Suchergebnisse

Chapter 1. Preparation of Teachers and Multilingual Education: Ethical, Just, and Student-focussed Practices -- Chapter 2. Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts -- Chapter 3. Preparing Teachers as Multilingual Educators: Optimizing Achievement of National English Language Education Policy Objectives in China -- Chapter 4. EAL Teachers' (un)preparedness to Implement Classroom Practice for Multiliteracies -- Chapter 5. Decolonization in the Concrete: Honoring the Expertise of Local Teachers in EFL -- Chapter 6. Language-focused Feedback and Written Communication Difficulties of Multilingual Students: Improving Teacher Preparedness -- Chapter 7. The Future for Ethnic Korean Minority Education in China: A Challenge for Teacher -- Chapter 8. English Language Teacher Education for Multilingual Singapore: Responding to the Fourth Industrial Revolution -- Chapter 9. Multilingualism in Teaching Chinese to Speakers of Other Languages (TCSOL): Insights from TCSOL Teacher Education -- Chapter 10. Norms of Practices and Pre-service Teacher Education for Multilingual Mathematics Classrooms in South Africa -- Chapter 11. Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong.

Past research has indicated that teachers' attitudes, teaching-efficacy and concerns have a direct impact on their competence in the classroom and in students' achievements. Studies have identified that pre-service teacher education is the most appropriate time to prepare teachers with positive attitudes and high teaching-efficacy about inclusive education (IE). This research project aimed to understand pre-service teachers' preparedness for IE in Bangladesh through exploring their attitudes towards, teaching-efficacy for and concerns about IE. The study was conducted in two phases. In Phase 1, a survey and semi-structured interview schedules were employed. A three-part survey questionnaire was used with 1,623 pre-service teachers that included a questionnaire for demographic information, the Sentiments, Attitudes, Concerns regarding IE (SACIE) scale for measuring attitudes and concerns and the Teacher Efficacy for Inclusive Practices (TEIP) scale for measuring teaching-efficacy of pre-service teachers. By applying a multiple regression analysis, it was found that variables such as length of training, gender, interaction with persons with disabilities, knowledge about local legislation and level of training involved had significant relationships with participants' attitudes, teaching-efficacy and concerns. In addition, pre-service teachers' teaching-efficacy was found to be positively correlated to their attitudes and negatively correlated with their concerns about IE. In Phase 1 of the study, semi-structured interviews were conducted with 22 institutional heads (IHs) of higher education, pre-service teacher education institutions to explore their beliefs and opinions about IE. Thematic analysis of the interviews indicated that some IHs conceptualised IE using a 'medical-model' of diagnosis and normative development and believed that IE was not suitable for children with a severe disability. Challenges were identified under four themes: attitudinal beliefs, academic challenges, challenges in practicum and challenges for beginning teachers. Interviewees further identified some useful strategies to address those challenges such as curriculum reform, emphasising more practicum opportunities than theories, human resource development, resource support and more empowerment of IHs to implement inclusion. The Phase 1 survey findings of the study indicated that the relationships of three variables, i.e. level of training involved, gender and length of training, with participants' attitudes and teaching-efficacy were in sharp contrast to previous research. For example, Bangladeshi secondary level, pre-service teachers showed more positive attitudes and higher teaching-efficacy than their primary level counterparts: Bangladeshi pre-service teachers enrolled in a 1-year program showed higher teaching-efficacy than those who were in a 4-year program. Also, female pre-service teachers in Bangladesh had more positive attitudes but lower teaching-efficacy than their male counterparts. In order to further understand those inconsistent results, the Phase 2 study was designed, employing semi-structured interviews with 6 IHs. Thematic analysis of the interviews done in Phase 2 indicated that possible reasons behind the findings that appear to be in sharp contrast with those from previous international research. The differences in these findings are possibly explained by a number of curriculum, teacher-related and contextual variables. Based on the findings of the two phases of this study, a number of recommendations are made for policy makers, teacher educators and others engaged in inclusive education reform. The study investigated how socio-cultural contexts may have impacted background variables to predict pre-service teachers' preparedness for IE. Several curriculum reform issues were identified: one significant finding was that it was the quality of the teacher education program that contributed to teacher preparedness for IE, rather than the length of the program. The study draws attention to the need for further research to investigate socio-cultural influences on variables such as gender and grade level of teaching to understand pre-service teachers' preparedness for IE. Further research could explore the longitudinal effects of pre-service teachers' readiness for IE through observing their classroom practices as regular teachers. In addition, further analysis could validate the scales employed in this study for the Bangladesh context.

Summary The purpose of this study was to compare parent ( N = 51) and family teacher ( N = 102) ratings of perceptions of aftercare for youth reintegrating into the home and community settings following a stay in residential care. Findings The results show large differences between treatment providers and parents as to the level of youth preparedness for transition. Applications Youth leaving residential care facilities struggle to maintain the gains they make during their time in treatment. Understanding what residential care providers and parents of youth perceive to be most important for youth during this transition period is essential to the youth's long-term success.

The article is devoted to the organization of an inclusive educational process in higher education institutions, which is not possible without the formation of a high-level methodological preparedness of the entire teaching staff of an educational institution. The subject of the analysis is the methodological preparedness of a teacher at a higher educational institution to work in an inclusive education environment. In order to examine the object of this research and clarify its internal content, the author considers the structure of methodological preparedness of a teacher at a higher educational institution in an inclusive education environment.

The purpose of the research is to investigate the impact of COVID-19 on higher education policies and their effect on students' academic performance at public universities in Ethiopia. The study adopts a quantitative approach followed by causal analysis by applying structural equation modeling. A sample of 384 has been selected through simple random sampling out of a large population of academic staff spread homogeneously across Ethiopia. The study variables are COVID-19, higher education policies, digital learning, teacher preparedness, and student academic performance. The findings reveal that the hypothesized model becomes a perfect fit. Based on the standardized coefficient, the most influencing path is the effect of higher education policy on digital learning, followed by the impact of COVID-19 on higher education policy, academic performance, and teacher preparedness, respectively. The study has further observed the partial effect of teacher preparedness on the students' academic performance.

For many, COVID-19 feels like the first, massive, life-threatening epidemic of infectious disease they have faced. However, for sexual minority individuals who have experienced trauma and loss stemming from the HIV epidemic, there are many similarities. This brief summarizes findings from interviews with men who have lived through both pandemics as a way to gain insights into the commonalities and differences of their experiences. Findings show that men who lived through both epidemics believe the government did not do enough to respond to either crisis. To better prepare for future epidemics, public health efforts must be less fragmented, including a more thorough dissemination of prevention messaging, public health regulations, health care resources, and vaccine efforts.

Abstract
This article argues for the inclusion of more East Asia-focused content, particularly regarding China and North Korea, in homeland security and emergency preparedness (HSEP) undergraduate curricula. It contends that current programs overemphasize the post-9/11 counterterrorism paradigm while neglecting state-level threats, especially from China as an ascendant geopolitical rival. China poses multifaceted challenges through cyberattacks, intellectual property theft, economic coercion, and potential military contingencies, such as invading Taiwan. North Korea's nuclear program and cyber activities also jeopardize U.S. homeland security. To prepare future professionals, the article recommends adding a "state actor threats" core subject matter area covering the histories, cultures, and political dynamics underlying these nations' antagonistic policies. Cultivating deeper cultural competency about U.S. strategic competitors in East Asia is crucial for bolstering national security. Holistic education reform is needed to align HSEP programs with contemporary global geopolitical realities beyond traditional terrorism subjects.

The COVID-19 pandemic has exacerbated existing education inequities, further marginalising those with poor and limited education opportunities, particularly in conflict, fragile and insecure contexts (Sayed & Singh, 2020). In the Global South, the COVID-19 pandemic compounds existing crises, frailties and inequities as the impoverished suffer food insecurity, physical conflict and crises of health and water. Drawing on research, commissioned by the Open Society Foundation and Education International, based on interviews with purposefully selected teachers' union and government officials in eight African countries and a detailed desk-based review, the paper examines the role of teachers in education policy responses to the pandemic and the kinds of support (or lack thereof) availed to teachers. Using the conceptual framing of de Sousa Santos' (2001,2014) sociology of absences and cognitive injustice, the paper demonstrates that teachers have been absent in policymaking processes, and have not been adequately provided with the necessary professional development and psychosocial support to navigate the uncertainties and pedagogical requirements imposed by the COVID-19 pandemic

Schools in tsunami-prone areas have a very high-level disaster vulnerability. Disaster mitigation must be given adequately by the school to students in improving their preparedness, for instance in the infrastructure aspect, such as building disaster friendly schools which are completed by provision signs for disaster evacuation routes, as well as providing early warning system. Furthermore, the skill of human resources in facing disaster situation needs to be involved. In the school environment, the majority of the population was dominated by the students. It will be at high risk if the students are not aware of the tsunami disaster. Teacher factors significantly influence the increase in tsunami preparedness of students. This study explored the role of the teacher in the students' preparedness in dealing with the tsunami disaster. The research used the quantitative descriptive method. Primary and secondary data were collected using a survey. The population of the study was the teachers and the elementary, secondary, upper secondary school students in the Pangandaran District. Students' preparedness were examined by Carter, LIPI, and UNESCO parameter. Results of the research showed that the students' preparedness score is 8,16 (highly significant) for elementary school, 5,86 (less significant) and 5,52 (less significant) consecutively for secondary and upper secondary school. The high score role of an elementary school teacher of the preparedness of the students caused by the personal closeness between teachers and students so that the student comprehend the learning materials effectively. Nevertheless, the lack of teacher attention personally to students and the lack of teacher understanding about disaster awareness, especially tsunami, were considered as the main factors that cause low students' scores. Providing the training to the teacher about disaster preparedness, which held by the local government (Education Department), is one of the alternatives that we can do to equip the students in improving their preparedness to the tsunami.