Primary-Grade Teachers’ Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the Responsive Classroom Approach
Uruguayan EFL Secondary School Teachers' Perceptions about SELSheilaColi1
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL involves the processes through which individuals develop social and emotional competencies in five areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The direct instruction of SEL can improve academic performance, and reduce behavioral issues, among others (CASEL, 2018; Schonert-Reichl, et. al., 2017, Taylor & Larson, 1999). Recent research claims that teachers reported the need for strong support from district and school leaders to effectively implement and promote social and emotional skills in their classrooms and schools (Schonert-Reichl, et. al., 2017).
The purpose of this study was to explore Uruguayan EFL secondary school teachers’ perceptions about the role of social emotional learning in the classroom. The findings presented in this paper reflect questionnaire data collected from a sample of 65 Uruguayan professional educators working in middle and high schools. The research question guiding this study was: What are Uruguayan EFL secondary school teachers’ perceptions about the role of social emotional learning in the classroom?
Uruguayan EFL Secondary School Teachers' Perceptions about SELSheilaColi1
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL involves the processes through which individuals develop social and emotional competencies in five areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The direct instruction of SEL can improve academic performance, and reduce behavioral issues, among others (CASEL, 2018; Schonert-Reichl, et. al., 2017, Taylor & Larson, 1999). Recent research claims that teachers reported the need for strong support from district and school leaders to effectively implement and promote social and emotional skills in their classrooms and schools (Schonert-Reichl, et. al., 2017).
The purpose of this study was to explore Uruguayan EFL secondary school teachers’ perceptions about the role of social emotional learning in the classroom. The findings presented in this paper reflect questionnaire data collected from a sample of 65 Uruguayan professional educators working in middle and high schools. The research question guiding this study was: What are Uruguayan EFL secondary school teachers’ perceptions about the role of social emotional learning in the classroom?
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
GRADUATE SCHOOL.METHODOLOGY OF COLLEGE TEACHING
Source: Learning and Teaching in Higher Education: The Reflective Professional: Greg Light, Susanna Calkins, Roy Cox
This presentation is based on Robert J. Marzano's 2003 book What Works in Schools Translating Research into Action. The focus is on the Student Level Factors & Home Environment.
Implementing the Curriculum
The Roles of Stakeholders in Curriculum Implementation
Stakeholders
are individuals or institutions that are interested in the school curriculum.
are those involved the different ways of the curriculum.
they are the once which is affected whether directly or indirectly.
The Stakeholders are:
the Learner
the Teacher
the Curriculum Managers and Administrators
the Parents
the Community Members
the Other Stakeholders in Curriculum Implementation
the Learner
the center of the curriculum
they are the reason a curriculum is developed.
they are the ones who are directly influenced by it.
they are the considered in developing the curriculum.
they are the primary stakeholders in the curriculum.
the Teacher
the Curriculum Developers and Implementers.
planning and writing the curriculum are the primary role of the teachers.
they are the ones addressing the goals, needs interest of the learners by creating the experience the students can learn.
the Teacher
are the ones which design, enriches, and modifies the curriculum to suit the learners characteristics.
they are empowered to develop their own school taking consideration their own expertise, the context of the school and the abilities of the learners.
teachers are the architects of the school curriculum.
curriculum implementers.
the Teacher
from a designer or technician they become the decision maker.
their role shits from planning to doing.
the choice of methods, activities, materials to be used in teaching is resting to their hands.
the Curriculum Managers and Administrators
they are the ones who are supervising curriculum implementation, the selection and recruitment of new teachers, admitting students, procedure equipment and materials needed for effective learning.
they are also involve in planning for the improvement of school facilities and physical plants.
the Curriculum Managers and Administrators
the principle of command responsibility and institutional leadership rests on their shoulders as administrators.
the Parents
are the supporters of the curriculum.
financial matters.
their involvement in school matters.
the Community Members
they act as curriculum resources.
the community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.
The Other Stakeholders in Curriculum Implementation
some organizations are those of each profession, like teachers’ organizations, medical doctors’ association, engeneers’ organizations and many others.
Professional Organizations have shown great influence have shown great influence in school curriculum.
the Government represented by DedpEd, CHED and PRC
Pilot-tesing, Monitoring and Evaluating the Implementation of CurriculumVirginia Sevilla
This is the continuation of Curriculum Development Lesson 3 Module III which is "Pilot-tesing, Monitoring and Evaluating the Implementation of Curriculum"
R.t.l.: What You Need to Know, What You Don't Want to Know, and What You Were Afraid to Hear presented by Michele Cruse
Michele is an educational consultant who shares her expertise on Response to Intervention with school districts around the state. We're all flustered by Rtl. Michele is here to help answer our questions and feel more comfortable with the process. (This is one you can share with your team and your principal!)
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
GRADUATE SCHOOL.METHODOLOGY OF COLLEGE TEACHING
Source: Learning and Teaching in Higher Education: The Reflective Professional: Greg Light, Susanna Calkins, Roy Cox
This presentation is based on Robert J. Marzano's 2003 book What Works in Schools Translating Research into Action. The focus is on the Student Level Factors & Home Environment.
Implementing the Curriculum
The Roles of Stakeholders in Curriculum Implementation
Stakeholders
are individuals or institutions that are interested in the school curriculum.
are those involved the different ways of the curriculum.
they are the once which is affected whether directly or indirectly.
The Stakeholders are:
the Learner
the Teacher
the Curriculum Managers and Administrators
the Parents
the Community Members
the Other Stakeholders in Curriculum Implementation
the Learner
the center of the curriculum
they are the reason a curriculum is developed.
they are the ones who are directly influenced by it.
they are the considered in developing the curriculum.
they are the primary stakeholders in the curriculum.
the Teacher
the Curriculum Developers and Implementers.
planning and writing the curriculum are the primary role of the teachers.
they are the ones addressing the goals, needs interest of the learners by creating the experience the students can learn.
the Teacher
are the ones which design, enriches, and modifies the curriculum to suit the learners characteristics.
they are empowered to develop their own school taking consideration their own expertise, the context of the school and the abilities of the learners.
teachers are the architects of the school curriculum.
curriculum implementers.
the Teacher
from a designer or technician they become the decision maker.
their role shits from planning to doing.
the choice of methods, activities, materials to be used in teaching is resting to their hands.
the Curriculum Managers and Administrators
they are the ones who are supervising curriculum implementation, the selection and recruitment of new teachers, admitting students, procedure equipment and materials needed for effective learning.
they are also involve in planning for the improvement of school facilities and physical plants.
the Curriculum Managers and Administrators
the principle of command responsibility and institutional leadership rests on their shoulders as administrators.
the Parents
are the supporters of the curriculum.
financial matters.
their involvement in school matters.
the Community Members
they act as curriculum resources.
the community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.
The Other Stakeholders in Curriculum Implementation
some organizations are those of each profession, like teachers’ organizations, medical doctors’ association, engeneers’ organizations and many others.
Professional Organizations have shown great influence have shown great influence in school curriculum.
the Government represented by DedpEd, CHED and PRC
Pilot-tesing, Monitoring and Evaluating the Implementation of CurriculumVirginia Sevilla
This is the continuation of Curriculum Development Lesson 3 Module III which is "Pilot-tesing, Monitoring and Evaluating the Implementation of Curriculum"
R.t.l.: What You Need to Know, What You Don't Want to Know, and What You Were Afraid to Hear presented by Michele Cruse
Michele is an educational consultant who shares her expertise on Response to Intervention with school districts around the state. We're all flustered by Rtl. Michele is here to help answer our questions and feel more comfortable with the process. (This is one you can share with your team and your principal!)
A History of Ireland, Scotland and Wales - A Course by Dr. Lizabeth Johnson -...UNM Continuing Education
We'll examine Irish, Scottish and Welsh history and culture from 500 AD to the present. In particular, lectures and discussions will focus on the early cultural identity of the Irish, Scots and Welsh and their customs and mythologies; the influence of Roman culture and Christianity on these lands and peoples; the English conquest and colonization of these lands and peoples; and, finally, on the process of political devolution in all three areas. These aspects of Irish, Scottish and Welsh history will be examined through historical documents and literature, art, music and film clips. Students will emerge from the class with a clear sense of the events that shaped the early history and culture of Ireland, Scotland and Wales and how those events continue to shape these areas even to the present day.
A power point presentation on Old English by the students of English dept. at Metropolitan University, Sylhet.
Pulak Barua. Ex Lecturer, Dept. of English Metropolitan University, Sylhet, Bangladesh
Criteria Ratings PointsQuality ofInformation31 to 2CruzIbarra161
Criteria Ratings Points
Quality of
Information
31 to >29.0 pts
Advanced
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were completely filled in.
The three interview
questions from Module 4
are included and
answered.
29 to >25.0 pts
Proficient
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were mostly filled in. Two
interview questions from
Module 4 are included
and mostly answered.
25 to >0.0 pts
Developing
Interview transcription
template is not used.
General Information
Questions and
Demographic Questions
were not completely filled in.
The three interview
questions from Module 4
are missing and not
answered.
0 pts
Not
Present
31 pts
Content 40 to >36.0 pts
Advanced
Three open-ended
interview question that are
related to the topic are
included and are
thoroughly answered.
Each transcription
provided is more than 100
words.
36 to >33.0 pts
Proficient
Two open-ended interview
questions that are related
to the topic are included
and are mostly answered.
Two transcriptions are
more than 100 words.
33 to >0.0 pts
Developing
Less than two open-ended
interview question that are
related to the topic are
included and are not
specifically answered. Less
than two transcriptions are
more than 100 words.
0 pts
Not
Present
40 pts
Mechanics
& Format
29 to >26.0 pts
Advanced
Minimal or no
grammatical, spelling,
and/or punctuation errors
are present, and the
document is written in
current APA format.
Contains a title page.
Template is accurately
completed.
26 to >24.0 pts
Proficient
A few grammatical,
spelling, and/or
punctuation errors are
present, and/or errors in
current APA format are
found. Title page contains
an error(s). Template was
somewhat followed.
24 to >0.0 pts
Developing
Many grammatical, spelling,
and/or punctuation errors
are present, and/or errors in
current APA format are
found. Missing title page.
Template not used.
0 pts
Not
Present
29 pts
Total Points: 100
Interview Transcription Grading Rubric | EDUC816_D12_202220
6
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Focus Group Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Focus Group Question
1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why?
The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, ...
Influence of Beliefs and Reflection on Enactment of ELA CCSS_MAPEA Symposiummrppittman
Dissertation Overview of "The Influence of a Teacher's Beliefs, Belief Systems, and Reflection on the Enactment of the English Language Arts Common Core State Standards."
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Primary-Grade Teachers’ Self-Efficacy
Beliefs, Attitudes toward Teaching,
and Discipline and Teaching Practice
Priorities in Relation to the Responsive
Classroom Approach
Sara E. Rimm-Kaufman
Brook E. Sawyer, University of Virginia
The Elementary School Journal (V. 104, No. 4) University
of Chicago (2004)
Akbar Jan (15) & Sajid Ali (02)
2. Responsive Classroom
Approach (RC) (Definition)
The Responsive Classroom approach to
teaching emphasizes academic, social, and
emotional growth in a strong school
community.
Founded by Northeast Foundation of
Children
3. Cause
1. Low Financial reward for teaching
2. Budget shortfalls
3. Grate range of abilities among children
in classroom
4. Increased pressure associated with
accountability
4. Effect
1. One third of new teachers leave the
profession within 3 years.
2. Other leave just after entering in teaching
profession.
3. Teachers’ dissatisfaction with their jobs.
4. Less positive attitude toward teaching.
5. Purpose of the Study
To examine the degree to which RC
implementation predicted teachers’ self-
efficacy beliefs, attitudes toward teaching
discipline and teaching priorities.
6. Teachers’ Beliefs,
Attitudes, and Priorities
1. Teachers’ beliefs, attitudes, and priorities
are linked to classroom behavior.
2. Confident teacher deals with difficult
situations effectively.
3. Less confident can’t handle difficult
situations properly and take students’
behavior personally.
7. Teachers’ Self-Efficacy
Beliefs
1. Self-Efficacy linked to classroom
behavior.
2. Teachers with self-efficacy will produce
more positive results.
Students
Bidirectional
Teachers
Influencing Both
Teacher transmit their
qualities into students
8. Teachers’ Satisfaction:
Attitude toward Teaching
Stressors
1. Students, 2. Principals, 3. Parents
Constant stressors prevent teachers from
concentrating on their long terms goals.
(NCES, 1997) Surveyed 50,000 teachers.
Results suggest that teachers feel satisfied if
they get support form stressors.
9. Teaching Practices
1. (NICHDECCRN, 2002) reported positive
results with high-quality social and
instructional learning.
2. Some practices by teachers:
1. Emotional support for learning
2. Instructional support for learning
3. Corrective comments and modeling
behavior.
4. Cueing (hint) practice
10. RC Practices
1. Morning Meeting
1. Builds a community
2. Rules and Logical Consequences
1. Enhances self-control and sense of
responsibility for their actions.
3. Academic Choice
1. Choice based activity
11. RC Expected Results
1. Creates feelings of belongs, foster their
social skills.
2. Promotes self-reliance and builds sense
of classroom/school community.
3. Increases sense of responsibility.
4. Helps them to be invested in learning.
12. Research Questions
1. How do teachers’ attitudes and belief
change as a function of RC
implementations?
2. How do teachers’ attitudes and belief serve
as mechanism of change in children’s
academic and social skills?
3. How do schoolwide adaptation and
implementation of the RC approach relate to
children’s social and academic outcomes?
13. Method
1. Q-sort questionnaire (“subjectivity” that is, their
viewpoint) exercises were sent to teachers to
assess:
1. RC practices
2. RC training
3. Use of RC resources
4. Self-efficacy
5. Attitudes towards teaching
6. Discipline
7. Teaching practices
15. Distribution of Questions
1. Demographic and classroom Description
questionnaire.
2. Classroom practices measure
3. Teacher resource questionnaire
4. Attitude towards teaching as a career
measure.
5. Teachers belief
16. Teacher self-efficacy
measure questions (Sample)
1. Disciplinary self-efficacy: “How much you can
do to get children to follow classroom rules?”
2. Instructional self-efficacy: “How much you
can do to get through the most difficult
students?”
3. Efficacy to create positive school
environment: “How much you can influence
the decision that are made in your schools?”
Albert Bandura
17. References
1. About Responsive Classroom | Responsive Classroom.
(n.d.). Retrieved August 08, 2016, from
https://www.responsiveclassroom.org/about/
2. Rimm-Kaufman, S., & Sawyer, B. (2004). Primary-
Grade Teachers' Self-Efficacy Beliefs, Attitudes toward
Teaching, and Discipline and Teaching Practice
Priorities in Relation to the "Responsive Classroom"
Approach. The Elementary School Journal, 104(4), 321-
341. Retrieved from
http://www.jstor.org/stable/3202945