This study examined the concerns of 560 primary school teachers in Ahmedabad, India about including students with disabilities in their classrooms. The teachers reported being moderately concerned overall. They were most concerned about a lack of infrastructural resources and least concerned about a lack of social acceptance of students with disabilities. The teachers' concerns differed based on their gender, qualifications in special education, teaching experience, and the number of students with disabilities in their classes. The study aimed to identify teachers' concerns to help address barriers to inclusive education in India.
CHALLENGES TO TEACHER EDUCATION IN 21ST CENTURY : IN THE LIGHT OF INCLUSIVE ...Rajnish Kumar Arya
This presentation is prepared to focused the Challenges for Teacher Education in India especially Chattisgarh, in the 21st to realize the dream of Universalizetion of Elementary Education
Inclusive Education & Its Implication in Classroom TeachingRajnish Kumar Arya
For this presentation, in-service Itinerant Teachers were population. Here I tried to cater their needs. Before preparing it, they were given a questionnaire containing 40 items. After analyzing its result I come to know their requirement.
Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given during her visit to Yekaterinburg, Russia, sponsored by the US Consulate General in Yekaterinburg.
CHALLENGES TO TEACHER EDUCATION IN 21ST CENTURY : IN THE LIGHT OF INCLUSIVE ...Rajnish Kumar Arya
This presentation is prepared to focused the Challenges for Teacher Education in India especially Chattisgarh, in the 21st to realize the dream of Universalizetion of Elementary Education
Inclusive Education & Its Implication in Classroom TeachingRajnish Kumar Arya
For this presentation, in-service Itinerant Teachers were population. Here I tried to cater their needs. Before preparing it, they were given a questionnaire containing 40 items. After analyzing its result I come to know their requirement.
Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given during her visit to Yekaterinburg, Russia, sponsored by the US Consulate General in Yekaterinburg.
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
Running head TEACHER PREPARATION PROGRAMS .docxtodd521
Running head: TEACHER PREPARATION PROGRAMS 1
TEACHER PREPARATION PROGRAMS 2
Teacher Preparation Programs
Teacher Preparation Programs
Abstract
Poor attitudes towards teacher training programs by the policymakers have had a huge impact on the education of children with disability. This has been contributed by the continuous poor speculations and perceptions among the key stakeholders who argue that the programs have not had a huge impact on the students not the teachers in their teaching techniques in school. Teachers who have attended teacher training programs have not showed any impact on their way of handling students with disabilities. This perception has grounded the growth of teacher training programs not only in the country but all over the world. This calls for research into the need for teacher training programs. This research is aimed at filling the gap between the perceptions and the teacher training programs. The findings of this research are projected to prove the existence of poor attitude towards the training of teacher’s programs. In addition, the research projects that there is a great impact on a teacher training program which has been shown by teachers teaching in special schools. There is also a connection between teacher training programs and quality education provision for students with various disability. The research also projects recommendations which can ensure that teacher training programs which has attracted poor attitudes can be transformed in order to provide quality education to students with special needs. The recommendations include integration of teacher’s coursework with hands-on practical to enable teachers to relate the two, carry out more research of importance of teacher training programs and also determine the impact of teacher training on students with special needs. The research applies a quota qualitative sampling method in the selection of the sample size. The sample group for the research is teacher training programs, special school teachers and lastly the education department for special education was chosen involving 2000 participants which gave a 100% representation. Data collected included the use of questionnaires and interviews for primary data and journals, articles and documentaries for secondary data. Data presentation used tables, charts and graphs. Analysis of the collected data applied narrative analysis in analyzing secondary data and discourse analysis in analyzing primary data. The results were presented widely and discussed to give a clear picture of the findings from the research study. All the research data from the research were also summarized to come up with a conclusion. The study has also cited gaps in the previous studies and given necessary suggestions which should be welcomed and used in the transformation of attitudes.
Inclusion in Physical Education: Changing To Includeinventionjournals
The debate on the inclusion of children with disabilities in mainstream schools has increased in recent years due changes in education policy. From this, many teachers began to rebuild their teaching practices in order to obtain the participation of all students in activities, including those students who had some type of disability. This paper aims to discuss some pedagogical strategies that can promote the inclusion of children with disabilities in Physical Education classes, founded in the area literature. The results show that the the pedagogical practice of physical education teacher should be planned, well executed and new knowledge must be generated so that the activity objectives are achieved safely and benefit of all students.
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Let’s end the debate about whether toinclude students with s.docxsmile790243
Let’s end the debate about whether to
include students with severe disabilities
in the general education classroom (see
box, “What Does the Literature Say?”).
Let’s focus on how and when and where.
This article provides helpful perspectives
and suggestions for teachers, students,
and parents in the struggle to provide an
appropriate education for all students.
Here, we provide a cascade of inte-
gration options for inclusion. These
integration options are based on the
work of many researchers (Bradley,
King-Sears, & Tessier-Switlick, 1997;
Giangreco, Cloninger, & Iverson, 1998;
Janney & Snell, 2000; Stainback &
Stainback, 2000).
In these options, we have applied
content area instruction to inclusive set-
tings, using a case example. We have
also outlined a system designed to facil-
itate collaborative planning between
general and special education teachers,
using a student’s individualized educa-
tion program (IEP) as a foundation for
decision making. Use of the IEP ensures
that educational programming is both
individualized and integrated with the
general classroom curriculum.
The Cascade of Integration
Options
The Individuals with Disabilities
Education Act (IDEA) promotes the con-
cept of placement of students with dis-
abilities into the least restrictive envi-
ronment (LRE). The concept of LRE is
based on the belief that educators must
provide a range of placement options
(Mastropieri & Scruggs, 2000; Thomas &
Rapport, 1998). A cascade of placement
options can range from the home-school
and general education class setting to
institutional placements. This cascade
of services highlights the need to indi-
vidualize and base decisions for place-
ment on the student’s unique needs.
As noted, schools and districts are
placing more students with severe dis-
abilities in general education settings. But
placement alone is insufficient to guaran-
tee that the student with disabilities will
benefit educationally. The optimal inte-
gration option is based on two factors:
• The type of activity undertaken in the
general education setting.
• The objectives stated on the student’s
IEP.
Decisions about including a student
with severe disabilities are frequently ori-
ented toward fitting the student into the
existing general education classroom
activities and focus primarily on social
integration (Scruggs & Mastropieri,
1996). The social integration focus
negates the opportunity for the “includ-
ed” student to receive instruction in con-
tent areas. Although we acknowledge the
value of social integration, we advocate
that programming should emanate from
the student’s IEP objectives. Teachers
should consider content area coursework
as a means by which the student may
meet his or her IEP objectives. For exam-
ple, teachers can address many objec-
tives from the IEP in the general educa-
tion setting by considering a range of
adaptations and accommodations.
The Cascade of Integration Options
illustrates a range of accommodations
for students wit ...
School districts are in the process of adopting theResponse .docxanhlodge
School districts are in the process of adopting the
Response to Intervention (RTI) approach to identify
and remediate academic and behavioral deficits. As
an integral member of the school behavior team, school
counselors must use data on individual interventions
to contribute to the data-based decision making process
in RTI. This article presents a method and rationale
to use behavioral observations to determine the effica-
cy of focused responsive services. It includes implica-
tions for school counseling practice.
I
n the years since the reauthorization of the
Individuals with Disabilities Education
Improvement Act (IDEA; U.S. Department of
Education, 2004), many school districts have adopt-
ed the Response to Intervention (RTI) approach to
addressing academic and behavioral difficulties as an
alternative to the traditional special education assess-
ment model (Shores, 2009). The passage of IDEA
2004 was noteworthy because it brought about a fun-
damental change in how students may be qualified for
special education services (Buffum, Mattos, & Weber,
2009). Under IDEA 2004, states are no longer
required to pursue the lengthy and controversial
process of identifying a severe discrepancy between
achievement and intellectual ability (Fletcher &
Vaughn, 2009). Instead, educators may use an RTI
process to identify and address learning and behavior
problems as quickly as possible in a child’s education.
Broadly defined, RTI is a school-wide, multi-
tiered approach requiring teachers and support per-
sonnel to implement school-wide, research-based
practices and frequently assess student progress in
two domains, academics and behavior. When a stu-
dent fails to respond to system-wide interventions,
small group or individual interventions are applied
with greater intensity. As members of school inter-
vention and student support teams, school coun-
selors have long contributed to the group of educa-
tors who hear concerns and formulate plans to sup-
port students at risk of school failure. Under IDEA
2004, school counselors, like other team members,
are now required to utilize data to drive this inter-
vention planning process for individual students.
Fortunately, the recent focus on accountability in
the counseling literature has equipped school practi-
tioners with the mindset and skills to collect and ana-
lyze data effectively (Astramovich, Coker, & Hoskins,
2005; Dahir & Stone, 2009; Dimmitt, 2010;
Dimmitt, Carey & Hatch, 2007; Loesch & Ritchie,
2009). In fact, the methods for analyzing school-wide
academic and behavioral indicators and engaging in
data-based decision making have been promoted as a
“new cornerstone of effective school counseling prac-
tice” (Poynton & Carey, 2006, p. 129). However,
fruitful participation in an RTI process at the more
intensive services level will require that school coun-
selors translate these systematic data-based skills to the
individual responsive services level.
The purpose of this article is to intro.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.