Distribution by Scientific Domains
Distribution within Education

Kinds of Teachers

  • art teacher
  • beginning teacher
  • chemistry teacher
  • classroom teacher
  • clinical teacher
  • education teacher
  • effective teacher
  • elementary school teacher
  • english teacher
  • experience teacher
  • female teacher
  • foreign language teacher
  • good teacher
  • high school teacher
  • individual teacher
  • language teacher
  • many teacher
  • new teacher
  • novice teacher
  • preservice teacher
  • primary school teacher
  • school science teacher
  • school teacher
  • science teacher
  • secondary teacher
  • student teacher
  • support teacher
  • trainee teacher
  • woman teacher

  • Terms modified by Teachers

  • teacher assessment
  • teacher attitude
  • teacher behaviour
  • teacher belief
  • teacher development
  • teacher education
  • teacher education program
  • teacher educator
  • teacher evaluation
  • teacher expectation
  • teacher experience
  • teacher identity
  • teacher intervention
  • teacher knowledge
  • teacher learning
  • teacher perception
  • teacher practice
  • teacher preparation
  • teacher preparation program
  • teacher professional development
  • teacher quality
  • teacher rating
  • teacher report
  • teacher report form
  • teacher support
  • teacher training
  • teacher used
  • teacher views

  • Selected Abstracts


    EDUCATIONAL THEORY, Issue 1 2009
    Jim Garrison
    These include nurturing caregiver, guardian of morality, champion of the global economy, self-sacrificing do-gooder, cultural worker, intellectual, tyrant, and many more metaphors. Jim Garrison's essay introduces another figure, a mythological persona, to the pantheon of images depicting the school teacher , the Trickster. Tricksters are masters of multiple interpretation that cross, bend, break, and redefine borders. Garrison concentrates on prophetic tricksters that create openings in closed structures to reveal hidden possibilities. In practice, many teachers are tricksters. They know how to maneuver in, around, and through rigid bureaucratic structures and standards to connect with their students and make a difference while exercising creative autonomy in the classroom. Garrison's essay provides examples of trickster teachers drawn from literature depicting classroom practice. [source]


    First page of article [source]

    Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons From an African American Teacher in a Suburban English Classroom

    CURRICULUM INQUIRY, Issue 4 2005
    ABSTRACT The author sought to understand an African American English teacher's multicultural curriculum transformation and teaching in a suburban, mostly White, high school. Building on Banks's (1998) model of multicultural curriculum integration, the study focused on a context that might otherwise be ignored because there was not a large student-of-color representation in the school. The teacher in the study was operating at one of the highest levels of Banks's model, the transformational approach. Although the teacher shared characteristics with many of the Black teachers explored in the literature, there was one important difference: much of the research and theory about Black teachers and their instruction focus on Black teachers and their effectiveness in predominantly Black settings. The Black teacher in this study taught in a predominantly White teaching context. The study suggested that even teachers highly conscious of race, culture, gender, and ethnicity may find it difficult to reach the highest level of Banks's model: the social action approach. Implications of this study suggest that multicultural curricula can be well developed and received in a predominantly White setting as long as the curriculum is thoughtfully and carefully transformed. However, the study pointed out that the pervasive discourses and belief systems against multicultural education in a school can discourage highly effective curriculum transformers, and there is a great need to help critically minded teachers persevere in the face of such adversity. [source]

    Being a Good Teacher of Black Students?

    CURRICULUM INQUIRY, Issue 4 2005
    Unintentional Racism, White Teachers
    ABSTRACT This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self-identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By examining the roles and related practices of these teachers, I highlight the disconnect between what researchers have identified as good practices for teaching students of color and how these teachers understand themselves as good teachers. I describe how the roles that each of these four teachers adopted relate to the perpetuation of Whiteness and how such a relation is embedded in their everyday teaching practices and might function to sustain racist practice and ideology in the schooling of students of color. Findings suggest that the ways that these teachers understood their roles as teachers of Black students are intimately linked to how closely their practice represented what is known as culturally relevant pedagogy. [source]

    Walter LaFeber: Scholar, Teacher, Intellectual

    DIPLOMATIC HISTORY, Issue 5 2004
    First page of article [source]

    Web-based virtual patients in dentistry: factors influencing the use of cases in the Web-SP system

    N. Zary
    Abstract We studied the students' acceptance and utilization of virtual patients (VPs) authored by faculty using the Web-SP system over two consecutive years. We also studied factors of importance for the utilization of VPs for self-assessment. Both year-groups studied found the Web-SP system easy to use and their overall opinion of Web-SP was positive (Median: 5, p25-p75: 4-5). They found the VPs engaging, realistic, fun to use, instructive and relevant to their course. Students used, on average, 9.68 VPs per course, which constitutes 43 percent of the available VPs. The number of VPs available seemed to be sufficient for the target course, even if some of the students preferred a higher number of VPs. Of the VPs encountered, 71% (CI: 68-75%) were VPs with feedback, and correspondingly 29% of the VPs chosen were without feedback. The difference in utilization between both types of VPs was significant, at p < 0.001. Thus, the students clearly favoured VPs with feedback compared to VPs without feedback. There were three modes of engagement in which the VP was utilized. Mode 1 was the preferred mode for VPs without feedback, while mode 3 was dominant for VPs with feedback.. Whether or not a VP was selected for review during a teacher led seminar or not, did not affect student behaviour, at least on the surface. Teacher led seminars may still be of importance to provide credibility to the VPs by integrating them into the curriculum. [source]

    J.G. Granö and Edgar Kant: Teacher and Pupil, Colleagues and Friends

    Olavi Granö
    Abstract This paper is adapted from an address given at the plenary session of the conference 'From Native and Landscape Research to Urban and Regional Studies, held in Tartu on 23 August, 2002, to mark the birthdays of J.G. Granö (120 years.) and Edgar Kant (100 years). The Finnish geographer J.G. Granö was Professor of Geography at the University of Tartu from 1919 to 1923, a period during which that university became the birthplace of many original geographical ideas. Edgar Kant was beginning his studies at that time, and a link was forged between the two scholars which lasted until Granö's death in 1956. The nature of this interaction and its significance for the history of geographical studies are discussed. [source]

    The Making of the Victorian Campus: Teacher and Student at Amherst College, 1850,1880

    J.M. Opal
    First page of article [source]

    Teacher,child interactions: relations with children's self-concept in second grade

    Geertje Leflot
    Abstract This study examined whether teacher,child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher,child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self-concept. Finally, these teacher,child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls. Copyright © 2010 John Wiley & Sons, Ltd. [source]

    Making Art, Teaching Art, Learning Art: Exploring the Concept of the Artist Teacher

    James Hall
    The article explores the concept of the artist teacher, drawing upon an overview of relevant literature and two related pieces of research: the first investigated practices within the Artist Teacher Scheme (ATS); the second sought to understand the perceptions of practice-based coursework in an MA Art Education programme at Roehampton University in London. Commonalities and differences between the perceptions and understandings of artist teachers (including masters' students), their tutors and gallery educators were explored. The data for each piece of research were collected through unstructured, open-ended interviews. A significant reflexive and autobiographical dimension for the research was motivated by my own identity as an artist teacher, and by the exploration of reflective practice as a potential framework for realising and sustaining an artist teacher identity and practice. The research concluded that connections between art practice and teaching are complex, diverse, difficult to articulate, challenging to implement and do not easily lend themselves to simple impact measurement. The ATS operates in a context that includes languages, cultures and identities from frameworks in education and art that can be both complementary and oppositional. Artist teachers need to develop skills of negotiation through which they can articulate and continuously reappraise their art practice and, at an appropriate stage, use that practice to inform their teaching. [source]

    (Re)constructing the Head Teacher: Legal Narratives and the Politics of School Exclusions

    Daniel Monk
    School exclusions are a site of political and social contestation and in recent years statutory reforms and popular demands have focused on increasing the autonomy of head teachers. This article explores this trend and questions why, in a culture of human and children's rights, head teachers have such extensive powers within their schools and why law has, to a large extent, failed to provide a check on these powers. It does so not by doctrinal analysis of domestic and human rights law but, rather, by enquiring into how legal narratives construct the role of the head teacher and by locating the practice of exclusions within a broader social and political context. It suggests that demanding that the head teacher be unfettered in his or her decisions relating to exclusions ought not to be understood as a policy of ,non-intervention' or a return to a ,reassuring' past but, rather, as a contemporary policy that reinforces the construction of excluded pupils as marginalized non-citizens. [source]

    How Shall They Learn Without a Teacher

    Nancy K. Lowe RN, PhD Editor
    No abstract is available for this article. [source]

    Professor William I. Higuchi: Teacher and scientist

    Norman Ho
    First page of article [source]

    Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefs

    Sarah Elizabeth Barrett
    Abstract The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in-depth interviews, while the participants (n,=,12) were enrolled in a 9-month teacher education program at an urban university in Canada. Our data analysis revealed that beliefs about teaching physics and chemistry using SSI derive from a complex web of fundamental beliefs exemplified by four archetypes representing the subject-specific identities of our teacher candidates,Model Scientist/Engineer, Model Individual, Model Teacher, and Model Citizen. Furthermore, we found that the justification for belief change required by a particular teacher candidate depends on these subject-discipline identities. Thus, the presence of each archetype in preservice classrooms has ramifications for the way a teacher educator should encourage his or her students to include SSI in their teaching. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 380,401, 2010 [source]

    Collaborating for Student Success: Perspectives from the MetLife Survey of the American Teacher

    A. Richardson LoveArticle first published online: 15 JUL 2010
    First page of article [source]

    Taking the Golden State Path to Teacher Education: California Partnerships Among Two-Year Colleges and University Centers

    Linda Serra Hagedorn
    This chapter describes the current teacher credentialing situation in California, the community college Teacher and Reading Development Partnership (TRDP) program, and six California community college programs dedicated to the elimination of an acute teacher shortage. [source]

    Professor Ludwig M. Lachmann (1906-1990): Scholar, Teacher, and Austrian School Critic of Late Classical Formalism in Economics

    Stephan Boehm
    Ludwig M. Lachmann was born in Berlin in 1906 and died in Johannesburg in 1990. For more than forty years, until his retirement in 1972, Lachmann established himself as a prominent South African economist and for a time served as head of the economics department at the University of Witwatersrand. From 1974 to 1987, he worked with Professor Israel Kirzner in New York City to give new shape and life to the older Austrian school of economics. Lachmann influenced a small army of modern Austrians to discard the elaborate formalisms of orthodox economics for a "radical subjectivism" that had its roots in the teachings of the founder of the Austrian school, Carl Menger. Here a small platoon of scholars offer their thoughts about Lachmann, his contributions to economic reasoning, and his eccentric but engaging character. First hand reports explain what their mentor taught and what his students took away. Lavoie makes the case that Lachmann's "radical subjectivism" took a rhetorical turn toward the end of Lachmann's career in New York City. In addition, Kirzner reports on his long and most productive relationship with Lachmann and provides additional insights about the seminal role of the Austrian Economics Seminar at New York University from 1985 to 1987 in giving shape to the modern Austrian revival. This article is the written version of a "Remembrance and Appreciation Session" held on June 28, 1999 at the History of Economics Society meeting at the University of North Carolina in Greensboro. It is one of an ongoing series that appears in the July issues of this journal. [source]

    Surprise Endings: Cephalus and the Indispensable Teacher of Republic X1

    Patrick McKee
    Plato imputes an important form of understanding to Cephalus in Book I of the Republic and revisits it at the end of Book X. Plato's astute observations of mental life in old age tie Cephalus' conversation to the concept of "life review" in contemporary geriatric psychology. This provides the basis for an argument that Cephalus exemplifies the indispensable teacher described in Book X, and this raises interesting new epistemological and ethical issues. Finally, I ask why commentaries on the Republic have overlooked this theme, and argue that an ageist bias against Cephalus has distorted commentators' reading of the text. [source]

    Martin Stutzmann: Editor, Teacher, Scientist and Friend

    Manuel Cardona
    On 2 January 1995 Martin Stutzmann became Editor-in-Chief of physica status solidi, replacing Professor E. Gutsche, who had led the journal through the stormy period involving the fall of the Iron Curtain, the unification of Germany and the change in its Eastern part, where physica status solidi was based, from "socialism as found in the real world" (a German concept) to real world capitalism. In 1995 it was thought that the process had been completed (we should have known better!) and after the retirement of Prof. Gutsche the new owners of physica status solidi (Wiley-VCH) decided that a change in scientific management was desirable to adapt to the new socio-political facts and to insure the scientific continuity of the journal. Martin had moved in 1993 from my department at the Max-Planck-Institute to Munich where he soon displayed a tremendous amount of science man- agement ability during the build-up of the Walter Schottky Institute. The search for a successor as Edi- tor-in-Chief was not easy: the job was not very glamorous after the upheavals which had taken place in the editorial world following the political changes. Somebody in the Editorial Boards must have suggested Martin Stutzmann. I am sure that there was opposition: one usually looks for a well-established person ready to leave his direct involvement in science and take up a new endeavor of a more administrative nature. Nevertheless, the powers that be soon realized that Martin was an excellent, if somewhat unconventional candidate who had enough energy to remain a topnotch scientist and to lead the journal in the difficult times ahead: he was offered the job. In the negotiations that followed, he insisted in getting the administrative structures that would allow him to improve the battered quality of the journal and to continue his scientific productivity. Today we are happy to see that he succeeded in both endeavors. The journal has since grown in size and considerably improved its quality. Martin Stutzmann's scientific output has continued and today he can be found listed among the 400 most cited physicists worldwide. According to the Institute of Scientific Information (ISI) he has published nearly 400 articles in source journals; they have been cited over 4600 times. His scientific visibility has been partly responsible for the success of the journal under his leadership. When he took over in 1995 the Impact Factors of physica status solidi (a) and (b) were about 0.5. Now they oscillate around 1.0. The journals occupy places 30 (a) and 29 (b) among the 57 condensed matter publications listed in the ISI. Six years ago these places were 34 (a) and 30 (b). The journal is even better placed with respect to the so-called cited half-life which is 8.2 years for pss (a) (place 16 among 57) and 6.7 years for pss (b) (place 20 among 57). Martin, of course, has contributed with his original publications to the success of the journal, having published 36 articles in pss(a) and 32 in pss(b). I would like to some of the editorial decisions implemented under Martin's leadership. They have been largely responsible for the quantitative improvements just described. Martin introduced international standards of peer review, usually involving two anonymous referees: The increase of the rejection rate from ca. 20% to 60% followed. He discontinued the Short Notes, which had become nearly irrelevant, and replaced them, in 1997 by Rapid Research Notes (today Rapid Research Letters) with especially strict reviewing rules and a rather attractive layout. Martin's participation in many international conferences and their organization gave him a handle to acquire the publication of conference proceedings. Organizing committees usually prefer publication in international journals rather than special books because of their guaranteed future availability in libraries and the partaking in the reviewing procedure. The journal became increasingly popular along these lines, a fact which moved Martin to launch in 2002 part (c) of the journal, devoted mainly, but not exclusively, to conference articles. Martin also introduced the publication of Feature Articles, topical issues, and the instrument of the Editor's Choice to highlight articles deemed to be especially interesting. He appointed Regional Editors (6 at this point) which represent the journal in important geographic regions. He also brought the journal online, a must these days. The upheavals that followed the collapse of most of the communist world, the rapid development of science in many emerging nations and the enhanced competitiveness, even in the developed countries, have not ebbed out. Some of them are particular damaging to the reputation of science in a world increasingly skeptical of its values. I am thinking of scientific misconduct and outright fraud, in the form of plagiarism and data fabrication. physica status solidi was also afflicted by this plague: after all, it happened in the best of families. Two of the most notorious offenders of the past decade, J. H. Schön and Y. Park, also visited physica status solidi. In two courageous editorials Martin Stutzmann and Stefan Hildebrandt (Managing Editor of the journal) rapidly exposed these cases of misconduct together with other cases in which there was also good reason to suspect misconduct. Some of the articles involved were rapidly retracted by the authors, others were not. It is reassuring to say that none of them had any impact worth mentioning (1,3 citations, mostly by the authors themselves or in the editorials just mentioned). Only few journal editors dared to convey to the readers a warning that some work of those authors may be faulty even if no air-tight proof was available. However, Martin and Stefan did. We wish that Martin will remain at the helm at least another decade, before he switches to research on the liquid state as practiced in Southern France. [source]

    Richard E. Neustadt as Teacher and Mentor: A Personal Reflection

    Stephen J. Wayne
    No abstract is available for this article. [source]

    Further validation of the Systematic Screening for Behavior Disorders in middle and junior high school,

    Michael J. Richardson
    The Systematic Screening for Behavior Disorders (SSBD), a screening system to identify elementary students at risk for emotional and behavioral disorders, was evaluated for use in middle and junior high schools. Teachers completed SSBD Stages One and Two on students in grades 6 to 8 who had characteristics of internalizing or externalizing disorders. Teacher, parent, and self-rating forms of the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Skills Rating System (SSRS) were also completed on 66 students nominated via the SSBD as at risk for internalizing and externalizing problems. Office discipline referrals and grade point averages, for students nominated at SSBD Stage One, were compared with nonnominated students resulting in medium to large effect sizes. Small to moderate correlations were also found between SSBD Stage Two scores and ASEBA and SSRS scores, including several from the parent and student forms. © 2009 Wiley Periodicals, Inc. [source]

    Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools

    Carolyn Webster-Stratton
    Background:, School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent,school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods:, This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents' involvement. Part of the curriculum involved promotion of lesson objectives through the teachers' continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results:, Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions:, These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children. [source]

    One-Way Ticket: A Story of an Innovative Teacher in Mainland China

    Associate Professor Huhua Ouyang
    This article is based on a true story about a Chinese teacher who applied an innovative pedagogy in her rural hometown in mainland China. It unfolds the highly complex and often dangerous remaking of ideologies and power relations inherent in pedagogical reform as a microcosm of other concomitant changes in the society at large. It also reflects the inadequacy of teacher education in preparing teachers to survive the micropolitics of the seemingly neutral or beneficial-to-all education reform. [source]

    ,Literature Can Be Our Teacher': Reading Informal Empire in El inglés de los güesos

    First page of article [source]

    New methodologies in teaching e-structural mechanics using WWW,

    Carmelo Maiorana
    Abstract A recently initiated phase of experimentation and research in the online Distance Learning (DL) is here described. The project has been developed by the Department of Construction and Transportation Engineering of the Faculty of Engineering at the University of Padua along with the well-established e-learning experience of the SSIS Veneto (Institute for the Formation of Secondary School's Teachers) of Cŕ Foscari,University of Venice, in collaboration with the webmaster management of TCN-EnginSoft of Padua. The work deals with teaching methodologies supported by the net, computer communication and information technologies, finalized to give both widespread access to useful resources and to create a more flexible exchange due to net communication. The experimentation of using web-based technologies to support traditional teaching for working students is described; in fact, Internet-based innovations offer opportunities for a curriculum improvement to those categories of students who could be considered at a disadvantage, like worker students or students with ear or motion deafness. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 16: 189,210, 2008; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae20167 [source]

    Listening to Students, Negotiating Beliefs: Preparing Teachers for Urban Classrooms

    CURRICULUM INQUIRY, Issue 2 2008
    ABSTRACT Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003). The article focuses on how four teachers attempted to adopt a listening stance in their classroom practice, while also responding to the constraints of the standardized curriculum of their district. We conclude that the process of negotiating among teachers' beliefs, practices introduced in a teacher preparation program and district mandates is a critical practice for teachers to learn. We further suggest that in the current climate of high-stakes testing and mandated curriculum, explicit teaching of negotiation skills is likely to support more teachers to enter into and remain in classrooms. [source]

    Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted by Australian History Teachers

    CURRICULUM INQUIRY, Issue 3 2007
    ABSTRACT In this article, I present an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). This analysis was part of a larger doctoral project (2000,2005) in which I employed critical qualitative inquiry to compare and contrast the contribution that two subject teaching associations (science and history) make to the project of teacher professionalism in Australia. My aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association. In this article, I present findings from the case account of the HTANSW,an organization that operates locally as a professional teacher community and a representative organization for school-based history teachers. This case account details the manoeuvrings of an association that powerfully asserts an expansive role for history teachers as both contributors to, and critical commentators on, curriculum policy. In this article, I conceptualise the actions of this association as an enacted form of teacher professionalism. Drawing on study findings, I explicate my conception of professionalism as an enacted discourse of power and I show how this discourse is enacted in subject-specific ways. [source]

    Exploring Whiteness and Multicultural Education with Prospective Teachers

    CURRICULUM INQUIRY, Issue 1 2002
    Alice McIntyre
    In this article, I describe how I initiate an examination of whiteness with predominantly white students in teacher preparation programs by the use of group collages,a pedagogical tool that combines visual, textual, and oral representations of subject matter. In doing so, I illustrate one of the ways teacher educators can provide students with opportunities to (1) "see" whiteness as an integral aspect of educational discourse, (2) fix their gaze on themselves as a collective racial group, and (3) engage in processes aimed at changing beliefs, stereotypes, and practices that reproduce social and educational injustice. [source]

    Evaluation of the knowledge of the treatment of avulsions in elementary school teachers in Rio de Janeiro, Brazil

    Luciana Fernandes Pacheco
    Abstract ,,,Avulsions are very common in a school setting. Teachers are often requested to help in such emergency situations. A survey consisting of seven simple questions regarding dental avulsion was answered by 60 teachers from five different elementary schools in Rio de Janeiro, Brazil, in order to evaluate their knowledge on the subject and establish a guideline to be followed when an accident of this type happens. A lack of technical information was observed among the teachers; most of them answered intuitively rather than on an informative basis. This study showed the need of a more effective communication between dental professionals and school teachers in order to better handle dental emergencies. [source]

    Teachers, Schools, and Academic Achievement

    ECONOMETRICA, Issue 2 2005
    Steven G. Rivkin
    This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality. [source]