Dr.Ami Rathore presented paper in International conference at LMTT College Dabok ,Janardan rai Nagar Rajasthan Vidyapeeth (Deemed to be university) Udaipur
Alex MacIver has over 15 years of experience in education, serving in various leadership roles including Vice Principal, Dean of Students, and Department Chair. As Vice Principal, he improved school attendance from 91% to 94% through attendance initiatives and streamlined operations to reduce teacher workload. He mentored staff, conducted performance reviews, and participated in hiring. Previously, as Dean of Students and Department Chair, he created discipline and guidance systems, analyzed student performance data, and developed professional development for teachers. He has a Master's in Math Education and state administrative and teaching credentials.
Toni Yungai has over 10 years of experience as a math instructor, teacher, and statistical analyst. She has a demonstrated ability to use diverse instructional strategies to engage students and promote conceptual understanding. She is skilled in developing and analyzing clinical and financial data using SQL, STATA, SPSS, and SAS to support healthcare programs and research. Yungai has a Masters in Statistics from the University of Utah and experience mentoring and tutoring students in mathematics and statistics.
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
The OECD London Conference 2016-2017 program involved 1,500 students and 60 teachers from 60 experimental schools in 10 provinces. Teachers received a one term intervention training focusing on creativity and critical thinking. The program had positive impacts, improving students' and teachers' perceptions of creativity and critical thinking. Students reported positive responses to new teaching and learning activities, and Thai students showed strong improvement in divergent thinking. The Ministry of Education of Thailand has expanded its support of the program over three years, increasing participating schools to 400 and education supervisors to support national scaling up.
Setting sail tús maith august and the principal (1)Martin Brown
This document outlines planning and communications tasks for a school principal in August before the return of staff and students. It includes: communicating with staff, students, parents, and the community; organizing teacher packs and induction procedures; checking issues from previous meetings and ensuring policies are incorporated; planning for learning support and subject levels; and confirming attendance on the first day. It also provides sample schedules for the return to school and a sample staff meeting agenda. The document provides an overview of the various administrative and organizational tasks required to prepare for the new school year.
Sean Day led a school improvement priority across Thorpe House School to improve physical education (PE) and sport. The school had recently expanded to include a feeder school called Kingscote for early years and key stage 1 students. Sean planned to take control of PE teaching across the entire school. His plan involved gathering information through meetings, observations, research and feedback to understand current issues. He then designed a new curriculum aligned with best practices and national guidelines. Sean worked with various teams across the school and used assessment data and feedback to continually improve and guide the project. Through thorough planning and analysis, Sean aimed to improve teaching, attainment, learning opportunities and enjoyment of PE across the school.
Creativity: Working with teachers – Rolf HitschfeldEduSkills OECD
This presentation was given by Rolf Hitschfeld at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Peter Kahn: Examples of research-led teaching at the University of Liverpool. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The university is considering ways in which its teaching is led by research. This session will explore three examples of ways in which research-led learning is presently employed within the university, taken from practice within the School of Management, the School of Archaeology, Classics and Egyptology, and elsewhere. The session will begin with a brief introduction to the notion of research-led learning and teaching, and will allow time for discussion amongst participants.
James-Patrick O'Shaughnessy is an experienced educator with over 20 years of experience teaching science and leading teams. He has national board certification and a PhD in Philosophy and Education. He has developed curricula integrating STEAM, technology, and data analysis. He has also led professional development at the school and district level to enhance teacher performance.
Alex MacIver has over 15 years of experience in education, serving in various leadership roles including Vice Principal, Dean of Students, and Department Chair. As Vice Principal, he improved school attendance from 91% to 94% through attendance initiatives and streamlined operations to reduce teacher workload. He mentored staff, conducted performance reviews, and participated in hiring. Previously, as Dean of Students and Department Chair, he created discipline and guidance systems, analyzed student performance data, and developed professional development for teachers. He has a Master's in Math Education and state administrative and teaching credentials.
Toni Yungai has over 10 years of experience as a math instructor, teacher, and statistical analyst. She has a demonstrated ability to use diverse instructional strategies to engage students and promote conceptual understanding. She is skilled in developing and analyzing clinical and financial data using SQL, STATA, SPSS, and SAS to support healthcare programs and research. Yungai has a Masters in Statistics from the University of Utah and experience mentoring and tutoring students in mathematics and statistics.
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
The OECD London Conference 2016-2017 program involved 1,500 students and 60 teachers from 60 experimental schools in 10 provinces. Teachers received a one term intervention training focusing on creativity and critical thinking. The program had positive impacts, improving students' and teachers' perceptions of creativity and critical thinking. Students reported positive responses to new teaching and learning activities, and Thai students showed strong improvement in divergent thinking. The Ministry of Education of Thailand has expanded its support of the program over three years, increasing participating schools to 400 and education supervisors to support national scaling up.
Setting sail tús maith august and the principal (1)Martin Brown
This document outlines planning and communications tasks for a school principal in August before the return of staff and students. It includes: communicating with staff, students, parents, and the community; organizing teacher packs and induction procedures; checking issues from previous meetings and ensuring policies are incorporated; planning for learning support and subject levels; and confirming attendance on the first day. It also provides sample schedules for the return to school and a sample staff meeting agenda. The document provides an overview of the various administrative and organizational tasks required to prepare for the new school year.
Sean Day led a school improvement priority across Thorpe House School to improve physical education (PE) and sport. The school had recently expanded to include a feeder school called Kingscote for early years and key stage 1 students. Sean planned to take control of PE teaching across the entire school. His plan involved gathering information through meetings, observations, research and feedback to understand current issues. He then designed a new curriculum aligned with best practices and national guidelines. Sean worked with various teams across the school and used assessment data and feedback to continually improve and guide the project. Through thorough planning and analysis, Sean aimed to improve teaching, attainment, learning opportunities and enjoyment of PE across the school.
Creativity: Working with teachers – Rolf HitschfeldEduSkills OECD
This presentation was given by Rolf Hitschfeld at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Peter Kahn: Examples of research-led teaching at the University of Liverpool. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The university is considering ways in which its teaching is led by research. This session will explore three examples of ways in which research-led learning is presently employed within the university, taken from practice within the School of Management, the School of Archaeology, Classics and Egyptology, and elsewhere. The session will begin with a brief introduction to the notion of research-led learning and teaching, and will allow time for discussion amongst participants.
James-Patrick O'Shaughnessy is an experienced educator with over 20 years of experience teaching science and leading teams. He has national board certification and a PhD in Philosophy and Education. He has developed curricula integrating STEAM, technology, and data analysis. He has also led professional development at the school and district level to enhance teacher performance.
Timetabling sessions 1 and 2 february Martin Brown
The document discusses timetabling in schools and examines its impact on student learning. It outlines the objectives of heightening awareness of how the timetable affects students, examining the timetabling process in relation to curriculum and school values, and introducing approaches to timetable design and implementation. It then provides sample timetables and curriculums to assess implications for student learning. Finally, it discusses research showing that students benefit most from a holistic, engaging curriculum responsive to their needs and interests.
The document summarizes some of the key conclusions and takeaways from the 5th International EFeCT Conference in Cascais, Portugal. Some of the new approaches discussed include using nature-based interventions for children, recognizing the individual person behind each student, and using time-out of school as an opportunity for therapeutic activities rather than just suspension. Gathering feedback from multiple stakeholders like children, parents, and staff was emphasized to improve programs. Maintaining adequate staff to student ratios and utilizing relationships as the basis for interventions were also discussed.
The document introduces the Ohio Education Research Center (OERC), which brings together Ohio researchers and institutions to develop a statewide research agenda on preschool through workforce issues. OERC aims to build a longitudinal data archive, conduct relevant research projects, translate findings into practices, and increase access to knowledge. It highlights completed and in-progress studies examining topics like dropout rates, graduation progress, teacher supply/demand, and STEM education. OERC seeks to make research practical and inform policy by connecting stakeholders across P-20 education.
Wendy M. Yoder has extensive experience in neuroscience research and academia. She received her Ph.D. in Behavioral and Cognitive Neuroscience from the University of Florida in 2016. Since then, she has worked as a consultant and research scientist for Olfaxis, LLC, where she applies her expertise in areas such as grant writing, marketing, and experimental design. Previously, she conducted numerous research projects and published peer-reviewed papers as a doctoral student at the University of Florida. She also taught undergraduate courses and mentored students there.
This document provides an overview of the MA/MSc Education part-time course at Nottingham Institute of Education, including:
- Course learning outcomes focused on developing knowledge, skills, and attributes related to education research.
- A course structure requiring 180 credits including core modules in research skills and a dissertation, and optional topic modules.
- An assessment schedule with assignment deadlines in January and April, and dissertation deadlines in August or April.
- Contact information for course administration and the course leader.
Jennifer Lindholm: Capstones and Core Competencies: Emerging Pathways for As...WASC Senior
UCLA has over 27,000 undergraduate students across 5 academic units and 125 majors. The university aims to implement capstone experiences for all majors by 2019 to foster student development and assess learning outcomes at the course, program, and institutional level. Capstones include senior seminars, research projects, internships, and community projects. They are designed to deepen discipline knowledge and integrate learning, with common goals of research, critical thinking, and communication skills. Surveys found capstones provided intellectual challenges and helped students apply knowledge from major coursework.
Cohort 2 Schools Orientation to Next Steps NHzwonkin
The Next Steps NH Project is a 5-year project funded by the US Department of Education to improve transition planning and outcomes for students with disabilities in New Hampshire high schools. The project aims to increase opportunities such as extended learning and family engagement to help more students graduate ready for college, careers, and independent living. Key strategies include enhancing transition planning, increasing real-world learning experiences, strengthening family-school partnerships, and developing regional support networks for schools. The project implements a framework to guide schools through stages of exploring, installing, and fully implementing evidence-based transition practices.
The document discusses school-to-work initiatives in 2010 and plans for 2011. It provides information on:
- 47 schools stating STW is part of their management plan, with plans to strengthen these links in 2011.
- 35 schools adopting a career and transition team approach.
- 26 schools using a student pathways survey, predominantly with Year 10 students.
- Discussions on using action research principles to plan an STW project as a group and how action research involves using a cycle of action and reflection to refine methods.
- Upcoming professional learning, regional initiatives, and how STW is linked to but not exclusive of other programs like the NSLA.
Abby M. McKinney seeks a position utilizing her skills in planning, organization, instruction, and management. She has over 10 years of experience as an elementary educator, most recently teaching 4th grade. She collaborates with colleagues to implement data-driven best practices that improve student achievement, engagement, and literacy. McKinney designs rigorous, standards-aligned lessons incorporating technology and diverse learning strategies. She partners with parents through communication and activities to further student success.
This document summarizes a 3-year HEFCE pilot programme called LEGACY aimed at measuring learning gain and employability across 18 Russell Group universities. The programme has 4 work packages focused on (1) measuring learning gain, (2) student strengths and career development, (3) career adaptability, and (4) the impact of international experiences on employability. It will develop tools and methodologies for assessing learning gain longitudinally and cross-sectionally, identify core learning dimensions, and produce recommendations based on findings from student surveys, interviews and data analysis. The goal is to better understand factors influencing learning
This document discusses the needs of new teachers and components of an effective mentoring relationship. It identifies key areas new teachers need support in, such as planning, classroom management, assessments, and interacting with parents and colleagues. An effective mentoring relationship is built on listening, confidentiality, trust, and collaboration. Communication is important, with mentors listening carefully and responding respectfully. Building trust through maintaining objectivity and recognizing different coping mechanisms is also important. Common challenges mentors may face include finding time to meet and mentees not being open about their needs.
Extended Orientation to Peer Educator DevelopmentMike Dial
The document summarizes the University 101 peer leader development model at the University of South Carolina. It describes the multi-stage process of selecting, training, and supporting peer leaders to co-facilitate first-year seminar courses. Peer leaders participate in spring orientation, a planning workshop, and a fall training course. They also enroll in a 3-credit leadership course. Assessment data shows peer leaders help improve students' transition and the program's effectiveness, and that the training model strengthens peer leaders' facilitation, communication, and leadership skills.
25 Years of Peer Leadership in University 101Mike Dial
The University of South Carolina's University 101 program has utilized peer leaders for 25 years. Over 200 peer leaders are selected each year through a rigorous application and interview process to serve as teaching partners in over 75% of UNIV101 sections. Peer leaders receive training and course credit for their role helping first-year students transition to college. Program assessment shows peer leaders make important contributions and receive high ratings from students and instructors. The program seeks to increase diversity and enhance training as it continues to grow.
Utilising action research and enquiry processes to achieve sustainable academ...Bettina Schwenger
1) The document discusses using action research and enquiry processes to achieve sustainable academic development for teaching staff through professional development programs.
2) It provides background on the New Zealand context and describes key components of successful change initiatives like addressing occupational identity and using reflection and evaluation.
3) The conclusion reflects on preliminary research findings that action research approaches can create common ground between participants and help make teachers more effective by focusing on student gains through their teaching.
Erica Jones is an educator and program specialist for STEM programs with Atlanta Public Schools. She holds a BA in Child Development from Spelman College and an MA in Adult Education and Training from University of Phoenix. Her experience includes ensuring campus staff meet educational requirements for STEM programs, providing instructional coaching, and developing STEM budgets and materials. She has strong analytical and communication skills and experience in curriculum development, differentiated instruction, and analyzing student performance data.
The document outlines North Carolina's comprehensive plan for improving reading achievement from kindergarten through third grade. It discusses six main components of the plan: implementing evidence-based reading instruction, assessing students, eliminating social promotion, supporting retained students, notifying parents, and ensuring accountability. The plan focuses on early intervention, high-quality literacy instruction, data-informed decisions, professional development, parental involvement, and providing multiple pathways for students to demonstrate reading proficiency. Upcoming steps include emphasizing evidence-based practices, implementing interventions quickly based on data, clearly defining supports, guiding reading camps, and collaborating with educators and parents.
This document discusses creating coherent curricular programs to increase student learning. It identifies seven dimensions of a coherent curriculum: inspirational agency, orderly operations, high expectations, coherent programs, distributed leadership, instructional assessment, and data-informed decision making. Several markers of an effective coherent curriculum are outlined, including aligned standards, resources, expectations, and assessments. The document cautions against decisions that limit learning and recommends balancing core standards with 21st century skills through technology integration and differentiated instruction.
The present study sought to determine the extent to which participation in a post-secondary honors program affected academic achievement. Archival data were collected on three cohorts of high-achieving students at a large, public university. Propensity scores were calculated
on factors predicting participation in honors and used as t
he covariate. The Johnson-Neyman technique was used to determine the values of the covariate on which the groups differed. The effect of participating in honors was greater for smaller covariate values. The findings offer a
positive outcome associated with participation for students at the lower end of the propensity score continuum, providing evidence to conclude that such programs are beneficial to a sub-set of high-achieving students.
The document discusses the key roles and expectations of teachers in implementing India's National Education Policy of 2020. It outlines several fundamental principles of the policy, including flexible learning trajectories, multidisciplinary education, creativity/critical thinking, ethics, and more. Regarding teachers, it discusses recruitment, training, expectations, career progression, assessment practices, use of technology, learner support, research promotion, and continuous professional development. Overall, the successful implementation of the new policy depends on teachers embracing new mindsets and recognizing their important role in driving educational reforms.
Prof Hannele Niemi Key Note at TEPE 2009 ConferenceBrian Hudson
The document discusses definitions of quality in teacher education and ways to assure and achieve it. It addresses defining quality, components of teacher education programs, the relationship between higher education and schools, quality assurance mechanisms, and the need for teacher education to be research-based and focus on developing teachers' academic and pedagogical knowledge, social and moral values, reflection skills, and practical teaching abilities.
Timetabling sessions 1 and 2 february Martin Brown
The document discusses timetabling in schools and examines its impact on student learning. It outlines the objectives of heightening awareness of how the timetable affects students, examining the timetabling process in relation to curriculum and school values, and introducing approaches to timetable design and implementation. It then provides sample timetables and curriculums to assess implications for student learning. Finally, it discusses research showing that students benefit most from a holistic, engaging curriculum responsive to their needs and interests.
The document summarizes some of the key conclusions and takeaways from the 5th International EFeCT Conference in Cascais, Portugal. Some of the new approaches discussed include using nature-based interventions for children, recognizing the individual person behind each student, and using time-out of school as an opportunity for therapeutic activities rather than just suspension. Gathering feedback from multiple stakeholders like children, parents, and staff was emphasized to improve programs. Maintaining adequate staff to student ratios and utilizing relationships as the basis for interventions were also discussed.
The document introduces the Ohio Education Research Center (OERC), which brings together Ohio researchers and institutions to develop a statewide research agenda on preschool through workforce issues. OERC aims to build a longitudinal data archive, conduct relevant research projects, translate findings into practices, and increase access to knowledge. It highlights completed and in-progress studies examining topics like dropout rates, graduation progress, teacher supply/demand, and STEM education. OERC seeks to make research practical and inform policy by connecting stakeholders across P-20 education.
Wendy M. Yoder has extensive experience in neuroscience research and academia. She received her Ph.D. in Behavioral and Cognitive Neuroscience from the University of Florida in 2016. Since then, she has worked as a consultant and research scientist for Olfaxis, LLC, where she applies her expertise in areas such as grant writing, marketing, and experimental design. Previously, she conducted numerous research projects and published peer-reviewed papers as a doctoral student at the University of Florida. She also taught undergraduate courses and mentored students there.
This document provides an overview of the MA/MSc Education part-time course at Nottingham Institute of Education, including:
- Course learning outcomes focused on developing knowledge, skills, and attributes related to education research.
- A course structure requiring 180 credits including core modules in research skills and a dissertation, and optional topic modules.
- An assessment schedule with assignment deadlines in January and April, and dissertation deadlines in August or April.
- Contact information for course administration and the course leader.
Jennifer Lindholm: Capstones and Core Competencies: Emerging Pathways for As...WASC Senior
UCLA has over 27,000 undergraduate students across 5 academic units and 125 majors. The university aims to implement capstone experiences for all majors by 2019 to foster student development and assess learning outcomes at the course, program, and institutional level. Capstones include senior seminars, research projects, internships, and community projects. They are designed to deepen discipline knowledge and integrate learning, with common goals of research, critical thinking, and communication skills. Surveys found capstones provided intellectual challenges and helped students apply knowledge from major coursework.
Cohort 2 Schools Orientation to Next Steps NHzwonkin
The Next Steps NH Project is a 5-year project funded by the US Department of Education to improve transition planning and outcomes for students with disabilities in New Hampshire high schools. The project aims to increase opportunities such as extended learning and family engagement to help more students graduate ready for college, careers, and independent living. Key strategies include enhancing transition planning, increasing real-world learning experiences, strengthening family-school partnerships, and developing regional support networks for schools. The project implements a framework to guide schools through stages of exploring, installing, and fully implementing evidence-based transition practices.
The document discusses school-to-work initiatives in 2010 and plans for 2011. It provides information on:
- 47 schools stating STW is part of their management plan, with plans to strengthen these links in 2011.
- 35 schools adopting a career and transition team approach.
- 26 schools using a student pathways survey, predominantly with Year 10 students.
- Discussions on using action research principles to plan an STW project as a group and how action research involves using a cycle of action and reflection to refine methods.
- Upcoming professional learning, regional initiatives, and how STW is linked to but not exclusive of other programs like the NSLA.
Abby M. McKinney seeks a position utilizing her skills in planning, organization, instruction, and management. She has over 10 years of experience as an elementary educator, most recently teaching 4th grade. She collaborates with colleagues to implement data-driven best practices that improve student achievement, engagement, and literacy. McKinney designs rigorous, standards-aligned lessons incorporating technology and diverse learning strategies. She partners with parents through communication and activities to further student success.
This document summarizes a 3-year HEFCE pilot programme called LEGACY aimed at measuring learning gain and employability across 18 Russell Group universities. The programme has 4 work packages focused on (1) measuring learning gain, (2) student strengths and career development, (3) career adaptability, and (4) the impact of international experiences on employability. It will develop tools and methodologies for assessing learning gain longitudinally and cross-sectionally, identify core learning dimensions, and produce recommendations based on findings from student surveys, interviews and data analysis. The goal is to better understand factors influencing learning
This document discusses the needs of new teachers and components of an effective mentoring relationship. It identifies key areas new teachers need support in, such as planning, classroom management, assessments, and interacting with parents and colleagues. An effective mentoring relationship is built on listening, confidentiality, trust, and collaboration. Communication is important, with mentors listening carefully and responding respectfully. Building trust through maintaining objectivity and recognizing different coping mechanisms is also important. Common challenges mentors may face include finding time to meet and mentees not being open about their needs.
Extended Orientation to Peer Educator DevelopmentMike Dial
The document summarizes the University 101 peer leader development model at the University of South Carolina. It describes the multi-stage process of selecting, training, and supporting peer leaders to co-facilitate first-year seminar courses. Peer leaders participate in spring orientation, a planning workshop, and a fall training course. They also enroll in a 3-credit leadership course. Assessment data shows peer leaders help improve students' transition and the program's effectiveness, and that the training model strengthens peer leaders' facilitation, communication, and leadership skills.
25 Years of Peer Leadership in University 101Mike Dial
The University of South Carolina's University 101 program has utilized peer leaders for 25 years. Over 200 peer leaders are selected each year through a rigorous application and interview process to serve as teaching partners in over 75% of UNIV101 sections. Peer leaders receive training and course credit for their role helping first-year students transition to college. Program assessment shows peer leaders make important contributions and receive high ratings from students and instructors. The program seeks to increase diversity and enhance training as it continues to grow.
Utilising action research and enquiry processes to achieve sustainable academ...Bettina Schwenger
1) The document discusses using action research and enquiry processes to achieve sustainable academic development for teaching staff through professional development programs.
2) It provides background on the New Zealand context and describes key components of successful change initiatives like addressing occupational identity and using reflection and evaluation.
3) The conclusion reflects on preliminary research findings that action research approaches can create common ground between participants and help make teachers more effective by focusing on student gains through their teaching.
Erica Jones is an educator and program specialist for STEM programs with Atlanta Public Schools. She holds a BA in Child Development from Spelman College and an MA in Adult Education and Training from University of Phoenix. Her experience includes ensuring campus staff meet educational requirements for STEM programs, providing instructional coaching, and developing STEM budgets and materials. She has strong analytical and communication skills and experience in curriculum development, differentiated instruction, and analyzing student performance data.
The document outlines North Carolina's comprehensive plan for improving reading achievement from kindergarten through third grade. It discusses six main components of the plan: implementing evidence-based reading instruction, assessing students, eliminating social promotion, supporting retained students, notifying parents, and ensuring accountability. The plan focuses on early intervention, high-quality literacy instruction, data-informed decisions, professional development, parental involvement, and providing multiple pathways for students to demonstrate reading proficiency. Upcoming steps include emphasizing evidence-based practices, implementing interventions quickly based on data, clearly defining supports, guiding reading camps, and collaborating with educators and parents.
This document discusses creating coherent curricular programs to increase student learning. It identifies seven dimensions of a coherent curriculum: inspirational agency, orderly operations, high expectations, coherent programs, distributed leadership, instructional assessment, and data-informed decision making. Several markers of an effective coherent curriculum are outlined, including aligned standards, resources, expectations, and assessments. The document cautions against decisions that limit learning and recommends balancing core standards with 21st century skills through technology integration and differentiated instruction.
The present study sought to determine the extent to which participation in a post-secondary honors program affected academic achievement. Archival data were collected on three cohorts of high-achieving students at a large, public university. Propensity scores were calculated
on factors predicting participation in honors and used as t
he covariate. The Johnson-Neyman technique was used to determine the values of the covariate on which the groups differed. The effect of participating in honors was greater for smaller covariate values. The findings offer a
positive outcome associated with participation for students at the lower end of the propensity score continuum, providing evidence to conclude that such programs are beneficial to a sub-set of high-achieving students.
The document discusses the key roles and expectations of teachers in implementing India's National Education Policy of 2020. It outlines several fundamental principles of the policy, including flexible learning trajectories, multidisciplinary education, creativity/critical thinking, ethics, and more. Regarding teachers, it discusses recruitment, training, expectations, career progression, assessment practices, use of technology, learner support, research promotion, and continuous professional development. Overall, the successful implementation of the new policy depends on teachers embracing new mindsets and recognizing their important role in driving educational reforms.
Prof Hannele Niemi Key Note at TEPE 2009 ConferenceBrian Hudson
The document discusses definitions of quality in teacher education and ways to assure and achieve it. It addresses defining quality, components of teacher education programs, the relationship between higher education and schools, quality assurance mechanisms, and the need for teacher education to be research-based and focus on developing teachers' academic and pedagogical knowledge, social and moral values, reflection skills, and practical teaching abilities.
This presentation discusses curriculum research in nursing. It defines curriculum as a tool used by teachers to shape students according to aims and objectives. Curriculum research systematically studies all components of the curriculum. There is a need for nursing curriculum research to understand educational objectives, select learning experiences, and evaluate the curriculum. Research areas include the structure of subjects, content adequacy, teaching methods, and curriculum organization. The goals of teacher education are to enable teachers to solve problems, develop skills and attitudes, and stay up to date with knowledge. Curriculum research benefits students, teachers and society by providing new materials and contributing to development.
This document outlines the steps and components involved in conducting quality social science research and publishing the results. It discusses the research process which includes identifying a research problem, framing a research title, developing research questions and assumptions, setting objectives, collecting and analyzing data, interpreting results, and publishing findings. An example is provided on assessing the quality of higher education which explores issues around curriculum, teaching, learning, and evaluation. The document aims to guide researchers on how to structure their work and identify essential elements at each stage of the research process.
Using Some Effective Teaching Methods in Higher Education SystemYogeshIJTSRD
this article discusses some features of teaching at higher educational institutions. Some methods of teaching and problems that teachers and students may face during their collaborative work also studied below. Dilmuradova Nilufar Asatullayevna "Using Some Effective Teaching Methods in Higher Education System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39982.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/39982/using-some-effective-teaching-methods-in-higher-education-system/dilmuradova-nilufar-asatullayevna
This document provides a qualifications summary for an educator seeking an administrative or management position. It summarizes their experience as an instructional content facilitator, where they worked with directors to organize data, plan professional development, and support teachers. It also lists their previous experience teaching various grade levels and subjects, developing curricula, analyzing student data, and mentoring other teachers. Their education includes a master's degree in education administration and teaching certifications.
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Teacher education faces several problems and challenges in India. While the number of teacher education institutions and programs have expanded quantitatively, there are issues with the quality and standards. Private institutions lack proper oversight and prioritize commercialization over quality. Teacher educators are often underqualified, underpaid, and contractual staff. Norms and standards decided by regulators are not research-based and do not focus enough on pedagogical processes. There is also a disconnect between theory and practice in teacher education programs. Overall, reforms are needed to improve human resource planning, mentoring, institutional linkages, use of ICT, and qualifications of teacher educators to better prepare the next generation of teachers.
This document discusses transforming education through online learning. It outlines essential elements of effective online learning such as quality measures, professional development, and learning management systems. The document then summarizes Poway Unified School District's online learning program, which includes developing an online course rubric based on national standards, providing professional development training for teachers, and growing their course offerings from 21 to over 30 courses through continual expansion. While implementation challenges such as unclear teacher expectations and lack of course development support occurred, the program experienced growth through refined processes and support structures.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Research is a movement, a movement from the known to unknown. It is actually a voyage of discovery. In short, the search for knowledge through objective and systematic method of finding solution to a problem is research. When research is seen as a process carried on by people, question can be asked, such as where do research topics come from Where is research come Why does research Who uses research How it is shared How it is funded Research is an academic activity in all the disciplines including teacher .education. The aim of this paper is to highlights the status, areas, research themes, Financial support for research and publication of research report. V. Manikandan | Dr. V. Ambedkar "Research in Teacher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39983.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39983/research-in-teacher-education/v-manikandan
Process and Some Issues about Effective Techniquesijtsrd
Some features of teaching at higher educational institutions and techniques used are discussed in this article. Some drawbacks and problems that teachers and students may face during their collaborative work also studied below. Khalilova Himoyat Khatamovna "Process and Some Issues about Effective Techniques" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47970.pdf Paper URL: https://www.ijtsrd.com/management/other/47970/process-and-some-issues-about-effective-techniques/khalilova-himoyat-khatamovna
The document discusses the Higher Education Academy (HEA) and its work to improve teaching quality and student success in higher education. Specifically:
- The HEA aims to continuously improve teaching quality through professional development, best practices, and thought leadership. Its vision is to be globally recognized for inspiring excellent teaching.
- The HEA has been involved in developing the UK's Teaching Excellence Framework (TEF), which evaluates teaching quality and recognizes excellent instruction. Core TEF metrics include student satisfaction, retention, and employment outcomes.
- The HEA proposes additional metrics like qualifications and training of teaching staff. Its frameworks are intended to achieve student success through influencing teaching excellence, priorities, principles, and culture.
Beyond A Boundary, Some consequences of the Open Context Model of LearningLondon Knowledge Lab
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
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. – 2016.
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.
Similar to Teacher education power point presentation (20)
The document discusses three levels of teaching content:
1) Memory level focuses on memorization of facts and information.
2) Understanding level emphasizes helping students comprehend generalizations and principles.
3) Reflective level is problem-centered and aims to develop critical thinking by having students solve problems and test hypotheses.
This document discusses the concepts of dharma, duty, and morality in Hindu philosophy. It provides definitions and explanations of dharma as the inherent nature or law governing an entity's behavior. For humans, dharma depends on one's roles and can conflict, creating dilemmas. The document offers examples from Hindu texts like the Ramayana and Bhagavad Gita to illustrate how to resolve such dilemmas by prioritizing the interests of society over personal relations or benefits. It emphasizes upholding dharma even at the cost of one's life for the betterment of humanity.
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
commonly mispronunciation words in EnglishJRNRV Udaipur
This document provides definitions and phonetic transcriptions for commonly mispronounced English words, including content, dengue, dessert, Wednesday, bowl, monk, data, gauge, epitome, jewellery, pizza, opposite, biology, develop, police, February, and pencil. It explains that the English language uses 26 letters to represent 44 sounds and discusses some differences between how sounds are represented in English versus other languages like Hindi.
This document provides an introduction to educational research. It defines research as an intellectual process aimed at discovering and verifying knowledge through systematic investigation. The purpose of research is described as gaining insights, describing characteristics accurately, determining frequencies, and testing hypotheses. Characteristics of research include being directed at solving problems, requiring expertise, emphasizing generalizations, and being based on empirical evidence. The steps of the scientific research process and criteria for formulating a good research problem are also outlined. Finally, major areas of educational research and examples of potential research problems are listed.
The document discusses ancient Indian concepts of peace from Vedic scriptures like the Yajur Veda and Upanishads. It provides examples of mantras that reference ecological, outer, and inner peace. The mantras promote peace in the sky, land, waters, herbs and between all people. They emphasize studying, working, and enjoying together in a spirit of non-hatred and truth. Modern concepts of peace are compared and found to align with these ancient Vedic notions of achieving peace on individual, community and global levels through balance and justice.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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 presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. THE ROADMAP TO QUALITY IN TEACHER
EDUCATION
DR. AMI RATHORE
ASSISTANT PROFESSOR
LOKMANYA TILAK TEACHERS
TRAINING COLLEGE DABOK
DR. SUNITA MURDIA
ASSISTANT PROFESSOR
LOKMANYA TILAK TEACHERS
TRAINING COLLEGE DABOK
INTERNATIONAL CONFERENCE
ON
RE-EXAMININGTEACHER EDUCATION IN THE LIGHT
OF GLOBAL PERSPECTIVE
13TH -14TH APRIL 2013
2. Where we
are
Problems have
to be identified
and solution to
be offered
Where we need to
be Educational
destination
(quality
teacher
education)
strategic implementation
3. TEACHER EDUCATION : MATRIX OF QUALITY MAPPING
CURRICULAM
Identification of
problem
Causal factors Strategies to overcome
Vast and extensive
curriculum
Less utility at work
place
No coordination
between theory and
practice
Not according to the
digital age needs
Examination oriented
Not keeping pace with
social, cultural and
global changes
Gap between training
and actual teaching at
work place
No vision for future
Constructing holistic
curriculum with critical
thinking
Interdisciplinary,
integrated, spiral, project
based curricula
Relating curriculum to
theory and practice
Proper planning,
implementation and
evaluation
Engaging students in
addressing real world
problems, issues
important to humanity
4. TEACHER EDUCATION : MATRIX OF QUALITY MAPPING
TEACHING AND LEARNING
Identification of problem Causal factors Strategies to overcome
Not catering to different
styles of learners
Monotonous and outdated
methods of teaching
Mugging up theory of
teaching
General expectations at
each level leaving adequate
scope for variety, flexibility
and encouraging
innovations
Little space to reflect
No scope for higher order
thinking
Lack of language
proficiency
Teachers as dispenser of
information
Lack of variety in teaching
Dearth of creativity inside
and outside classroom
activities
No use of active learning
methods
Lack of ICT enabled
teaching and learning
Lack of coordination in the
development of teaching
and research in respective
knowledge area
Activity and project based
teaching learning
Greater ownership for
learning by the learners
Generative thinking and
execution control of the
participatory learning
strategies
Practical application of
multiple intelligence
Use of self regulated
learning
Learning objectives
designed for higher order
thinking skills
5. TEACHER EDUCATION : MATRIX OF QUALITY MAPPING
EVALUATION
Identification of
problem
Causal factors Strategies to overcome
Traditional and
outdated methods of
evaluation
Time based and
content based evaluation
Non existence of
uniform and common
evaluation procedure
Not base on learning
outcomes of the learners
Not aligned to the
higher cognitive domain
Less knowledge of
evaluation strategies
Heterogeneous system
of evaluation
Critical skills and
problem solving ability of
the students do not find
place in evaluation
system
Alternative evaluation
procedure based on
critical skills and problem
solving should be
adopted
Portfolio assessment
and performance based
assessment should be
included
6. TEACHER EDUCATION : MATRIX OF QUALITY MAPPING
RESEARCH
Identification of
problem
Causal factors Strategies to overcome
Plagiarism
Qualitative decline in
research
Lack of global
perspective in research
Lack of research base
in institutes of teacher
education
Lack of resources
along with abuse of
those available
Lack of motivation for
research
Lack of strategic
planning
Research conducted
without a good
understanding of the
national needs
Defining research
agenda in subject area
relevant to the national
need
Proper approach with
authentic results should
be placed to propel
development
Research should be
conducted in continuum
and not in isolation
Build a research
foundation for the future
7. TEACHER EDUCATION : MATRIX OF QUALITY MAPPING
INFRASTRUCTURE
Identification of
problem
Causal factors Strategies to overcome
Non availability of ,
equipments based on
new technology,
equipped labs.
classrooms,
teachers, libraries, Wi-Fi
connectivity and
research equipments
etc.
Institutes functions to
earn money they are not
bothered to provide
facilities to teachers as
well as students
Apex bodies should
check that desirous
facilities are really
provided or not
Strong frameworks for
regulation should be
implemented
Individuals and
institutions should feel
self responsibility for
providing proper
infrastructure
Accreditation should be
based national standards
8. TEACHER EDUCATION : MATRIX OF QUALITY MAPPING
INFRASTRUCTURE
Identification of
problem
Causal factors Strategies to overcome
Non integration of
research bases in
teaching and learning
Lack of creativity
Less opportunities to
reflect research based
ideas and new ideas
Language proficiency
is also impediment in
presenting creative and
innovative ideas
Lack of dialogic
exploration between
teacher and taught
Focus to promote
reflexive practice, to
build capacities of
prospective teachers to
evolve knowledge,
understanding and skills
to deal with different
learning contexts
Redesigning course
sequences according to
global needs
9. The strategic map includes six
elements and mechanisms of
implementation which
suggestive in nature. In creating
knowledge skills and
innovations, concerted efforts
and the will to succeed are very
vital in achieving qualitative
workforce.