International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
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.
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
Recently published online in the Asian EFL Journal (September, 2009), this article is part of my doctoral research into assessment for learning (AfL) in an EFL/ESL context with adult learners.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...Ghulam Mujtaba
Learning is the central concern of teachers they need to be equipped with a well-informed understanding of learning that takes account in particular of its socially situated dimensions. Learning is a phenomenon detachable from context and transferable elsewhere only under specific conditions. Nor is learning a purely individual accomplishment, being achieved alongside others in definable circumstances and in relation to particular cultural communities. Our account of this situatedness of learning is presented in terms of two well-known examples, Brazilian street vendors and English girls at home and at nursery school. The authors present a view of pedagogy consistent with the theoretical account of learning and based on four elements: situated practice, overt instruction, critical framing and transformed practice. This view is not so much prescriptive as a means of providing a vocabulary for critical discussion of teaching and learning in practice.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
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.
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
Recently published online in the Asian EFL Journal (September, 2009), this article is part of my doctoral research into assessment for learning (AfL) in an EFL/ESL context with adult learners.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...Ghulam Mujtaba
Learning is the central concern of teachers they need to be equipped with a well-informed understanding of learning that takes account in particular of its socially situated dimensions. Learning is a phenomenon detachable from context and transferable elsewhere only under specific conditions. Nor is learning a purely individual accomplishment, being achieved alongside others in definable circumstances and in relation to particular cultural communities. Our account of this situatedness of learning is presented in terms of two well-known examples, Brazilian street vendors and English girls at home and at nursery school. The authors present a view of pedagogy consistent with the theoretical account of learning and based on four elements: situated practice, overt instruction, critical framing and transformed practice. This view is not so much prescriptive as a means of providing a vocabulary for critical discussion of teaching and learning in practice.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
No nation whether developed or developing countries can rise above the level of its education without giving adequate consideration for its Human and Material resources in terms of curriculum to be used. One of the Basic qualities of a curriculum is dynamism. This implies that a good curriculum is never static rather it changes along with changes in societal needs and aspirations, political and economic factors. For example in Nigeria the educational system has witnessed some changes in Content, Context and Structure (9-3-4 educational systems). Like most of the countries in the world, the changes have come as result of the growing awareness of the need to develop technologically, socially, and economically.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Author One
Author Two
Author Three
Author Four
Author Five
Type and purpose
of study
Type means qualitative, quantitative, or mixed methods research.
Hypothesis or Research Questions
Both quantitative and qualitative research can have research questions, but only quantitative can have hypotheses.
Population
and
Sample
Methodology
Examples are case study, grounded theory, ethnography, quasi-experimental design etc.
Findings
We call it findings in qualitative research and results in quantitative research.
Evaluation
notes
Look for the limitations to the study. Small sample size, not generalizable, bias of researcher etc.
How will the study help your research or why are you rejecting it?
Stern’s (2015) Note Taking Table
Article One
Enabling school structures, collegial trust and academic emphasis: Antecedents of professionals learning
Article Two
Enhancing self-efficacy in elementary science teaching with Professional Learning Communities
Article Three
Teacher's perceptions and implementation of professional learning communities in a large Suburban School
Type and purpose
of study
Type means qualitative, quantitative, or mixed methods research.
The study examines the roles of ESS, trust and academic significance in the enlargement of PLC
The main aim of the study was to find out if there existed a relationship between the application of CL by elementary schools and the implementation of PLCs and other blocks that prevented the use of CL.
The main aim of this article was to understand the teachers’ take before and after the implementation of PLCs in the school. It was to provide more information on majorly three areas that is retention and success of students, retaining of teachers and lastly, teachers’ perception on leadership.
Hypothesis or Research Questions
Both quantitative and qualitative research can have research questions, but only quantitative can have hypotheses.
How is enabling structure of importance in the development of PLCs?
What is the role of collegial trust ?
How did self-efficacy of the teachers change during the period when the professional program was developed?
How did teacher instructional practice altered over time?
How did the results of expectancy change during that time?
What was the teachers’ perception before the implementation of PLCs?
How did the teachers react to the implementation of PLCs?
How teachers perceived leadership?
Population
and
Sample
General group being studied, size of sample or number of participants, age(s), gender, etc.
A survey was collected from 67 schools.
The concerned group was elementary school teacher. Different schools were picked and the research carried out in the sample of the concerned teams.
The study conducted with a population of 190 teachers from a district school and three more schools were included. The sample contained at least two teachers in each subject except in mathematics which had t.
International Journal of Choice Theory and Reality Therapy • F.docxnormanibarber20063
International Journal of Choice Theory and Reality Therapy • Fall 2011 • Vol. XXXI, number 1 • 109
ACHIEVEMENT AMONG SECOND GRADE STUDENTS WHO RECEIVED INSTRUCTION
FROM EITHER TEACHERS TRAINED IN CHOICE THEORY/REALITY THERAPY OR
TEACHERS WHO WERE NOT SO TRAINED
Jane V. Hale, Ph.D, Assistant Professor of Counselor Education, Department of Counseling
and Development, Slippery Rock University
Joseph Maola, Ph.D, Professor (retired) of Counselor Education, Department of Counseling,
Psychology, and Special Education, Duquesne University
Abstract
The purpose of this study was to determine if second grade students who were taught by
teachers trained in choice theory/reality therapy (CT/RT) methods had higher achievement
scores in mathematics and reading compared to students who were taught by teachers who
were not trained in CT/RT methods. This study was descriptive in nature and used
retrospective data. The participants (N=83) consisted of second grade students who took
the TerraNova, Multiple Assessments test in April 2008. An analysis of variance (ANOVA)
was conducted to measure the main effect of achievement in mathematics/reading and
CT/RT training status of teachers. A separate ANOVA was utilized to measure the
interaction effect of gender on mathematics/reading achievement and training status of
teachers. No significance was found in both analyses. Based on existing research, there is
substantial support for using CT/RT methods in education to improve the social climate
(Glasser, 2010), which ultimately has a positive effect on achievement (Brookover, Beady,
Flood, Schweitzer, & Wisenbaker, 1977; Haynes, Emmons, & Ben-Avie, 1997; Hoy &
Hannum, 1997; Niehbur & Niehbur, 1999; Rutter & Maughan, 2002). The American School
Counseling Association (ASCA) National Model suggests that school counselors need to be
active in the systemic processes of the school to provide comprehensive services to a large
number of students (ASCA, 2005). Training teachers in CT/RT is an example of an activity
that is consistent with ASCA‘s proposition. Concurrent with other research studies on
teacher trainings, lack of intensity (Jacob & Lefgran, 2004) emerged as an issue. The
teacher training program in this study was only six hours in duration and did not offer
follow-up trainings, or a collective plan to put new knowledge into practice. The findings are
discussed related to current research, limitations, and recommendations for future studies.
_______________________
It is difficult to dispute the fact that measures of achievement are an integral component of
the educational system. Measurement of learning helps students, parents, and teachers to
identify if a student is progressing and gaining knowledge. There are many ways student
learning is measured such as school grades, content of projects, conduct reports, portfolios,
curriculum-relevant tests, and standardized achiev.
16Action Research Study ReportInsert Your NaEttaBenton28
1
6
Action Research Study Report
Insert Your Name Here
School of Public Service and Education, Capella University
EDD8040: Research Design for Practitioners
Insert the Instructor’s Name Here
Insert the Due Date Here (Month, Day, Year)
Introduction
1. Mostofo and Zambo (2015) chose Vygotsky Space as the theoretical framework. Additionally, later in the article, the authors asserted that,” Jim’s goal was to create an innovation that allowed preservice teachers the opportunity to teach more in the methods classroom before teaching in the field-experience classroom and to systematically investigate the effect of this” (p. 499). Based on the chosen theoretical framework, reflect on the degree to which you think this framework was appropriate for and aligned to the intended purpose of this action research project?
2. Mostofo and Zambo (2015) collaborated with a variety of colleagues to develop this action research intervention. In light of this process, reflect on what potential roles stakeholder collaboration might have on the conceptualization and development of your AIP?
Methodology
3. What are your reflections on collecting and analyzing qualitative data to demonstrate the impact of a potential AIP?
Results
4. Was the data analysis sufficient to verify the impact of the intervention?
Discussion/Conclusion
5. Based on the recommendations for further research, describe how an applied research project could be developed to address the issue being described. What intervention might be implemented for online instructors?
References
Improving instruction in the mathematics methods classroom
through action research
Jameel Mostofoa* and Ron Zambob
aCollege of Education, Grand Canyon University, Phoenix, AZ, USA; bElementary
Education, Arizona State University, Glendale, AZ, USA
(Received 13 August 2014; accepted 12 February 2015)
There is a continuing emphasis in the United States on improving students’
mathematical abilities, and one approach is to better prepare teachers. To investi-
gate the potential usefulness of Lesson Study to better prepare teachers, one
author set out to conduct action research on his classroom practice. Specifically,
he sought to determine whether using Lesson Study with preservice secondary
mathematics teachers might better prepare students to be teachers. The partici-
pants were preservice teachers who were enrolled in a mathematics methods
course in an undergraduate teacher preparation program at a private university.
The researcher served as a participant observer who implemented an innovation,
Lesson Study, in his classroom and observed the effect on students. Lesson
Study engaged the preservice teachers in collaboratively creating, field testing,
revising, and re-teaching lessons in their field placement classroom. Data were
weekly reflections and summative interviews of the preservice teachers. The
researcher found that Lesson Study was an effective strategy for e ...
16Action Research Study ReportInsert Your NaKiyokoSlagleis
1
6
Action Research Study Report
Insert Your Name Here
School of Public Service and Education, Capella University
EDD8040: Research Design for Practitioners
Insert the Instructor’s Name Here
Insert the Due Date Here (Month, Day, Year)
Introduction
1. Mostofo and Zambo (2015) chose Vygotsky Space as the theoretical framework. Additionally, later in the article, the authors asserted that,” Jim’s goal was to create an innovation that allowed preservice teachers the opportunity to teach more in the methods classroom before teaching in the field-experience classroom and to systematically investigate the effect of this” (p. 499). Based on the chosen theoretical framework, reflect on the degree to which you think this framework was appropriate for and aligned to the intended purpose of this action research project?
2. Mostofo and Zambo (2015) collaborated with a variety of colleagues to develop this action research intervention. In light of this process, reflect on what potential roles stakeholder collaboration might have on the conceptualization and development of your AIP?
Methodology
3. What are your reflections on collecting and analyzing qualitative data to demonstrate the impact of a potential AIP?
Results
4. Was the data analysis sufficient to verify the impact of the intervention?
Discussion/Conclusion
5. Based on the recommendations for further research, describe how an applied research project could be developed to address the issue being described. What intervention might be implemented for online instructors?
References
Improving instruction in the mathematics methods classroom
through action research
Jameel Mostofoa* and Ron Zambob
aCollege of Education, Grand Canyon University, Phoenix, AZ, USA; bElementary
Education, Arizona State University, Glendale, AZ, USA
(Received 13 August 2014; accepted 12 February 2015)
There is a continuing emphasis in the United States on improving students’
mathematical abilities, and one approach is to better prepare teachers. To investi-
gate the potential usefulness of Lesson Study to better prepare teachers, one
author set out to conduct action research on his classroom practice. Specifically,
he sought to determine whether using Lesson Study with preservice secondary
mathematics teachers might better prepare students to be teachers. The partici-
pants were preservice teachers who were enrolled in a mathematics methods
course in an undergraduate teacher preparation program at a private university.
The researcher served as a participant observer who implemented an innovation,
Lesson Study, in his classroom and observed the effect on students. Lesson
Study engaged the preservice teachers in collaboratively creating, field testing,
revising, and re-teaching lessons in their field placement classroom. Data were
weekly reflections and summative interviews of the preservice teachers. The
researcher found that Lesson Study was an effective strategy for e ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
prospective chemistry teacher's experiences of teaching practice
1. THIS ARTICLE WRITTEN BY Zubeyde Demet
Kirbulut , Oktay Bektas
THIS ARTICLE PUBLISHED BY Elsevier Ltd.
IN THE YEAR OF 2011
2. Teaching practice is critical part of teaching education
programs as far as forthcoming instructors' continuous expert
turn of events. During training practice, prospective teachers
get the chance to apply the theories in the real school climate
(Hanson and Herrington, 1976).The communication among
forthcoming instructors and mentors are significant during the
way toward figuring out how to instruct. It is stated that through
the teaching practice prospective teacher can decide whether
he/she wants to take teaching as their profession or not
(Chong and Low,2009). The exploration question of this
investigation is introduced beneath:
“What experiences do prospective chemistry
teachers have in relation to teaching practice?”
3. This study utilized the phenomenological technique. In the
guidline of Ministry of National Education (MONE, 1998)
about teaching practice, it is expressed that teaching
practice course is given to forthcoming instructors in the last
semester as one day or two half days seven days (least 12
weeks) in an arranged method to improve their training
aptitudes in the genuine study hall setting. data collection
include Semi –structure interview , conducted with
prospective teachers for almost 45 minutes each to expore
their experiences of teaching practice.
4. “Creswell's six generic
steps for the analysis of
interview”:
Organizing and preparing the
data for analysis.
Generating themes or categories
using the coding.
Coding the data.
Making an interpretation or
meaning of the data.
1
2
3
Reading through all the data.
6
4
5 Organization and the description of
the data in terms of the coding and
themes.
6. 1. ADEQUECY OF
CHEMISTRY KNOWLEDGE:
The interviewees were gotten some
information about their impression of
sufficiency of their science information
subsequent to taking the teaching
practice course. They likewise showed
that they saw the issues with their
crucial science ideas and added that
instructing practice and miniature
educating were viable on the
consciousnes of their misinterpretations
and were helpful in overhauling their
science ideas
The interviewees were asked about
the contribution of method courses on
their teaching profession. Five of six
prospective chemistry teachers stated
that lecturing was the only teaching
method used at school placement and
thus they could not have a chance to
observe alternative teaching methods
they were taught at faculty. Our mentor
believes that the lessons must be
given by using alternative teaching
methods and lecturing should not be
used more often
2. THE EFFECT OF METHOD
COURSE:
7. 3. DIALOG WITH MENTOR:
The interviewees were approached to
specify their discourse with coaches as
far as their guides' mentality to them
and to the understudies and mention
the impact of their mentor's utilization of
techniques on their inclination of
utilizing educating strategies. Here, I
was unable to see a shared regard
between the guide and understudies
since understudies crossed the
line".When the interviewees were
gotten some information about the
impact of coach's utilization of showing
techniques on their utilization of
showing strategieAs,
five of them said that since they
couldn't have the option to watch any
showing strategy unique in relation to
lecturing,they couldn't profited by their
tutors' guidance as far as the act of
elective showing methods.However,
one of them (Emel) said that her coach
attempted to utilize showing strategies
not the same as addressing, for
example, bunch work and added that it
was conceivable to utilize different
encouraging strategies in the
homeroom on the off chance that one
needed to use
8. LESSON PLAN
PREPARATION:
The interviewees were asked the effect of preparing lesson plan
on their teaching practice. All of them denoted that it contributed
positively to their teaching practice. For example,
• Lesson plan helps to obtain necessary material related to
subject before the instructions.
• It enhances confidence level during teaching.
04
9. 5. Problem faced up in teaching
practice:
They said that they ran over issues
regarding study hall the executives
(four prospective science tearchers),
utilization of showing strategy (two
prospectiv chem. teachers), and
utilization of research center and
innovative offices (one prospective
teacher). Two of the prospective
teachrs (Cen and Emel) said that they
didn't look up any issues regarding
homeroom the board since their
coaches were along with them in the
study hall and since their guides were
viewed as an authority by the students.
In terms of utilization of showing
techniques, two prospective teachers
expressed that they encountered a few
issues during their teaching practice.
He particularly stressed that he had
issues in the choice of legitimate
encouraging strategy for the study hall
and he ran over issues in his guidance
when he didn't evoke understudies'
earlier knowledge.Prospective science
educators, aside from Zuhal, said that
they didn't have issues with respect to
the utilization oflaboratory and
innovative offices.
10. 6. Measurement and
Evaluation :
The interviewees were asked for their
comparison between the measurement and
evaluation techniques they learned at
faculty and the measurement and
evaluation techniques used at school
placement. The interviewees said that
portfolio, performance-based assessment,
multiple-choice questions, true-false, short
answer, essay type questions, and fill in the
blanks as the measurement and evaluation
techniques that they learned at faculty.
However, they said that essay type and
multiple-choice questions were the only
measurement and evaluation techniques
used at school placement. Prospective
chemistry teachers were not pleased the
measurement and evaluation techniques
used at school placement.
They indicated that the measurement and
evaluation techniques at school placement should
be used for elicitation of students’ prior knowledge
and making students aware of their concepts
instead of just using them for grading purposes.
They also said that mentors should use alternative
assessment and evaluation techniques such as
performance-based assessment in which students
could make investigations for the solution of the
problems.
11. The findings of this study concluded that teaching practice is critical period for the
prospective teachers in their development as a teacher. Many studies also
reported the pivotal role of teaching practice on prospective teachers’ perception
of teaching profession (Chong & Low, 2009; Ng, Nicholas & Williams, 2010).In
this study, five of six prospective chemistry teachers stated that lecturing was the
only teaching method they observed at school placement and this caused them
not have a chance to observe the alternative teaching methods at the real
classroom setting. Similarly, in the literature, there are many studies denoted that
there is no harmony between what is observed at school placement and what is
taught at the faculty (Ogan-Bekiroglu, 2007; Boz & Boz, 2006).Prospective
teachers emphasized the important role of lesson plan preparation on their
current and future instruction. Prospective teachers also indicated that teaching
practice were effective on the awareness of their misconceptions and in revising
their chemistry knowledge.
conclusion!