Suchergebnisse

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers' ideas about civic teaching. The current study examined the degree to which elementary preservice teachers' civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third–fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK–second). Practical implications for preservice teacher preparation are discussed.

The motivation underlying this research is the indisputable importance of teachers' involvement in contributing to the development of appropriate syllabi. Given that teachers interact directly with the syllabus through implementation without being involved in the design process, is likely to create a gap between expectations and reality. This study aims to clarify the actual situation of teachers' involvement in designing higher education syllabi in Algeria by revealing whether or not they participate in the syllabus design process, and if so, what is the nature of their participation. 18 Permanent EFL teachers at Mohamed LamineDebaghineSetif 2 university volunteered to undertake the study by answering a questionnaire with both limited-scale and open-ended questions. Findings revealed that teachers' role in syllabus design is overlooked. Teachers are considered as mere implementers of the syllabi which come from the top. Despite this, they believe to have a voice to contribute beyond the classroom, especially that they recognize several issues in the current syllabi. Referring to teachers only at the final stages of syllabus design (i.e., implementation) may negatively impact syllabi adequacy and the overall efficacy of the educational system. Hence, the study proposed some recommendations as to make room for teachers' voice.

The purpose of the present study effected in 2007 was to explore the approaches to establishing cooperation between lead teachers and parents of third- and ninth-grade primary school students, and the quality of that cooperation. The study also sought to find differences and similarities in parent and teacher expectations within different areas of their cooperation. Data were obtained from a sample of 55 randomly selected primary schools from which 141 lead teachers of third and ninth grades and 810 parents of the students from those grades were included in the study. The study focused on the following areas of cooperation: school to home communications, parent influence on school decisions, and parent involvement in different school activities. The research indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues who were more cautious and restrained. In contrast to the lead teachers that represented a relatively narrow professional group, parents' views were much more dispersed. Parent education was the best predictor of their readiness to get involved in the life and work of their children's school. This was especially the case with mothers who took part in formal school conferences more often than fathers. Whether the area in which the families lived was urban or suburban did not make any difference.

Previous research outlines the correlates of childcare expulsion in the USA, yet researchers know little about how these correlates produce expulsion. This in‐depth qualitative analysis of 30 childcare providers' accounts of expulsion finds a patterned process to expulsion: Teachers search for causes and solutions to challenging behaviours. When interventions fail, overwhelmed teachers shift their focus from 'struggling' children to 'bad families'. Once the explanation of behaviour changes from within to outside of the child, expulsion is imminent. Interventions in teachers' understandings, not only in children's behaviours, are discussed as a possible way to reduce expulsion.

This study investigates U.S. elementary (kindergarten-Grade 6, ages 5-12) pre- and in-service teachers' discussions of informational texts to understand current practices and identify needs with respect to how teachers support students in building knowledge from complex informational text as specified in the grade-level expectations of the Common Core State Standards adopted in many U.S. states. Transcripts and reflections from 17 in-service and 31 pre-service teachers' informational text discussions were analyzed for teachers' focus on the text, background knowledge, and text/background knowledge. In addition, transcripts were analyzed for the types of text ideas teachers targeted (details/main ideas), the comprehension demands placed on students, how teachers used follow-up moves to encourage higher level thinking, and how teachers use transcripts of their discussions to analyze and critique their own practice. Findings suggest that both pre- and in-service teachers draw heavily on students' background knowledge and text details in their questioning; but differences exist in how pre- and in-service teachers use follow-up responses to promote knowledge building. Findings also suggest that both pre- and in-service teachers can use their transcripts to recognize areas of need, and offer themselves suggestions to better support students' understanding. Implications are offered for teacher education and professional development.

The Maltese government has announced a radical plan to reform the management of the schools system. In October 2004, the Malta Union of Teachers alleged that it was not properly consulted before these plans were made public, and expressed concern about issues such as a possible deterioration in teachers' working conditions. Malta's state school system is highly centralised. The government's Education Division has the dual role of serving as a regulator of all educational institutions and as an operator of state schools. About two-thirds of pupils attend state schools and the other third attend church schools (aided by government grants) and private schools. At the age of 11, pupils have to sit for national competitive exams that determine which secondary school they will attend. This system has been the target of criticism as the sizable number who do not pass this examination are channelled into schools where, it is claimed, 'demotivation' towards learning tends to be very high. The state of affairs in these types of schools seems to have been a main thrust for a current government plan to regenerate the state education system. The Minister of Education has said that the proposed reforms are part of an effort to ensure the quality of education, reduce bureaucracy, increase schools' autonomy, and improve students' transitions from one educational level to another. ; peer-reviewed

This research was carried out to determine pre-service teachers' perceptions of "peace". This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peacerelated sample case scenarios retained by teacher candidates themselves were used. The scenarios gathered are examined as a document and subjected to content analysis, and the data obtained are presented in tables and supported with direct quotations. As a result of the findings obtained from sample case study scenarios, themes of peace were obtained in the context of the teaching profession, in daily life, in the national and universal context. In the context of teacher behaviors and methods and techniques that can be used to bring peace value, teacher candidates' state creating a democratic classroom climate, enabling free discussion of ideas and encouraging children to empathize. In addition,pre-service teachers stressed the importance of being a role-model and encouraging students to empathize under the theme of teacher behaviors supporting the value of peace. © 2020, Institute of Advanced Engineering and Science. All rights reserved.

This study examines and compares the attitudes toward disability and inclusion of three groups of teachers working in different placements. 290 teachers, working in different placements in two large geographical areas participated in the study. The attitudes of these teachers toward people with disabilities were evaluated using the Attitudes Toward Disabled Persons original scale. The teachers' attitudes toward inclusion were examined using a Likert-like scale constructed by the authors. Results revealed that attitudes of teachers varied depending on their placement. Teachers of the deaf had a more favorable attitude than the other groups of teachers toward people with disabilities, but their attitude toward integration was the most negative. Attitudes of regular and special education teachers toward school integration can be explained by their attitudes toward disability, but for the teachers of the deaf, attitudes toward school inclusion are not related to attitudes toward people with disabilities.

A four year study examined the effects of a sign communication intervention program designed to enhance teachers' ability to consistently code English into sign. The secondary goal of the project was to help teachers use American Sign Language as an intervention tool for enhancing students' comprehension of instructions. Starting with an initial sign to speech ratio of 59.8% and 66.2%, two teachers were able to improve their ratio to 98.9% and 89.7% respectively. The basic components of the intervention program are presented along with their rationale. A breakdown of the sign to speech ratio is provided in an examination of how effectively the teachers coded articles, pronouns, sign markers, and the verb "to be."

Prevention approaches are an important response to the problem of child abuse. Although there have been repeated calls for closer parent-teacher cooperation in prevention programs, such alliances have been far from satisfactory to date. Reasons for poor parent-teacher partnerships are based on social reluctance to intervene in the family unit and the mutual reluctance of teachers and parents to engage in a meaningful alliance. Part of the reticence of teachers to involve parents lies in their lack of confidence relating to the delivery of the child protection curriculum. These problems are explored and some suggestions for change are offered.

The young today are facing the world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social, and cultural. To be able to prepare our young people to face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also has to change. In the past, teachers used to be a major source of knowledge, the leader, and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article, we will examine how the role of teachers in the present society has to change.

The young today are facing the world in which communication and information revolution has led to changes in all spheres: scientific, technological, political, economic, social, and cultural. To be able to prepare our young people to face the future with confidence purpose and responsibility, the crucial role of teachers cannot be overemphasized. Given these multidimensional demands, Role of teachers also has to change. In the past, teachers used to be a major source of knowledge, the leader, and educator of their students school life. The changes that took place in education have initiated to change the role of teachers. In this article, we will examine how the role of teachers in the present society has to change.

In the past decades we have witnessed rapid development of many areas of science and economy inducing increasing speed of changes in everyday life of individuals and of societies at large. Accession of Poland to the European Union, educational reforms, rapid development of ICT and in particular of the Internet, caused the necessity of adaptation of Polish society to new global challenges. Internet connections, providing almost unlimited access to global information resources, induced deep changes in rigid educational systems and forced teachers to enter and master new, often alien world full of unexpected possibilities, but hiding also previously unknown dangers.