Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Yager, robert the development of science teacher programs focus v8 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Faheem, shimaa mohamed understanding and using schiece process skills school...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Faheem, shimaa mohamed understanding and using schiece process skills sc...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to...SKMunu
In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the studentteachers
stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
Yager, robert the development of science teacher programs focus v8 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Faheem, shimaa mohamed understanding and using schiece process skills school...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Faheem, shimaa mohamed understanding and using schiece process skills sc...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to...SKMunu
In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the studentteachers
stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
Correlation of Teaching Competencies among Science and Non Science Majors and...ijtsrd
The respective roles of teachers and students in teaching and learning science have become at present on of the most important domain of science education. Thus this study was conducted to determine the teaching competency of science and non science teachers in teaching science and how it is related to student's level of mastery of science concepts in selected public secondary school in Northern Samar. This study also tried to find out the significant relationship between the teaching competence of the respondents and the student's level of mastery of science. The significant difference between the teaching competence of science and non science majors was also determined in this study as well as the significant difference in the level of mastery of science concepts between students under a science major and those who are under non science teachers. Each geographical area of Northern Samar was represented the pacific area the central area and the balicuatro area. The respondents of the study included the science and non science teachers of the said schools, chosen randomly through fishbowl method, and the students under these teachers which were chosen through random sampling method. This study utilized the descriptive correlational research design and questionnaire as its main instrument. The level of competency of teachers was found to be “highly competent†in terms of their teaching skills, classroom management and majority indicated “competent†in terms of knowledge. On the other hand, a majority of the students were found to be “low†in terms of their level of mastery in science concepts. A significant relationship was indicated between the teaching competency of teachers and student's level of mastery. Similarly, a significant relationship was found out on the test of difference between the teaching competence of science and non science majors in teaching science subjects as well as to the level of mastery of science concepts between students under science and non science major teachers. Rita D. Gordo "Correlation of Teaching Competencies among Science and Non - Science Majors and the Level of Mastery among Students in Selected Public Secondary Schools in Northern Samar, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46446.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46446/correlation-of-teaching-competencies-among-science-and-non--science-majors-and-the-level-of-mastery-among-students-in-selected-public-secondary-schools-in-northern-samar-philippines/rita-d-gordo
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.
Towards Effective Teaching and Learning of History in Nigerian Secondary Schoolspaperpublications3
Abstract: The paper examines the effective teaching and learning of history in secondary schools. Concept of learning, teaching and syllabus were also dealt with the study population consists of four secondary schools within Oyo metropolis. One hundred and fifty questionnaire were given out as a procedure for data collection and simple percentage and frequency counts were employed for data analysis. Secondary sources and descriptive method were also employed. Findings from the study revealed that government should include teaching of history in primary and secondary curriculum and it should be taught at all levels in secondary schools, and some recommendation were made.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject Science. Included are the COMPETENCIES that the learners must acquire in the course of the session
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Faheem, shima mohamed successful use of science process skills nftej v25...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
GUIDE Review section 5.4 in your text, Improved Teacher Training.docxwhittemorelucilla
GUIDE: Review section 5.4 in your text, “Improved Teacher Training and Professionalism.” Your text shares a multitude of examples that demonstrate an increase of quality in teacher training. Describe at least three factors (e.g., normal schools broadened their curricula to the training of secondary school teachers, requirement of the completion of high school to be admitted to college for teacher training, teachers must have a bachelor’s degree, development and growth of teacher training courses, Herbartianism, teacher certification, and teacher organizations) that contribute to improved teacher training in the late-19th and early-20th centuries. Select one contribution and determine if it is still prevalent today. Explain how you could improve on this contribution by using technology in your own classroom or school situation.
Chapter 5.4
5.4 Improved Teacher Training and Professionalism
Teacher training benefited from a strengthening of the curriculum and standards at the normal schools. Additionally, at the same time that the number of colleges and universities was increasing, and the role of the university evolving, many universities also established departments of pedagogy or teacher education. The entry of the universities into teacher training brought a movement to develop a science of education and a scientific approach to the learning process. The work of Johann Herbart was a major contribution to this movement.
Strengthening of the Normal School Curriculum and Standards
Between the end of the Civil War and 1900, the number of normal schools exploded from 50 to nearly 350. Unfortunately, in many of these institutions the academic background of both the faculty and students precluded them from teaching or studying at a collegiate level: High school completion was seldom required for admission, and the majority of instructors did not hold a college degree themselves (Diener, 2008). The majority of these institutions focused on the technical training of teachers rather than providing a broad liberal education.
However, as the new century advanced, improvements in the quality of faculties, students, and facilities were matched by an expansion of the curriculum. A burgeoning population had created an increased demand for elementary and common school teachers, while the secondary school movement created a concomitant demand for secondary teachers. Normal schools began to broaden their curricula to include the training of secondary school teachers, and they began to require high school completion for admission and college degrees for faculty.
During the second and third decades of the 20th century, normal schools, responding in part to competition from colleges and universities entering teacher training (described in the next section), expanded their programs from 2, to 3, and eventually to 4 years. By this time many of them were beginning to call themselves state teachers' colleges and offering B.A. degrees.
The passage of teacher cert ...
Correlation of Teaching Competencies among Science and Non Science Majors and...ijtsrd
The respective roles of teachers and students in teaching and learning science have become at present on of the most important domain of science education. Thus this study was conducted to determine the teaching competency of science and non science teachers in teaching science and how it is related to student's level of mastery of science concepts in selected public secondary school in Northern Samar. This study also tried to find out the significant relationship between the teaching competence of the respondents and the student's level of mastery of science. The significant difference between the teaching competence of science and non science majors was also determined in this study as well as the significant difference in the level of mastery of science concepts between students under a science major and those who are under non science teachers. Each geographical area of Northern Samar was represented the pacific area the central area and the balicuatro area. The respondents of the study included the science and non science teachers of the said schools, chosen randomly through fishbowl method, and the students under these teachers which were chosen through random sampling method. This study utilized the descriptive correlational research design and questionnaire as its main instrument. The level of competency of teachers was found to be “highly competent†in terms of their teaching skills, classroom management and majority indicated “competent†in terms of knowledge. On the other hand, a majority of the students were found to be “low†in terms of their level of mastery in science concepts. A significant relationship was indicated between the teaching competency of teachers and student's level of mastery. Similarly, a significant relationship was found out on the test of difference between the teaching competence of science and non science majors in teaching science subjects as well as to the level of mastery of science concepts between students under science and non science major teachers. Rita D. Gordo "Correlation of Teaching Competencies among Science and Non - Science Majors and the Level of Mastery among Students in Selected Public Secondary Schools in Northern Samar, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46446.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46446/correlation-of-teaching-competencies-among-science-and-non--science-majors-and-the-level-of-mastery-among-students-in-selected-public-secondary-schools-in-northern-samar-philippines/rita-d-gordo
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.
Towards Effective Teaching and Learning of History in Nigerian Secondary Schoolspaperpublications3
Abstract: The paper examines the effective teaching and learning of history in secondary schools. Concept of learning, teaching and syllabus were also dealt with the study population consists of four secondary schools within Oyo metropolis. One hundred and fifty questionnaire were given out as a procedure for data collection and simple percentage and frequency counts were employed for data analysis. Secondary sources and descriptive method were also employed. Findings from the study revealed that government should include teaching of history in primary and secondary curriculum and it should be taught at all levels in secondary schools, and some recommendation were made.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject Science. Included are the COMPETENCIES that the learners must acquire in the course of the session
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Faheem, shima mohamed successful use of science process skills nftej v25...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
GUIDE Review section 5.4 in your text, Improved Teacher Training.docxwhittemorelucilla
GUIDE: Review section 5.4 in your text, “Improved Teacher Training and Professionalism.” Your text shares a multitude of examples that demonstrate an increase of quality in teacher training. Describe at least three factors (e.g., normal schools broadened their curricula to the training of secondary school teachers, requirement of the completion of high school to be admitted to college for teacher training, teachers must have a bachelor’s degree, development and growth of teacher training courses, Herbartianism, teacher certification, and teacher organizations) that contribute to improved teacher training in the late-19th and early-20th centuries. Select one contribution and determine if it is still prevalent today. Explain how you could improve on this contribution by using technology in your own classroom or school situation.
Chapter 5.4
5.4 Improved Teacher Training and Professionalism
Teacher training benefited from a strengthening of the curriculum and standards at the normal schools. Additionally, at the same time that the number of colleges and universities was increasing, and the role of the university evolving, many universities also established departments of pedagogy or teacher education. The entry of the universities into teacher training brought a movement to develop a science of education and a scientific approach to the learning process. The work of Johann Herbart was a major contribution to this movement.
Strengthening of the Normal School Curriculum and Standards
Between the end of the Civil War and 1900, the number of normal schools exploded from 50 to nearly 350. Unfortunately, in many of these institutions the academic background of both the faculty and students precluded them from teaching or studying at a collegiate level: High school completion was seldom required for admission, and the majority of instructors did not hold a college degree themselves (Diener, 2008). The majority of these institutions focused on the technical training of teachers rather than providing a broad liberal education.
However, as the new century advanced, improvements in the quality of faculties, students, and facilities were matched by an expansion of the curriculum. A burgeoning population had created an increased demand for elementary and common school teachers, while the secondary school movement created a concomitant demand for secondary teachers. Normal schools began to broaden their curricula to include the training of secondary school teachers, and they began to require high school completion for admission and college degrees for faculty.
During the second and third decades of the 20th century, normal schools, responding in part to competition from colleges and universities entering teacher training (described in the next section), expanded their programs from 2, to 3, and eventually to 4 years. By this time many of them were beginning to call themselves state teachers' colleges and offering B.A. degrees.
The passage of teacher cert ...
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.
This study was conducted to investigate eighth-grade science teachers’ self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers’ responded to structured journaling activities designed to collect information about their self-efficacy for teaching with the curriculum and, later, to a survey designed to probe their self-efficacy for enacting specific elements of the curriculum. Participants reported high confidence levels throughout the study but expressed some concerns related to their local contexts.
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Cosee manuscript for national journal on teacher learningWilliam Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Yager, stuart exemplary science teacher education program nftej v 24 n3 2014
1. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
VOLUME 24, NUMBER 3, 2014
1
The Development of Exemplary Science Teacher Education
Programs over 50 Years
Stuart O. Yager
Associate Professor of Ed Leadership
Western Illinois University
Macomb, IL
Robert E. Yager
Professor Emeritus
University of Iowa
Iowa City, IA
Abstract
This article focuses on the development of exemplary science teacher education programs.
References are given to the changes that took place to the Iowa Science Teacher Education
Program at the University of Iowa. The transformation that occurred because of the Stalish
Research project and Investigating the Meaningfulness of Pre-service Programs Across the
Continuum of Teaching (IMPPACT) are highlighted. Specific results of IMPPACT for
improving science teacher education as well as the semester hours of credit for the courses
needed and developed to provide an outline for reform efforts are provided.
The Iowa Science Teacher Education Program at the University of Iowa in 1960 was like
most. It consisted of one three semester hour methods course which was required for licensure.
It was also the course required for a person minoring in -- Home Economics and Physical
Education programs (for both male and female students). The General Science major in Liberal
Arts was also recommended as the undergraduate program for pre-medicine, dentistry, and other
health fields. The “methods” course frequently enrolled nearly 200 students each semester. It
was the only course needed for teaching licensure other than 45 semester hours of science and
several general Liberal Arts courses. Specifically the General Science major included the 3 s.h.
methods course, 30 s.h. in one science and 15 s.h. in a second science area. It seemed silly to
think that teacher preparation program course could be completed with a single course taught as
a lecture in a large auditorium. This situation did not change all at once!
The research regarding new teacher preparation across the U.S. was summarized by
Newton and Watson and reported as a most interesting and needed study of teacher education
which was completed in1968. The closing statement indicates where we were as the Seventies
arrived.
A few of the most obvious trends in science education today can be highlighted rather
simply. First, the diversity of programs in science education is very great. Whether one
2. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
2____________________________________________________________________________________________
talks about methods courses, practice teaching arrangements, course requirements, or
almost any other aspects of teacher preparation programs; there are examples of almost
every conceivable pattern to be found somewhere in the nation. Second, the lack of
basic, objective evidence on the effectiveness of teacher education is striking. The
courses and programs described are almost entirely acts of faith with little or no feedback
or follow-up information to support the practices that institutions follow. In view of
some of the student comments reported in the study, the demand for a further
investigation of the effectiveness of these programs seems to be a critical priority.
Finally, the isolation of science educators from their colleagues at other institutions
seems to have some serious implications for programs for the preparation of new science
teachers. The chaos in the profession is probably one consequence of the inability of
science educators to confer about and agree upon the goals and structure of the teacher
preparation program in the sciences. The times call for a strong professional organization
to assume a leadership role in the focusing of energy and efforts in science education.
The first change in the Iowa program was the creation of a single methods course
enrolling only teaching majors – and a second one for future elementary teachers. The
elementary ones often consisted of four sections to accommodate the large number of elementary
education majors. The secondary science courses were understood to deal precisely with science
teachers preparing for licensure. The courses were taught in the University of Iowa Laboratory
School where all classes consisted of 30 students in each of grades K-6 and the doubling of that
number for 7-12 grade students. All the teachers in the regular lab school were outstanding
teachers who were working on PhDs in science education (outside of the College of Education!).
The PhD students (often more than 10) were the teachers in the lab school and so the number
changed completely over the period of five years. All were involved with numerous Action
Research projects individually and collaboratively. Two new methods courses for secondary
science teachers were developed in science (7-9 and 10-12). The number of science students in
science classes in the secondary school was limited to 20 taught for one class period – the K-6
number of students remained at 30. Since science was the only course with 20 students in
grades 7-12 – science was taught at the same time period by the teachers in separate lab rooms.
The first additional course to be added to the teacher education program was developed
and taught as an elective (later required by all) in 1959. It was constructed to match the
Worldview Domain defined as views of the meaning of science. It considered the history of
science as well as the theory and philosophy of science. The two methods courses were followed
with one course for biology and one for physical science majors (both teachers and students) for
several years. Later the Methods Courses were increased to three each involving work in regular
classrooms and schools along with teachers interested in continuing their own education and the
nature of current reform efforts.
The 70s brought several opportunities to work with federal funding for high ability
students (and often teachers interested in the reform of their science programs). Most financial
support (from NSF) for separate teacher groups was conducted for one or two months during the
summer sessions – each followed by two short courses during the following academic year.
Often there were up to five such separate sessions offered across the whole state of Iowa each
year. The greatest changes occurred in 1990s when the U.S. Department of Education funded
the Salish Research project. The leaders in the department in Washington, DC helped choose the
3. STUART O. YAGER AND ROBERT E. YAGER
____________________________________________________________________________________________3
universities and programs to assure that all types of science teaching preparation would be
involved in a verity of colleges. The ten universities selected shared the research results arising
from their teacher education programs. This was a change from the original use of involving
only students enrolled in major research universities. All programs were planned to also
improve teaching and teacher actions designed to assist student use of their study efforts in their
personal lives.
As the reform efforts were underway, it was interesting, to note that four of the ten Salish
school settings had two types of licensure – one totally on campus and one that was offered in
schools where they assumed part-time teaching rolls. These programs used outlines to meet
those offered on campus. These teachers and students were assigned to teach while working to
complete licensure courses. A newly funded program (1996-99) noting difference in the route
for licensure was funded with a separate grant from the MacArthur Foundation and termed Salish
II. It was a program that prepared teachers for incomplete licensure – during the first few years
before being fully licensed. Two programs developed as teacher interns were not used for Salish
I offering -- but with classes funded separately over three years with instruction on campus
involving fully University staff. The Salish II efforts also involved school administrators, and
some of the varying faculty with credentials for at least three or four years of experience. The
major finding from the MacArthur effort revealed that more teachers were needed to plan and
develop exemplary science programs. Exemplary science teaching cannot be only methods
courses with focus on methodology and involving science teachers with selected classes of
students – often enrolling the 30 students. Many of the eight courses required on campus were
considered as valuable requirements for others to use. Certainly the focus was on research,
specific school projects, and varied opportunities to work as co-collaborators with one another.
As student research continued with reports of science education research, there was great
interest in trying some of the examples and new ideas. Initial results were reported to other
researchers and used for exchange at professional organization programs. These other major
researchers were invited to try at least two of the reform ideas from the Iowa program. Their
research was defined as Salish III and involved 15 new universities. It was used to gain more
information regarding use of the original changes in programs in the ten Salish I universities.
The results illustrated the power of collaboration and its effect on teacher learning. Science
teacher reform was professed as being a science itself. This means it starts with questions,
attempts to answer, and collecting evidence to support it. Too many still seem to miss the point,
and the meaning, of making sense about where all are actually “doing” science.
Major Salish findings were:
1. Students were much more likely to believe they could express their opinions about
classroom instruction than to believe they could actually play a role in the decision
making about that instruction.
2. Science students understood better the nature of science.
3. Student classes were seen by science students as more relevant to their daily lives.
4. Students were able to apply science concepts and process skills in new situations.
One of the original researchers with Salish I was selected to head a new program at Syracuse
University – using ideas from the Salish I, II, and III. That was John Tillotson who proposed a
project to extend Salish into another major research effort. This new research effort was titled:
4. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
4____________________________________________________________________________________________
Investigating the Meaningfulness of Pre-service Programs Across the Continuum of Teaching
(IMPPACT) with major funding from NSF. It was offered as an attempt to define specific
research efforts and to respond to the 1968 findings reported earlier by Newton & Watson.
The IMPPACT (2004-2012) continues with new and enlarged research efforts. The
IMPPACT project has existed over a decade and has resulted in more evidence of what is needed
for an exceptional program, especially from the Iowa and Syracuse programs. North Carolina
State was selected as one of the original Salish projects but as one to provide comparisons like
the typical one year methods program that was required for “the” major course offering. There
was very little effects of science teaching in the schools beyond a single course required of
students prior to their student teaching. This “least changed” program involved with IMPPACT
consisted of only one methods course, only developed for undergraduate students, and involved
virtually no students being required to teach via specific projects. There was little or no student
experience with collaborative teaching and learning. The one unique difference was the focus
and ties to research for science educational technology. Again this was direction translating
from teacher to student.
The two fundings for Salish and IMPPACT consist of eight course ingredients for
licensure and general physiology. Figure 1 indicates the semester hours of credit for the
courses needed and developed to provide an outline for reform efforts. A basic feature of the
reforms started with separate classes consisting of eight semesters of program credits and
descriptions reporting on evidence of success for the enlarged teacher education program per se.
The specific results of IMPPACT for improving science teacher education are:
1. Stressing the nature of science and how it affects daily living, problem resolutions, and
continuing active involvement.
2. Stressing the meaning of STEM education efforts – beyond the individual four science
disciplines.
3. Stressing that science teachers must learn to practice science and use it as a basis for
teaching, i.e., start with student questions, their proposed answers, ways of collecting
evidence to support ideas, and sharing the results of the whole process with others.
4. Preparing exemplary science teaching to be a collaborative enterprise which
continues throughout a lifetime.
5. STUART O. YAGER AND ROBERT E. YAGER
____________________________________________________________________________________________5
A. Courses for Credit
1. A Major in one science area 30 s.h.
(i.e., biology, chemistry, physics, earth science)
2. An additional science minor 12 s.h.
3. Three methods courses over three semesters 9 s.h.
(focusing on elementary, middle, and high school)
4. A field experience in a school coordinated with 9 s.h.
each methods course
5. A science research experience dealing with STEM 9 s.h.
for a semester (lasting a full year or two)
6. Four applications of science courses 12 s.h.
(one for each major science discipline)
7. Three courses in the “Social Sciences of Science” 9 s.h.
(philosophy, history, sociology)
8. Research projects for publications, thesis, vita preparation 3 s.h.
Total 93 s.h.
B. Teacher Education Licensure Efforts Aside from “Courses”
1. A continued use of Teacher Leaders like those in the Iowa Chautauqua Program.
2. Communication with university instructors for at least three years after licensure.
3. Experiences with “Doing” real science in courses or as separate projects (not Textbook or Lab
Manuals!).
4. Consider wider definitions and uses of “Science in Society” that focus on current, local, and
personal issues.
5. Planning collaborative projects with practicing teachers designed to deal with real problems
(instead of using only what is in textbooks and/or lab manuals – or even National Standards!).
6. Collaboration regarding M.S. research -- often with Teacher Leaders who meet the graduate
requirements.
7. Coordinate program with National Standards regarding teaching and student assessment of learning.
8. Practice with organizing and evaluating reform efforts.
Figure 1. Features of most “successful” science teacher education programs.