in the rating evaluation of the research component of the university teachers professional activities, improving the digital competence of teachers and positively affects the quality indicators of the university scientific work in local and international rankings, as the existence of the system and the formation of ratings is an incentive for university teachers to present and disseminate their own publishing activities in the international online scientific community.
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Marsden-Smedley, Jon B., Wendy R. Anderson, and Adrian F. Pyrke. "Fuel in Tasmanian Dry Eucalypt Forests: Prediction of Fuel Load and Fuel Hazard Rating from Fuel Age." Fire 5, no. 4 (July 19, 2022): 103. http://dx.doi.org/10.3390/fire5040103.
Повний текст джерелаАнотація:
This paper presents equations for fuel load and fuel hazard rating (FHR) models based on the time since last fire for dry eucalypt forests in eastern Tasmania. The fuel load equations predict the load of the surface/near-surface and elevated fine fuel. The FHR equations predict the surface, near-surface, combined surface and near-surface, bark, and overall FHR. The utility of the “Overall fuel hazard assessment guide” from Victoria, Australia, is assessed for Tasmanian dry eucalypt forests: we conclude that, when fuel strata components are weighted according to their influence on fire behaviour, the Victorian guide provides a rapid, robust, and effective methodology for estimating FHR. The equations in this paper will be used for operational planning and on-the-ground performing of hazard reduction burning, prediction of fire behaviour for fire risk assessments and bushfire control, and providing inputs into the new Australian Fire Danger Rating System.
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Aduko, Edmund Anamboi, Emmanuel Issah Azuuga, Adakudugu Edward Apenen, and Anthony Baawuo. "Assessing Mathematics and Science Self-Efficacy Beliefs for Teaching." Journal of Studies in Education 12, no. 3 (July 13, 2022): 17. http://dx.doi.org/10.5296/jse.v12i3.20010.
Повний текст джерелаАнотація:
The study used a questionnaire survey to collect quantitative data from respondents. The independent variables of interest were level of math and science self-efficacy beliefs, as well as self-efficacy for teaching math and science. The questionnaire survey was voluntarily completed by 60 teachers, comprising 45 male and 15 female. The respondents ranged in age from 19 to 38 years. The findings of the study revealed that the mathematics and science teachers at the basic school had high level of self-efficacy beliefs. The study further discovered that though not strong, there is a positive relationship between math and science teachers’ self-efficacy and their ability to teach math and science. The findings also found that math and science teachers’ scores on the MSSEB scale for mathematics and science self-efficacy beliefs were generally higher than their scores on the SETMS scale for self-efficacy for teaching mathematics and science. The ability to effectively explain math /science concepts to students received the lowest mean rating in comparison to others. Teachers' self-efficacy beliefs and self-efficacy can be important considerations for teacher professional development training as a powerful intervening factor for teacher effectiveness and student performance outcomes.
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Bushra Habbad Althafeeri, Bushra Habbad Althafeeri. "The identification of technical specifications of competency curriculum printing for the second grade in the State of Kuwait with the international standards from science teachers Perspective: مدى تطابق المواصفات الفنية في منهاج الكفايات للصف الثاني الابتدائي بدولة الكويت مع المعايير العالمية من وجهة نظر معلمات العلوم". مجلة العلوم التربوية و النفسية 6, № 15 (30 березня 2022): 25–43. http://dx.doi.org/10.26389/ajsrp.r300121.
Повний текст джерелаАнотація:
The study aimed to identify the conformity of the technical specifications in printing the competency curriculum for the second grade of primary school in the State of Kuwait with international standards from the point of view of science teachers. The researcher used the descriptive analytical approach. A questionnaire was used as study instrument. The study used a random sample consisted of 62 female teachers from Al Farwanieh area. The study concluded that the reseah instrument mean was (3.65) for the conformity. As for research dimensions the general form and artistic dimension quality mean was (3.97) with high rating, while technical adjustment of colors, graphics, maps, and photos dimension mean was (3.58) with medium rating. With respect to specifications and conditions for typographical and artistic coordination dimension mean was (3.40) with medium rating. Finally, documentation and references conformity mean was (3.50) with medium rating Based on, the researcher recommended the necessity of paying attention to printing and technical coordination and designing books in accordance with the size and weight of the book and the age stages of the students, and paying attention to the formation of the book sufficiently according to the established level and in an ideal form. Conducting more studies on the specifications and technical conditions for printing the curricula and the extent of their application by the Curriculum Development Department in the State of Kuwait, and comparing their results with the results of the current study.
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Basco, Raymart. "Exit Slips As Predictor of Academic Performance." Journal of Education, Management and Development Studies 1, no. 2 (September 29, 2021): 52–61. http://dx.doi.org/10.52631/jemds.v1i2.31.
Повний текст джерелаАнотація:
Formative assessment plays a vital role in the delivery of quality and relevant education among learners. Data derived from the assessment results provide pieces of evidence for teachers to determine learners who need assistance, advance instructional objectives, track learners’ progress toward those standards, and identify what intervention and support are required. This descriptive-survey research examined the impact of exit slips in predicting intermediate pupils’ science achievement. Seventy-three pupils were involved in the study who were selected through a total sampling. Weighted mean, ranking, standard deviation, mean percentage score, frequency, Pearson correlation coefficient, and coefficient of determination were utilized to process and analyze statistically the data using SPSS. The findings of the study highlighted that exit slips can help learners in their learning since they reflect pupils’ understanding and increase accountability among them. The results revealed that there was a high positive association between the self-rating report and the academic performance of the respondents. The impact of self-reported rating was found significant on the performance of the pupils. Hence, when teachers took necessary and relevant remediation as well as enrichment based on the self-reported rating, academic performance may be improved. It was recommended that teachers may adapt the use of exit slips in their classes to improve academic performance among learners.
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Ekezie, Anthony Imo Arthur, and Owo Offia Tugwell. "Assessment of The Capacity Building Needs of Agricultural Science Teachers for Innovative Instructional Delivery in Secondary Schools in Rivers State, Nigeria." Innovation of Vocational Technology Education 15, no. 2 (September 4, 2019): 43. http://dx.doi.org/10.17509/invotec.v15i2.19631.
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The study was conducted to assess the capacity building needs of Agricultural Science teachers for innovative instructional delivery in secondary schools in Rivers State, Nigeria. Descriptive survey research design with a sample of 28 Agricultural Science teachers drawn through purposive sampling from a population of 244 teachers in secondary schools drawn from both Andoni and Opobo/Nkoro Local Government Areas of Rivers State was used. Three research questions guided the study. A 20-item research instrument entitled “Capacity Building Needs of Agricultural Science Teachers Questionnaire (CBNASTQ)” was developed and used for the study. Likert 5-point mean rating scale was adopted. Cronbach’s Alpha reliability method was used to determine the internal consistency of the CBNASTQ and a reliability coefficient of 0.81 was obtained. Mean and standard deviation were used to answer the research questions. The study revealed amongst others that Agricultural Science teachers need to improve on the skills acquired through continuous professional development. Based on the findings, it was recommended amongst others that Government should ensure the continuous capacity building of teachers through the organization of workshops, seminars, symposia, and conferences to enable them to interact with one another and acquire new skills.
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Hardini, Tri Indri, Sri Setyarini, and Sri Harto. "REMOTE LEARNING IMPLEMENTED BY BIPA TEACHERS DURING COVID-19 PANDEMIC." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 5, no. 1 (May 10, 2021): 122–36. http://dx.doi.org/10.21831/jk.v5i1.35050.
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This research aimed to describe how BIPA teachers implemented remote learning process, identify the problems encountered during COVID-19 pandemic, and explore how Indonesian cultural elements were introduced to students of primary and secondary schools. This research applied a case study design involving eight BIPA teachers in Victoria, Australia as participants. The data were collected through survey questionnaire, virtual interviews, and document analysis. The research data were analysed by making data categories regarding the implementation of remote learning, identification of its problems, and the introduction of Indonesian cultures to students. Interpretation of research findings was done by using relevant theoretical framework. The research findings indicated that the BIPA teachers implemented the remote learning through providing a learning model, listening to students’ individual reading practices, doing a discussion with the students, and implementing simple practices on the selected materials. One of the problems encountered was about students’ motivation. The elements of Indonesian cultures were introduced through identifying its types, describing the identified types of cultures, and writing short essays on the selected cultural topics.
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Kheioh, San Li, and Hui Min Low. "A Case Study of Malaysian Teachers’ Practice of Play-based Learning in Preschool." Kajian Malaysia 40, no. 1 (April 27, 2022): 19–38. http://dx.doi.org/10.21315/km2022.40.1.2.
Повний текст джерелаАнотація:
Malaysian early education authorities have advocated for play-based learning in Malaysian classrooms in recent years. However, there is minimal recorded evidence of the state of play-based learning implementation in preschools. This study seeks to investigate the practice of play-based learning by three Chinese-ethnic teachers in a preschool. The choice of a case study is to enable a detailed examination of the intertwining relationship between knowledge, attitude and practice of play-based learning among the case study teachers. The findings obtained from three sets of self-report rating and observation point to a stronger influence of knowledge than attitude on the teachers’ practice of play-based learning. Improved knowledge about play-based learning is critical for the Malaysian preschool teachers to apply play-based learning in their teaching practice. Without adequate knowledge in play-based learning, there is the risk that teachers will continue to perceive “play” and “learning” as two separate entities, and correspondingly believe that play has an adverse effect on learning.
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Şahin, Mehmet. "THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ PHYSICS ANXIETY AND DEMOGRAPHIC VARIABLES." Journal of Baltic Science Education 13, no. 2 (April 25, 2014): 201–15. http://dx.doi.org/10.33225/jbse/14.13.201.
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The purpose of this study was to investigate the relationship between pre-service teachers’ physics anxiety and gender, grade point average (GPA), major of study, and high school type they graduated. The sample consisted of 849 pre-service teachers of different majors. Data were collected, using the Physics Anxiety Rating Scale (PARS) at the beginning of the semester. Post-semester data were obtained from 175 pre-service teachers who were included in the pre-semester data. Results revealed gender difference in physics anxiety. Females scored higher on the PARS and its factors than males. It was found that students with medium GPA scored lower on the whole anxiety scale than students with low and high GPA. Pre-service primary teachers scored higher on the PARS than all other majors. High school type had an effect on physics anxiety, vocational high school graduates being the highest physics anxious of all. One semester of traditional physics instruction did not seem to have a significant influence on students’ physics anxiety. Implications of the results were discussed for instructional purposes and future studies. Key words: demographic variable, physics, physics anxiety rating scale, science anxiety.
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McInerney, Valentina, Dennis M. McInerney, and Kenneth E. Sinclair. "Student Teachers, Computer Anxiety and Computer Experience." Journal of Educational Computing Research 11, no. 1 (July 1994): 27–50. http://dx.doi.org/10.2190/94d0-b0af-nlax-7ryr.
Повний текст джерелаАнотація:
Recent research has demonstrated the debilitating effect of computer anxiety on achievement in computer related learning. As controversy exists over the merits of increasing experience with computers in order to reduce computer anxiety, the effects of increased computing experience on computer anxiety were assessed for students enrolled in a University teacher education course. In addition, other hypothesized correlates of computer anxiety were studied, viz., age, sex, school background, and computer competence. The Computer Anxiety Rating Scale (CARS) was used to measure computer anxiety prior to and at the conclusion of computer training. A control group, not undergoing computer training, was used for comparison purposes. Many of the teacher trainees in this study exhibited a high degree of computer anxiety on a number of key dimensions related to computing. The evidence from this study gives some support to the notion that increased experience leads to a diminution in computer anxiety. However, the high levels of anxiety remaining for some students after treatment suggest that a simplistic belief that increased computer experience alone will reduce computer anxiety is not tenable. The article discusses the issue that initial anxiety and continuing anxiety, after computer training, may be a function of an individual's prior computing experiences, attitudes towards computing, perceptions of self efficacy, and expectations of success associated with computer interaction.
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Leddin, C. M., J. L. Jacobs, K. F. Smith, K. Giri, B. Malcolm, and C. K. M. Ho. "Development of a system to rank perennial ryegrass cultivars according to their economic value to dairy farm businesses in south-eastern Australia." Animal Production Science 58, no. 8 (2018): 1552. http://dx.doi.org/10.1071/an17815.
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Dairy production systems in south-eastern Australia are based primarily on grazed pasture. Perennial ryegrass (Lolium perenne L.) is the major grass species used in this region and farmers are faced with the challenge of choosing from more than 60 commercially available cultivars. This paper describes the development of a system termed as a forage value index that ranks the overall performance of perennial ryegrass cultivars relative to cultivar Victorian according to the summation of the estimated difference in the value of seasonal dry-matter (DM) yield of the cultivars. Average predicted seasonal DM yields were calculated by analysing the results of eight available perennial ryegrass plot trials across south-eastern Australia, using a multi-environment, multi-harvest linear mixed model. The differences in the model-predicted DM yield of each cultivar was compared with cultivar Victorian in each of five seasonal periods (autumn, winter, early spring, late spring, summer) to generate a series of performance values (1 per period) for each cultivar. Each performance value was then multiplied by an economic value (AU$/kg extra pasture grown) relating to each of four regions (Gippsland, northern Victoria, south-western Victoria, Tasmania) and seasonal period and aggregated to generate an overall forage value index rating for each cultivar. Economic values ranged from AU$0.11 to AU$0.39 per extra kilogram of DM grown, depending on the season and region, which translated into estimated benefits on dairy farms of up to AU$183 per ha per year for farmers that use high-yielding cultivars in place of cultivar Victorian perennial ryegrass.
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Deep, Raman. "Effectiveness of Video-Assisted Teaching on Knowledge and Attitude Regarding Attention Deficit Hyperactivity Disorder among Primary School Teachers in Gurugram, Haryana, India: A Pre-Experimental Study." Bioscience Biotechnology Research Communications 15, no. 1 (March 25, 2022): 152–57. http://dx.doi.org/10.21786/bbrc/15.1.23.
Повний текст джерелаАнотація:
The study was conducted in selected schools of Gurugram, Haryana. Sixty (60) primary school teachers were selected from three schools of Gurugram by using total enumeration sampling technique. Self-structured knowledge questionnaire and attitude rating scale was used to assess the knowledge and attitude of primary school teachers regarding ADHD. The findings revealed that in the pre-test, majority 41(68.3%) of teachers had inadequate knowledge and 19(31.7%) had moderate knowledge and 28(46.7%) had unfavourable attitude and 32(53.3%) had Neutral attitude whereas in the post-test, 15(25%) had moderate knowledge and majority 45(75%) had adequate knowledge and 13(21.7%) had neutral attitude and majority 47(78.3%) had favourable attitude regarding ADHD. Paired “t” test was used to observe differences between pre and post-test mean scores and were found statistically significant at 0.05 level. The study concluded that educational material like video assisted teaching had shown significant improvement in knowledge and attitude of primary school teachers.
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Vaughn, Sharon, and Jeanne Shay Schumm. "Middle School Teachers' Planning for Students with Learning Disabilities." Remedial and Special Education 15, no. 3 (May 1994): 152–61. http://dx.doi.org/10.1177/074193259401500303.
Повний текст джерелаАнотація:
The flow of the planning process model was used to investigate one science and two social studies middle school teachers' preplanning, interactive planning, and postplanning for students with learning disabilities who were mainstreamed into their general education classes. Data were collected from interviews, classroom observations, free-flowing commentary of their lesson plans (think alouds), teachers' planning, videotaped teaching episodes, stimulated recalls, rating scales, and open-ended questions. data analysis revealed that content coverage, classroom/student management, and interest/motivation of the individual student are themes that guide teachers' planning. Teachers' practices and comments reflected little discourse pertaining to knowledge acquisition or planning for students with learning disabilities.
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Carlberg, Ulf. "Review: Insects - a World of Diversity." Entomologica Fennica 6, no. 1 (January 1, 1995): 42. http://dx.doi.org/10.33338/ef.83838.
Повний текст джерелаАнотація:
Commonwealth Scientific Industrial Research Organization (Ed.) 1994: Insects- a World of Diversity. - C.S.I.R.O., Information Services, 314 Albert Street, East Melbourne, Victoria 3002, Australia. CDROM Version 1.0 and printed Teachers' Guide, 104 pp (A4 size, alternatively spiralbound 17.5 x 24.5 em). CD-ROM available for both Windows and Macintosh versions. System requirements: Windows: IBM-compatibel computer 386-33 or faster, super VGA video card and monitor; 4Mb of RAM, Microsoft Windows 3.1 or later, Microsoft Windows compatible digital audio card and CD-ROM drive. Macintosh: Apple Macintosh computer, 13 inch colour monitor (or larger), 4Mb of RAM, CD-ROM drive and Quicktime 1.6 or later(providedonCD).Price: CD-ROM: AUD 109.-,CD-ROMandTeachers' GuideAUD 129.-.
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Lin, Hui, Jianxin You, and Tao Xu. "Evaluation of Online Teaching Quality: An Extended Linguistic MAGDM Framework Based on Risk Preferences and Unknown Weight Information." Symmetry 13, no. 2 (January 26, 2021): 192. http://dx.doi.org/10.3390/sym13020192.
Повний текст джерелаАнотація:
Evaluation of online teaching quality has become an important issue because many universities are turning to online classes due to the Corona Virus Disease 2019 (COVID-19) pandemic. In this paper, online teaching quality evaluation is considered as a linguistic multi-attribute group decision-making (MAGDM) problem. Generally, the evaluation sematic information can be symmetrically or asymmetrically distributed in linguistic term sets. Thus, an extended linguistic MAGDM framework is proposed for evaluating online teaching quality. As the main contribution, the proposed method takes into account the risk preferences of assessment experts (AEs) and unknown weight information of attributes and sub-attributes. To be specific, the Delphi method is employed to establish a multi-level evaluation indicator system (EIS) of online teaching quality. Then, by introducing the group generalized linguistic term set (GLTS) with two risk preference parameters, a two-stage optimization model is developed to calculate the weights of attributes and sub-attributes objectively. Subsequently, the linguistic MAGDM framework was divided into two stages. The first stage maximizes the group comprehensive rating values of teachers on different attributes to obtain partial ranking results for teachers on each attribute. The latter stage maximizes the group comprehensive rating values of teachers to evaluate the overall quality. Finally, a case study is provided to illustrate how to apply the framework to evaluate online teaching quality.
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Habib, Ahmad, Dafid Ainur Rozi, and Geri Kusnanto. "Code of Conduct Information System Using Simple Multi-Attribute Rating Technique (SMART) Method at SMK XYZ." INTENSIF: Jurnal Ilmiah Penelitian dan Penerapan Teknologi Sistem Informasi 5, no. 1 (February 1, 2021): 86–104. http://dx.doi.org/10.29407/intensif.v5i1.14728.
Повний текст джерелаАнотація:
SMK XYZ is a vocational high school with approximately 2550 students with various majors and backgrounds, so there are many problems. For subscribers, each student gets a notebook on discipline and order; if a student commits a violation, it will be written by the discipline taught in the book. Furthermore, the counseling guidance teacher, together with the class teacher, conducts coaching; this activity is a manual system that has not been computerized. It hinders the performance of these teachers. From these problems, an order information system's analysis and design are carried out, which can facilitate and accelerate teachers in planning, directing, and monitoring. The SMART method's application to the discipline information system is based on the science of facts, which states a criterion with value; each weighted value can show and reflect comparisons between standards related to planning, direction, and supervision of students carried out by teachers. Subscription to violations using the discipline information system with the SMART method is carried out computerized, including determining sanctions and their actions to support the performance of teachers.
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Kigwilu, Peter Changilwa, and Daniel Kosia Mokoro. "Teachers’ Assessment Practices in Implementing Competence Based Curriculum in Secondary Schools in Arumeru District of Tanzania." East African Journal of Education Studies 5, no. 2 (August 17, 2022): 324–33. http://dx.doi.org/10.37284/eajes.5.2.792.
Повний текст джерелаАнотація:
This study investigated the teachers’ use of recommended assessment methods in implementing the Competence Based Curriculum (CBC) in public secondary schools in Arumeru District of Tanzania. More specifically, the study sought to determine teacher training in and utilization of the recommended assessment methods implementing the CBC. Adopting the cross-sectional survey research design, the study targeted 35 co-educational public secondary schools in Meru Council of Arumeru District, Tanzania with a population of 1193 teachers. The study sample comprised 111 teachers drawn from nine secondary schools, which were sampled using stratified sampling to ensure proportional representation of rural and urban schools. Data were collected using a semi-structured questionnaire. The findings revealed that a majority of the secondary school teachers were not trained in the recommended assessment methods for implementing CBC, more so in the use of rating scales and rubrics, checklists, portfolios, practical task, and analysis of texts. The methods that were primarily used by teachers to assess student learning were oral examination, written tests, analysis of texts, and essays. On the contrary, portfolios, rating scales, and rubrics, checklists, projects, and practical task methods were rarely used in assessing student learning. The study, therefore, recommends that the Ministry of Education, Science and Technology should ensure that all secondary school teachers are trained in the use of the recommended assessment methods if the implementation of CBC were to be successful. In addition, the Ministry of Education, Science and Technology should closely and continuously monitor utilization of the different recommended assessment methods for effective assessment of learning outcomes in secondary schools.
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Alfaiz, Fahad S., Randy Pease, and C. June Maker. "Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results." Journal of Advanced Academics 31, no. 3 (June 2, 2020): 298–328. http://dx.doi.org/10.1177/1932202x20920572.
Повний текст джерелаАнотація:
During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students’ creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1), with an average grade point average (GPA) of 3.93, had an average rating of 2.95 on a 5-point scale on the mechanical–technical assessment. The M2 students, who were from schools with high percentages of Hispanic, American Indian, and low socioeconomic status (SES) students, had an average GPA of 3.07 and an average rating of 3.27, demonstrating that this assessment can be an important way to change the cultural and economic balance of students identified as exceptionally talented in Science, Technology, Engineering, and Mathematics (STEM). Other researchers are encouraged to examine the validity of the mechanical–technical assessment to identify exceptionally talented students in different groups.
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OGUNLEYE, BAMIKOLE OLUDARE. "Science teachers’ knowledge, attitudes and skills as determinants of classroom practices in entrepreneurship education in senior secondary schools in Lagos, Nigeria." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 2 (December 30, 2019): 10–20. http://dx.doi.org/10.29114/ajtuv.vol3.iss2.146.
Повний текст джерелаАнотація:
Entrepreneurship behaviour is a 21st century attribute required for transforming the industrial and employment space into productive ones. Science students are critical towards the achievement of these requirements. To ensure quality entrepreneurship education, science teachers’ entrepreneurship background and characteristics become germane. This study, therefore, investigated the extent to which science teachers’ entrepreneurship knowledge, attitudes and skills determine their classroom practices in entrepreneurship education in selected Senior Secondary Schools in Lagos, Nigeria. The correlational type of the cross-sectional descriptive research design was adopted. A purposively selected sample of 245 SS2 Science teachers from thirty schools in Lagos mainland, Nigeria participated in the study. Instruments used were: Teacher Entrepreneurship Knowledge Test (r=.86), Teacher Entrepreneurship Attitudes Scale (r=.89), Teacher Entrepreneurship Skills Inventory (r=.85) and Classroom Practices Rating Scale (r=.89). Data were analysed using Pearson Product Moment Correlation and Multiple Regression. Findings showed strong and significant bivariate relationships between each of teachers knowledge (r=.59), attitudes r=.55), skills (r=.52) and classroom practices. The three factors jointly explained 46% of classroom practices with significant relative effects. Teachers require good knowledge, attitudes and skills for effective implementation of entrepreneurship programmes in science education, hence, they need to be exposed to in-service training in entrepreneurial studies.
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Suwastawan, I. Gede Agus, and Ndara Tanggu Renda. "Animated Video on the Topic of Plants and Their Functions in Science Learning." MIMBAR PGSD Undiksha 10, no. 2 (August 23, 2022): 201–9. http://dx.doi.org/10.23887/jjpgsd.v10i2.48901.
Повний текст джерелаАнотація:
Teachers only use textbooks obtained from schools. Package books are considered less helpful for students because, without teacher guidance, students cannot understand the material well. This study aims to develop an animated video learning media on plant parts and their functions in science learning for fourth grade in elementary schools. This type of research is the development of the ADDIE model. The research subjects were two material experts and two media experts. The test subjects consisted of 2 teachers and three fourth-grade elementary school students. This study uses a questionnaire (questionnaire), interviews, observation, and documentation. This study uses a rating scale instrument. In this study, two data analysis techniques were used, namely qualitative descriptive analysis and quantitative descriptive analysis. The research results from learning material experts are 93.3% (Very Valid), and teaching media experts are 88.9% (Very Valid). The results of the practicality test from the teacher are 95.5% (very feasible), and the results of the student response test are 97.2% (very possible). It was concluded that animated videos were suitable for use in learning. This research implies that teachers in learning can use videos.
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Koksharova, M. V., S. V. Morozova, and O. G. Belchikova. "The use of modular-rating technology of teaching mathematics to students of Altai State Agricultural University." Professional education in the modern world 12, no. 2 (July 13, 2022): 289–98. http://dx.doi.org/10.20913/2618-7515-2022-2-12.
Повний текст джерелаАнотація:
Introduction. New requirements are put forward for the organization of educational process, and improving the quality of training of graduates. Purpose setting. Therefore, teachers are faced with the need to apply modular-rating training technology which instantly reacts to changes in the situation in the labor market and can adjust the specialist model. It is democratic in its principles, content, and organization of the educational process. Modular-rating technology provides individualization of educational programs and the ways of their assimilation depending on the abilities and interests of students. Methodology of the study. The authors carried out modular structuring of the “Mathematics” course; methodological support (tests, individual tasks, etc.) of the modular-rating program was developed. A special role in the technology of modular-rating education is assigned to control over the knowledge of students, the authors used current, midterm and fi control. The quality of knowledge and skills of students in mastering the module was determined by various control methods: oral and written survey, control work, individual task, calculate and graphic work, etc. In addition, a testing method was used. To assess the effectiveness of student educational activities, a rating is used which is determined by points set in a selected unifi scale with a clear gradation of the level of theoretical knowledge, practical skills and abilities. The rating is formed during the entire period of the student training. Results. In modern conditions, higher education is faced with the tasks of forming a specialist with stable incentives for further professional self-improvement, activation and development of student cognitive abilities, differentiation of training content and individualization of pedagogical infl in accordance with the level of student training. Conclusion. The authors conclude that one of the effective ways to solve these problems is to train students according to the modular-rating system.
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Vlah, Nataša, Tena Velki, and Smiljana Zrilić. "Positive and Assertive Disciplining of Students with Attention Difficulties." Drustvena istrazivanja 31, no. 1 (April 6, 2022): 155–74. http://dx.doi.org/10.5559/di.31.1.08.
Повний текст джерелаАнотація:
The aim of the research is to examine the characteristics of students and teachers in predicting positive and assertive disciplinary procedures in inclusive elementary school classes in Croatia. The study was conducted with teachers from 125 elementary schools in Croatia (N = 539), who assessed themselves and their students, with at least 7 out of 9 symptoms of inattention. Teachers assessed their relationship with each student and gave assessments on the Vanderbilt ADHD Teacher Rating Scale (hyperactivity-impulsivity, antisocial and emotional problems), and the Scale of Misbehavior Management Strategy (positive and assertive disciplinary procedures). Rewards, praise, and positive reinforcement are more often applied by teachers to students with more pronounced symptoms of antisociality and poorer academic performance when they assess that they have a positive interpersonal relationship with these students. For sanctions and negative consequences to be applied to students, it was only important that the students showed more symptoms of antisociality. Quality inclusive work through the application of positive disciplinary measures requires knowledge of the developmental characteristics of students and investment in a positive interpersonal relationship with them.
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Tsikati, Alfred, and Khomb’sile Dlamini. "Experiences of Cooperating Teachers on Teaching Practice Supervision in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 138–49. http://dx.doi.org/10.5191/jiaee.2019.26210.
Повний текст джерелаАнотація:
Cooperating teachers (CTs) are key participants in ensuring a valuable experience for the student teacher (ST) during teaching practice. Surprisingly, their voices largely remain absent in the extant literature. Thus, the purpose of the study was to investigate the experiences of CTs during teaching practice supervision in Eswatini. A descriptive research design using a census of 46 CTs for student teachers (STs) who did teaching practice in the 2015/16 academic year of the University of Eswatini in the Department of Agricultural Education was used. A self-administered questionnaire was used for collecting data. A five-point numerical scale and six-point Likert-type rating scale were used to measure the variables. Three lecturers from the Department of Agricultural Education and Extension and two agriculture teachers established content and face validity for the questionnaire. Inter-item reliability from a pilot study was .78. Findings of the study revealed that CTs were supported by the University through the supervisors and Teaching Practice Handbook. The CTs noted that establishing rapport with the STs was essential and head teachers needed to visit the STs in the respective classes they teach. STs were good in developing, organizing and using instructional materials but had challenges in disciplining learners. The study recommended that CTs should be provided with trainings and incentives so that they can effectively discharge their duties during teaching practice. Keywords: cooperating teachers; in-service teachers; student teachers; teaching practice; teaching practicum
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Stelmakh, D. "Assessment and peer assessment of foreign speaking production competence of the 1st year pre – service teachers." Science and Education a New Dimension IX(256), no. 100 (September 25, 2021): 26–30. http://dx.doi.org/10.31174/send-pp2021-256ix100-05.
Повний текст джерелаАнотація:
The article focuses on the assessment and peer – assessment of the foreign language speaking production skills of the 1st year pre – service teachers. The analysis of the existing evaluative tasks for speaking assessment has been done and best tasks for 2 types of monologues – a monologue – description and a monologue – narration have been collected. Successful assessment requires definite criteria to be chosen. In this paper criteria have been established and explained and 2 rating scales for a monologue – description and a monologue – narration have been developed.
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HASANÇEBİ, Funda, Büşra TUNCAY YÜKSEL, and Günkut MESCİ. "A rating scale development study for the evaluation of lesson plans and teaching practices on argumentation-based inquiry." International Journal of Assessment Tools in Education 9, no. 4 (December 25, 2022): 964–97. http://dx.doi.org/10.21449/ijate.948489.
Повний текст джерелаАнотація:
The purpose of this study was to develop a reliable and valid rating scale for the use of the assessment and evaluation of lesson plans and teaching practices that are based on argumentation-based inquiry (ABI). The study covered two academic years (four academic semesters). Qualitative and quantitative methods were utilized throughout the development of the rating scale including data collection and data analyses. A purposive sample of 72 pre-service science teachers (PSTs) who were enrolled in a public university located in East Black Sea region of Turkey constituted the sample of the study. Content Validity Ratio (CVR=.80) and Content Validity Index (CVI=.94) values were calculated as measures of content validity. Pearson Correlation Coefficient (r=.96) and Cohen’s Kappa value (κ value was between .60 and 1.00) were calculated to test inter-rater reliability of the scores obtained by the rating scale. Findings provided evidence for the reliability and the validity of the ABI rating scale. ABI lesson plan template and ABI rating scale developed for the assessment and evaluation of ABI lesson plans and subsequent teaching practices are provided to the readers. Contributions to the field are discussed.
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Khasanah, Annisa Nur, Riezky Maya Probosari, Sri Widoretno, and Nurma Yunita Indriyani. "PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN." Jurnal Atrium Pendidikan Biologi 6, no. 4 (December 20, 2021): 263. http://dx.doi.org/10.24036/apb.v6i4.12236.
Повний текст джерелаАнотація:
The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.
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Kvasova, Olga, Tamara Kavytska, Viktoriya Osidak, and Anthony Green. "Development of a Writing Rating Scale for Culture- and Context-Specific Educational Setting in Ukraine." АRS LINGUODIDACTICAE, no. 9(1) (2022): 25–39. http://dx.doi.org/10.17721/2663-0303.2022.1.02.
Повний текст джерелаАнотація:
In the Ukrainian university context, the assessment of writing in language programs has traditionally been performed by the individual teacher, with no institutionally mandated scales or criteria to rely on. The use of rating scales from external proficiency tests cannot meet the requirement of total alignment with the curricula taught in context-specific settings. This is obvious in terms of frequent mismatches of course objectives and test construct as well as task types employed on the external and local tests. To address he tissue, this paper reports on efforts to introduce a rating scale for collective use by teachers across a department teaching English to students majoring in Linguistics. Although teacher raters can be trained to employ external rating scales consistently, we believe that it is both more valuable in terms of professional development and more likely to result in acceptance of the scales if they engage in scale development. The evidence we collected suggests that the collaborative approach adopted in this study can offer a sustainable template for improving the poor standards of tests and examinations in our country (and elsewhere), which often result from a lack of testing and assessment expertise among those who prepare assessment materials.
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Park, Eun-Ju. "The Effect of the Learner Participation-Centered Discussion Class on the Science Teaching Efficacy, Communication Capability, and Problem Solving Ability of Pre-service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 391–409. http://dx.doi.org/10.22251/jlcci.2022.22.13.391.
Повний текст джерелаАнотація:
Objectives The purpose of this study was to explore the effect of the learner participation-centered discussion class on the science teaching efficacy, communication capability, and problem solving ability of pre-service early childhood teachers. Methods The subjects of this study were 32 students enrolled in a four-year early childhood education program. The learner participation-centered discussion class were carried out through the science education class (45 hours) during the first semester in 2021. Data were collected from science teaching efficacy, communication capability, and problem solving ability rating scales. Results The results of quantitative analysis were as follows. First, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ science teaching efficacy(both science teaching outcome expectancy and science teaching self-efficacy). Second, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ communication capability(especially in message converting capability out of all sub-domains). Third, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ problem solving ability(especially in the production of alternative resolution method, and the implement and confirmation of resolution method out of all sub-domains). Conclusions Therefore, the learner participation-centered discussion class is the meaningful teaching method to improve the science teaching professionality and problem solving ability of pre-service early childhood teachers.
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Abdulameer Mohammad, Zena. "Investigating Teachers of English Knowledge and Awareness of Dyslexia: A case study in Primary Iraqi Schools." Arab World English Journal 13, no. 4 (December 15, 2022): 341–54. http://dx.doi.org/10.24093/awej/vol13no4.22.
Повний текст джерелаАнотація:
Dyslexia is a learning disability in which people face difficulty reading though they are intelligent and have motivation for reading. Therefore; it impacts the portion of the brain responsible for processing language. Such a condition compromises the learning efficiency of the affected person, which generally gets unnoticed. Even affected children are unaware of their state. The study investigates the knowledge and awareness of dyslexia among teachers of English in Iraqi primary schools. this study has three objectives: (i) To investigate the amount of awareness and knowledge among the primary school teachers of English in Baghdad City about dyslexia.; (ii) To examine how English teachers’ awareness of dyslexia is affected by their age, gender, grade level, length of service, and academic background; and (iii) To determine whether there is a connection between teachers’ total knowledge score and their knowledge and confidence level rating. An exploratory approach was adopted to collect and analyze the data. This study was carried out during the COVID-19 pandemic when very few schools were open and working in online mode with no physical attendance. A total of 34 EFL (English as a foreign language) teachers from governmental and private primary schools in Baghdad – Iraq, were assigned to the survey through online random sampling. The results pertained to the following characteristics: the participants’ demographic data, exploring teachers’ knowledge and awareness regarding dyslexia, and teachers’ observation of dyslexia. Findings revealed that most teachers have little experience but a considerable grasp of the learning disorder. Inductive training is highly recommended for teachers of English to promote their early knowledge and awareness of dyslexia and to support dyslexic children to overcome their difficulties in learning.
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Orim, Samuel Orim, Matthew Ashike Orim, David Adie Alawa, James Eburikuri Olayi, James Abua Ewa, Essien Ekpenyong Essien, Cecilia Kori Essien, et al. "Assessment of School Assessors’ Knowledge and Competence on Diagnostic Overshadowing for Appropriate Placement of Children with Intellectual Disability in Cross River State, Nigeria." Journal of Intellectual Disability - Diagnosis and Treatment 10, no. 3 (July 15, 2022): 145–53. http://dx.doi.org/10.6000/2292-2598.2022.10.03.4.
Повний текст джерелаАнотація:
This study assessed the knowledge and competence of special teachers and psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disability in Cross River State, Nigeria. A descriptive research design was adopted. Sixty (60) respondents comprising teachers and school psychologists were purposively selected from three main special schools in Cross River State. Two research questions were raised to guide the study. A rating scale titled ‘Mental Health Diagnosis Competency Scale (r=0.91)’ was used for data collection. The instrument was used to assess the knowledge and competence of special teachers and school psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disabilities. The data collected were statistically analyzed using percentages, frequency count, and bar chart. The findings revealed that most teachers and school psychologists have no knowledge of psychiatric symptomatology in children with intellectual disabilities. Respondents also lack adequate competence in differential diagnosis, leading to wrong special education placement and inadequate intervention plans for such children. It was recommended, among others, that the government provide in-service training for teachers and psychologists to equip them on current issues and practices in special education, such as differential diagnosis and collaborative partnership within a transdisciplinary approach.
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DATOY, FLORAFEL C. "Teaching Competence and Challenges Encountered in Secondary Science Instruction." International Journal of English Language Studies 2, no. 4 (October 30, 2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.
Повний текст джерелаАнотація:
The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.
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Radwan, Ahmed, and Mohamed H. Issa. "AN EVALUATION OF INDOOR ENVIRONMENTAL QUALITY AND OCCUPANT WELL-BEING IN MANITOBA SCHOOL BUILDINGS." Journal of Green Building 12, no. 1 (January 2017): 123–41. http://dx.doi.org/10.3992/1552-6100.12.1.123.
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This exploratory research aims to evaluate indoor environmental quality in the classrooms of three school buildings in Southern Manitoba, Canada, and to evaluate the well-being of these schools' teachers as it pertains to their perception of their classrooms' indoor environment. The schools include a middle-aged, conventional school; a new, non-green school; and a new, green school certified using the Leadership in Energy and Environmental Design rating system. The methodology involved using a mobile instrument cart to conduct snapshot measurements of thermal comfort, indoor air quality, lighting and acoustics in classrooms and an occupant survey to evaluate teachers' long-term satisfaction with their classrooms' indoor environmental quality. The results showed that the new, green and new, non-green schools' classrooms performed better than the conventional, middle-aged school's classrooms with respect to some aspects of thermal comfort and indoor air quality only. Teachers in the new, green school and in the new, non-green school were more satisfied than teachers in the conventional, middle-aged school with their classrooms' overall indoor environmental quality, lighting quality and indoor air quality. Surprisingly, the new, green and new-non green school classrooms' performance were very comparable with the new, green school's classrooms performing statistically significantly better with respect to relative humidity. Similarly, none of the differences in teachers' satisfaction ratings between the new, green and new, non-green school were statistically significant.
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Ilyasheva, G., N. Karelkhan, D. Mukharsky, and A. Ralko. "Applying network planning tasks to the educational activities of higher education institutions." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 84–91. http://dx.doi.org/10.32523/2616-6895-2020-133-4-84-91.
Повний текст джерелаАнотація:
Network methods for planning various processes and managing production are now becoming increasingly popular in many areas of activity. In educational activities, the human resource of teachers is the main asset, on whose effective use the quality of learning depends to a large extent. This article shows an example of the use of one of the network planning tasks in educational activities, namely the assignment task. A software application has been developed that will automatically generate lists of the most qualified teachers for each elective discipline. The result of using the application is the distribution of elective disciplines among teachers with a high rating in these disciplines. The article provides an example of the use of this application on the example of the distribution of elective disciplines of Computer Science at Sh.Ualikhanov Kokshetau State University.
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Geger, A. E., S. V. Lyashko, A. V. Klyuev, and G. I. Saganenko. "Practices of Protest in the Conditions of the Developing Academic Capitalism." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 8-9 (September 16, 2022): 27–40. http://dx.doi.org/10.31992/0869-3617-2022-31-8-9-27-40.
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The article focuses on the problem of professional motivation of University teaching staff in the context of developing “academic capitalism” and presents the results of the empirical study carried out by the authors at the North-Western Institute of management of RANEPA in March–June 2020. Based on the data obtained, it is revealed that teachers, experiencing deep deprivation of their social needs – the needs for respect, recognition and honor, are trying to find their place in the modern system, get out of the grip of double pressure, on the one hand, from the administration, which purposefully imposes rating systems and effective contracts, increasing competition between teachers, and on the other hand – students, who are now positioned as clients of universities. In the context of developing academic capitalism, teachers choose one of two adaptation strategies: 1) conformism as an opportunity to integrate into a constantly changing situation; 2) the practice of quiet protest as an opportunity to demonstrate the inefficiency of the entrepreneurial model of higher education, at least in its current version, and 3) neutral position to protect the classical values of the academic community.
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O’Neill, Cas. "Christmas without the kids: Losing children through the child protection system." Children Australia 30, no. 4 (2005): 11–18. http://dx.doi.org/10.1017/s1035077200010865.
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Longitudinal research in Victoria is exploring the experience and support needs of birth parents’ and grandparents, children, permanent parents, teachers, social workers and therapists in situations where the children have been permanently removed from their birth families by the child protection system. The research is now halfway through its second three-year phase.This paper details the findings for ten birth parents, most of whom have been involved in the study for at least three years. The findings are presented through themes of loss, role, boundary, power and support. The research provides clues as to how professionals can offer support to these parents. What the parents want is little enough–for their stories to be heard without blame; to be consulted about their children’s future; and to be offered the possibility of meeting up with parents who have similar experiences.
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Xiao, Wenqi, and Moonyoung Park. "Using Automatic Speech Recognition to Facilitate English Pronunciation Assessment and Learning in an EFL Context." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 3 (July 2021): 74–91. http://dx.doi.org/10.4018/ijcallt.2021070105.
Повний текст джерелаАнотація:
With the advancement of automatic speech recognition (ASR) technology, ASR-based pronunciation assessment can diagnose learners' pronunciation problems. Meanwhile, ASR-based pronunciation training allows more opportunities for pronunciation practice. This study aims to investigate the effectiveness of ASR technology in diagnosing English pronunciation errors and to explore teachers' and learners' attitudes towards using ASR technology as a pronunciation assessment tool and as a learning tool. Five Chinese EFL learners participated in read-aloud tests, including a human-assessed test and an ASR-assessed test. Pronunciation error types diagnosed by the two tests were compared to determine the extent of overlapping areas. The findings demonstrate that there were overlaps between human rating and machine rating at the segmental level. Moreover, it was found that learners' varied pronunciation learning needs were met by using the ASR technology. Implications of the study will provide insights relevant to using ASR technology to facilitate English pronunciation assessment and learning.
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Raeside, M. C., Z. N. Nie, S. G. Clark, D. L. Partington, R. Behrendt, and D. Real. "Evaluation of tedera [(Bituminaria bituminosa (L.) C.H. Stirton var. albomarginata]) as a forage alternative for sheep in temperate southern Australia." Crop and Pasture Science 63, no. 12 (2012): 1135. http://dx.doi.org/10.1071/cp12293.
Повний текст джерелаАнотація:
Bituminaria bituminosa (L.) C.H. Stirton, commonly known as tedera, is a perennial legume of interest in Australia due to its adaptation to Mediterranean environments. Field experiments were conducted at two sites in Victoria, Australia, a high rainfall site at Hamilton and a low rainfall site at Bealiba, to evaluate tedera var. albomarginata lines against other forage species. At Hamilton, tedera achieved similar seedling densities to lucerne (Medicago sativa L.) following sowings in late spring 2009 and early winter 2010 (30–60 seedlings/m2). Forage production from the spring-sown tedera was between 1.0 and 2.3 t DM/ha at harvests in March and May 2010, but from May onwards the species failed to remain productive and its content in the swards decreased to become <10%. Forage production from all early winter-sown tedera swards was low (<0.5 t DM/ha). At Bealiba, some of the tedera lines outyielded lucerne. The tedera at Bealiba had a vigour rating of 8.3, on a scale of 1–10, in the summer of 2008–09, after surviving three summers. The tedera lines evaluated are unlikely to persist in cold wet winter environments but in drier zones tedera may persist and offer good DM yields of high nutritive value.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
Повний текст джерелаАнотація:
AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Utami, Ika Qutsiati, Muhammad Noor Fakhruzzaman, Indah Fahmiyah, Annaura Nabilla Masduki, and Ilham Ahmad Kamil. "Customized moodle-based learning management system for socially disadvantaged schools." Bulletin of Electrical Engineering and Informatics 10, no. 6 (December 1, 2021): 3325–32. http://dx.doi.org/10.11591/eei.v10i6.3202.
Повний текст джерелаАнотація:
This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
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Mazzye, Doreen L., Michelle Duffy, and Richard Lamb. "Teacher candidate self-efficacy and ability to teach literacy: A comparison of residency and traditional teacher preparation models." Journal of Global Education and Research 7, no. 2 (July 2023): 146–65. http://dx.doi.org/10.5038/2577-509x.7.2.1230.
Повний текст джерелаАнотація:
This comparative study explored self-efficacy and ability for scientifically-based literacy instruction between a traditional and residency model of teacher preparation. Pre-/post-survey data was collected using the Teachers’ Sense of Efficacy for Literacy Scale. Mentor teachers completed a modified version of the survey on candidates’ abilities. Data were analyzed using paired sample t-tests, independent sample t-tests, and a trend analysis. Results revealed that candidates in the Residency Model held higher levels of self-efficacy for literacy instruction than in the Traditional Model. Mentor teachers rated candidates in the Residency Model as more able to teach literacy than those in the Traditional Model. There was alignment amongst the mentor rating and the resident perception of ability. In the Traditional Model, the mentor and student teacher were not as aligned in their perspectives of student teacher ability to teach literacy. Teacher preparation programs should consider the potential of teacher Residency Models to prepare pre-service teachers for the use of the Science of Reading for teaching literacy.
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Bravo, Marlon F. "The Efficacy of the Management Programs of Columban College, Inc." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 3 (March 16, 2021): 225–32. http://dx.doi.org/10.11594/ijmaber.02.03.06.
Повний текст джерелаАнотація:
The study determined the efficacy of the Management Program of Columban College, Inc. It employed the descriptive method of research. The respondents of the study were the randomly selected 3rd to 4th-year students who were enrolled with major subjects and faculty members in the Management programs such as Bachelor of Science in Business Administration, Major in Management, Bachelor of Science in Tourism, and Bachelor of Science in Hotel and Restaurant Management for the academic year 2008-2009. The student’s per-ceived efficacy and teachers regarding Seminars got a descriptive rating of “Agree” and field trip obtained “Agree” both under co-curricular activities. The perception of the students and faculty members on the efficacy of the Management courses in terms of membership in the organizations has a descriptive rating of “Agree”; for the academic contests obtains “Moderately Agree”; and non-academic competitions garnered a descriptive rating of “Agree”. There is a significant difference Management programs’ perceived usefulness in relation to the non-academic contests, seminars, field trips, and membership in organizations. There is no significant difference in the perceived efficacy of the Management programs with regard to the academic competition, curriculum, labora-tory, library, and facility.
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Corrochano, Diego, Enzo Ferrari, María Antonia López-Luengo, and Vanessa Ortega-Quevedo. "Educational Gardens and Climate Change Education: An Analysis of Spanish Preservice Teachers’ Perceptions." Education Sciences 12, no. 4 (April 13, 2022): 275. http://dx.doi.org/10.3390/educsci12040275.
Повний текст джерелаАнотація:
Educational gardens are powerful outdoor learning environments to address the subject of climate change and foster climate action. Using an online questionnaire, this study examines the influence of the main sociodemographic and academic factors, and the role of connectedness to nature, on the perception of educational gardens as contexts of climate change education (CCE) among Spanish preservice teachers (PSTs). The sample consisted of 889 PSTs enrolled in 9 university campuses of Spain. The statistical analyses performed evidenced that women are more likely to use educational gardens than men and that there is a progressive decrease in the positive perception of PSTs about the usefulness of gardens for CCE as the educational level at which they are being trained increases. Statistics also revealed that the variable connectedness to nature and the rating of the importance of educational gardens in CCE are not significantly related. Nevertheless, the Mann–Whitney U test indicated that PSTs who scored higher on connection to nature wished to broaden their knowledge of sustainable agriculture and, thus, connectedness to nature could be considered a predictor of environmental attitudes, each influencing the other. Based on these findings, recommendations for PSTs’ training in the CCE context are provided.