An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
In this presentation, we will provide some insight into the lived experience of academic middle managers in the role of heads of departments. The narratives evolve from issues such as circumstances of the decision to become an academic manager, how that feeds into increased demands of the academic middle manager role, and finally, we provide a brief evaluation of the career impact at the moment of the interview. This presentation is built on the data collected in 2015-2016, and currently, we are collecting interviews in a follow-up study with the same set of respondents.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
AN EXPLORATION OFFACTORS AFFECTINGTHE PROCESS OF ENGLISH LANGUAGE COURSE DESI...ijejournal
Course design is viewed as the foundation of the curriculum development process that contributes to shaping and guiding the subsequent stages of teaching and assessment. The study is a qualitative case study that aims to explore the factors that have influential effects on the efficiency of the process of course
design from the perspectives of teachers who design their courses in a college context in Oman. It also aims to explore how these factors affect course design. The study draws on the philosophy and epistemology of the interpretive paradigm that shapes and guides its methodology, methods of data collection, and analysis of data. Findings of study show that there is a variety of factors that affect course design. These factors canbe categorized into two major categories, Student and Institutional Factors. Based on the findings of data analysis, the study offers a number of implications that are of value for those who are involved in the process of course design, particularly in the current context.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Didactic relation in the teaching-studying-learning processGhazally Spahat
The relation between general didactics and subject didactics is first analysed and the special characteristics of subject didactics are described. With help of didactic triangle the pedagogical relation between the teacher and the student is discussed. The core of subject didactics is outlined as the teacher´s relation to another relation, that between the student and the content. The manifest part of this later relation is expressed as studying and the latent part as learning. Finally the fact that every teacher has a didactics of his/her own is discussed.
Design Features and Quality of Research van Driel x crushtonEvan Rushton
Current trends and missing links in studies on teacher professional development in science education: a review of
Design Features and Quality of Research
(2012) Jan H. van Driel, J. A. Meirink , K. van Veen & R. C. Zwart
Focus: content and pedagogical content knowledge
Active: inquiry-based and practice-based
Collaborative: build PLCs and co-design PD with Ts
Sustained: structured and sustained
Coherence: theory of improvement
Contextualized: adapt to content, context, process
In this presentation, we will provide some insight into the lived experience of academic middle managers in the role of heads of departments. The narratives evolve from issues such as circumstances of the decision to become an academic manager, how that feeds into increased demands of the academic middle manager role, and finally, we provide a brief evaluation of the career impact at the moment of the interview. This presentation is built on the data collected in 2015-2016, and currently, we are collecting interviews in a follow-up study with the same set of respondents.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
AN EXPLORATION OFFACTORS AFFECTINGTHE PROCESS OF ENGLISH LANGUAGE COURSE DESI...ijejournal
Course design is viewed as the foundation of the curriculum development process that contributes to shaping and guiding the subsequent stages of teaching and assessment. The study is a qualitative case study that aims to explore the factors that have influential effects on the efficiency of the process of course
design from the perspectives of teachers who design their courses in a college context in Oman. It also aims to explore how these factors affect course design. The study draws on the philosophy and epistemology of the interpretive paradigm that shapes and guides its methodology, methods of data collection, and analysis of data. Findings of study show that there is a variety of factors that affect course design. These factors canbe categorized into two major categories, Student and Institutional Factors. Based on the findings of data analysis, the study offers a number of implications that are of value for those who are involved in the process of course design, particularly in the current context.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Didactic relation in the teaching-studying-learning processGhazally Spahat
The relation between general didactics and subject didactics is first analysed and the special characteristics of subject didactics are described. With help of didactic triangle the pedagogical relation between the teacher and the student is discussed. The core of subject didactics is outlined as the teacher´s relation to another relation, that between the student and the content. The manifest part of this later relation is expressed as studying and the latent part as learning. Finally the fact that every teacher has a didactics of his/her own is discussed.
Design Features and Quality of Research van Driel x crushtonEvan Rushton
Current trends and missing links in studies on teacher professional development in science education: a review of
Design Features and Quality of Research
(2012) Jan H. van Driel, J. A. Meirink , K. van Veen & R. C. Zwart
Focus: content and pedagogical content knowledge
Active: inquiry-based and practice-based
Collaborative: build PLCs and co-design PD with Ts
Sustained: structured and sustained
Coherence: theory of improvement
Contextualized: adapt to content, context, process
Joshua, monday conceptualization and perceptions of teaching as an artistic formWilliam Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Curriculum Ergonomics: A Rich Task Experience From An Asian PerspectiveCSCJournals
Curricula in different places of the world are consistently undergoing changes and reforms to meet the capacity needed for citizenship of the 21st Century. Applying the idea of HFE to Curriculum Ergonomics, design of interventions in curriculum should with best efforts aim to fit the users (teachers and students) for creating an optimal enhanced learning environment. The aim of this paper is to illustrate how a curriculum intervention may be designed towards this end via the lens of Human Factors / Ergonomics (HFE). The Rich Task project in Hong Kong was a two-year project involving 13 schools and 27 teachers and 46 lessons. Via an analysis of the nature of interaction in the university team-teacher-student (UT-T-S) artifacts in the project with a participatory approach, the findings showed how the teachers varied different factors in the design process to cater for the diverse students' ability and the indicators for successful implementation of the "rich task" lessons. Finally, the authors propose to include curriculum ergonomics in the future agenda of teacher education.
A growing body of research shows that arts-based teaching and learning has the power to energize and promote student engagement by increasing opportunities for students to articulate their learning in many different ways. It is particularly effective for students who tend to struggle with the fast-paced and highly structured nature of mainstream education, which favours primarily cognitive and verbal forms of teaching and assessment. This study contributes to the scholarship of teaching and learning (SoTL) by reporting on the learning experiences of third-year child and youth care (CYC) students involved in an arts-based self-portrait assignment.
MAE522 Module 4: The Curriculum Development Processeckchela
This is a Trident University course (MAE522), Module 4: The Curriculum Development Process. It is written in APA format, has been graded by Dr. Louise M. Williamson (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Article review farul
1. Article review
Overview of the Visual Arts Curriculum, and Its Relationship with Evaluation and
Instruction.
IMONIKEBE Manasseh Emamoke, a researcher believe that Visual Arts curriculum should
implent the stage of Evaluation and Instruction as it play an important role in order to shape a
good structional studies in Visual Art Education.The researcher find out that this two concept
should established in curriculum document and moreover should be related towards Evaluation
and Instruction.This two stages of Evaluation and instruction will be experimented as it can be
successfully implemented in Visual Art curriculum.Thus,the researchers tend to discover and
approaching:Overview of curriculum as the first stage.In this part,the researcher find out about
knowing a knowledge of curriculum and its conceptualization.This learning package can be
seen as the academic learning should create its own activities.Basically,the researcher tend to
explore and define the curriculum generally.The next approach is,on Overview of Art Education
and the Visual Arts curriculum.The researcher peel out and viewing the point of the emergence
of Art Education dates back to about 200 years ago. Art Education began in response to the
industrial revolution, a discipline concerned with art teaching as a practice and the field of
inquiry which studies teaching and learning art. The discipline which enabling individuals
acquire skills of artistic expression, designing, knowledge of art, its history and critical
apprehension.The researcher believe art education will build up based on these area as it will
be the foundation of learning art education.Firstly is, aesthetics with its varied conceptions of art
and its value in human experience,then, art History, studio and criticism as content
sources.Thirdly is, Curriculum study to conceptualize goals, content, methods and their
interrelation.Fourth is, History of Art Education which studies developments in relation to social
changes and culture policy and lastly is the Empirical research which describes and explains
individual and group behaviours associated with art learning and aesthetic response” (Efland,
2. 1991).The major finding of the researcher in this part of the journal is Visual Arts curriculum
would depend also on the approach. Cunliffe (1998) explicated on two main approaches, the
Creative Self- Expression and the Disciplined-Based Art Education (DBAE).
The next section of this studies ,the researcher revealed out the two critical factors which
included in the curriculum document which are evaluation and instruction.These are the key role
and a great structure in curriculum implementation. Overview of Evaluation Trochim, (2006)
viewed evaluation as an activity that is concerned with using monitoring and information
collected for making judgments about a project and in addition the use of such information for
making changes and improvements. He went further to add that the activity is aimed at
answering “agreed questions and to make a judgment against specific criteria. A good
evaluation data must be collected and analysed systematically and its interpretation considered
carefully, assessing value, or worth of something” taking a decision and using results of an
evaluation are part of the process.The goal of the evaluation is the feedback. The provision of
useful feedback is the generic goal of most evaluations.Then,the researcher define the concept
of instruction and somehow it reavelled as a quality of instruction dependent on some
factors.This total shows that the instruction could be poorly done or might be sound effective as
well.However,the research generated well as the researcher find out the “With curriculum being
the content of what is taught along with an overall process of how that content is to be taught,
and the instruction being the more detailed plans and the way those plans are implemented in
order to teach the curriculum content, it becomes easy to understand that the two must be
compatible in order to maximize student learning” (Yates, 2000). However,another view stated
from Alkin(1973) viewed curriculum as consisting” intended learning outcomes; the results or
ends of an instructional activity” while instruction on the other hand has to do with planning and
teaching (Alkin, 1973).Somehow,in learning scene nowadays,in 21 century education era,it was
being observed that curriculum is essentially a design, or roadmap for learning and as such
3. focuses on knowledge and skills that are judged important to learn. Instruction is the means by
which that learning will be achieved”.
The researcher now generated the research via the relationship between the evaluation and
instructional and clearly claimed that from time to time through evaluation of instruction; new
approaches are evolved to improve teaching and learning. For instance, Hall, T. (2002) dwelt
elaborately on differentiated instruction an improved instruction culminating in a process to
address students’ teaching and learning involving differing abilities in the same class. Several
other approaches have been canvassed and popularized over time being outcomes of
evaluation of instruction. The researcher come out and conclude all the relationship which help
the constructional of the Visual art education curriculum.The relationship therefore that exists
between curriculum and evaluation is inextricable. Evaluation is required in curriculum both at
the formative and summative levels. Curriculum requires evaluation for improvement of teaching
and learning in schools.
Overall,the researcher expand the quality of the structure which it reavelled from the relationship
between the component approached.Its also show the formation and planning of basic principle
of curriculum globally.The researcher strengthen The content areas of the Art Education
programme and the Disciplined Based Art Education approach which is in use all over the world
were discussed. The article further revealed that curriculum and evaluation are related each
other as a result of their complementary roles.Same goes to the component of evaluation,which
relies on instruction in order to be relevant.