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School Teachers (school + teacher)
Kinds of School Teachers Selected AbstractsNetworking School Teachers to Promote Better Practice in the Teaching of Science across EuropeEUROPEAN JOURNAL OF EDUCATION, Issue 4 2009SUZANNE GATT Teachers are often confined to their classrooms with limited or no time to share with colleagues the difficulties they face, their concerns, and their successful initiatives. This leads to a situation where they end up teaching in ways and approaches they believe to be best with no chance to know how others may be approaching similar difficulties in different and potentially more effective ways. Teachers do not have the opportunity to share and collaborate on projects with other education professionals, as their daily routine confines them to their school premises. This article discusses how the Comenius 3 project ,Hands on Science' has helped to create a network through which regular meetings in the forms of conferences on science for teachers were and are still organised to promote good practice in science teaching. The method used for connecting so many teachers across Europe was through key persons strategically chosen across the different partner countries. The conferences organised by the network differed from academic conferences in that they provided a platform for teachers to share their successes in teaching different aspects of science, particularly through the promotion of the use of experiments and other hands on approaches. [source] The Relationship between Attitudes, Knowledge, and Demographic Variables of High School Teachers Regarding Food IrradiationJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2007B.M. Thompson ABSTRACT:,The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers (n= 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation. [source] Work Situations Triggering Participation in Informal Learning in the Workplace: A Case Study of Public School TeachersPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2003Margaret C. Lohman ABSTRACT Interviews and site visits were conducted with 22 teachers to identify the work situations that trigger their engagement in informal learning and the personal characteristics that enhance their motivation to engage in informal learning when dealing with such situations. Analysis of the data found that three types of work situations triggered engagement in informal learning: new teaching tasks, new leadership roles, and adherence to policies and procedures. Motivation to engage in informal learning was enhanced by teachers' initiative, self-efficacy, commitment to life-long learning, and interest in their content area. Implications of the findings for theory, research, and the facilitation of informal learning are discussed. [source] New methodologies in teaching e-structural mechanics using WWW,COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2008Carmelo 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 Cà 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] TEACHER AS PROPHETIC TRICKSTEREDUCATIONAL THEORY, Issue 1 2009Jim 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] Perceptions of mathematics curricula and teaching in ChinaPSYCHOLOGY IN THE SCHOOLS, Issue 3 2005Robert Moy China and other East Asian countries (Japan, South Korea, Taiwan) have consistently outperformed the United States and other Western countries in mathematics achievement. As part of a Fulbright-sponsored trip to China in the Summer of 2002, a New York City public school teacher and a trainer of school psychologists offer their impressions of some of the reasons for these differences. Their impressions are based on observations of schools and classrooms, review of curricula, and a review of the literature. Four areas are covered: textbooks, curricula, teaching practices, and teacher knowledge. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 251,258, 2005. [source] On the Outskirts of Physics: Eva von Bahr as an Outsider Within in Early 20th Century Swedish Experimental PhysicsCENTAURUS, Issue 1 2009Staffan Wennerholm Abstract Eva von Bahr (1874,1962) got her doctorate in experimental physics at the Physics Institute at Uppsala University in 1908. Subsequently she became the first woman assistant professor in physics in Sweden. In the face of many obstacles, she worked as a physicist for six years in Uppsala and Berlin. In 1914 she took a position as a school teacher. This article explores von Bahr's trajectory through academic experimental physics. It is argued that network connections with male scientists enabled her work. Her associations were a mix between institutional relationships and informal connections, resulting in what is labeled a ,hybrid of connections'. Furthermore it is argued that von Bahr became an ,outsider within' in academic experimental physics. Her connections created openings, but these coexisted with hindrances. It is argued that von Bahr oscillated between being an insider and an outsider which created a fractured identity. Her position and identity was a mix between membership and non-membership. Through examining von Bahr's career this article aims to bring together historical research on women in science and theoretical work in science studies. Furthermore, the article argues the analytical value of feminist perspectives on scientific collaborations as a way to a deeper understanding of the network structures of science. [source] Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum PoliciesCURRICULUM INQUIRY, Issue 2 2006KRIS SLOAN ABSTRACT Drawing on case studies of three elementary school teachers in a diverse urban school setting in Texas, the author explores the varied ways teachers actively read accountability-related curriculum policies and then respond to these policies. Rooted in classroom observations and extensive teacher interviews, the author examines issues of teacher identity and identity formation as a base from which to explore teacher agency vis-à-vis accountability-explicit curriculum policies. His analysis suggests that (1) individual teachers actively read and respond to locally conceived accountability-explicit curriculum policies in varied, perhaps even unique, ways; (2) teacher identities are powerful means through which to understand these varied experiences with and responses to accountability-explicit curriculum policies; and (3) current understandings of teacher agency vis-à-vis accountability-explicit curriculum policies as merely a capacity to resist,as does much of the literature that is critical of accountability,obfuscates important issues of teacher quality and equity. [source] Evaluation of the knowledge of the treatment of avulsions in elementary school teachers in Rio de Janeiro, BrazilDENTAL TRAUMATOLOGY, Issue 2 2003Luciana 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] Sex differences in the estimated intelligence of school childrenEUROPEAN JOURNAL OF PERSONALITY, Issue 3 2002Adrian Furnham This study investigated sex differences in estimated general and multiple intelligence in school children, their parents, and their teachers. There were three groups of participants: 285 (149 female, 136 male) pupils of a mixed government-run comprehensive school, between the ages of 13 and 16 years; 93 mothers and 58 fathers of the pupils; and five female and eight male teachers. Children estimated their own and their parents' IQ, whilst the parents estimated their own and their children's IQ; the teachers estimated only the children's intelligence. The aims of this study were firstly to assess whether perceptions of male intellectual superiority were observable in school age children and school teachers, and to make direct comparisons between the children's self-estimations and those of the parents and the teachers. Secondly, this study aimed to replicate previous literature on adult self-estimations of overall and multiple intelligences, and to compare these to estimations by children of these adults (their parents). Fewer sex differences were observed than expected. Teachers' estimations did not follow conceptions of male superiority. The patterns of sex differences in mother and teacher estimations of children were similar to each other, as were those of fathers and children. Verbal and numerical abilities were found to be most closely related to estimations of overall IQ in all three groups. Most striking was the lack of correlation between father and daughter estimations of each other. Reasons why this study failed to replicate findings on adult samples are discussed. Copyright © 2002 John Wiley & Sons, Ltd. [source] Gender, Delinquent Status, and Social Acceptance as Predictors of the Global Self-Esteem of TeensFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 3 2005William Scott Forney The combinations of gender, delinquent status, and social acceptance were examined as predictors of the global self-esteem of teens. Participants (N = 225) were aged 13 to 17 and included juvenile delinquents (n = 60) and high school students (n = 165) in one county in a southwest state. Factor analyses identified two dimensions of social acceptance (social verification, social interaction) and global self-esteem (self-respect, self-acceptance). Multiple regression analyses revealed the combination of gender (males) as a weak predictor and social verification as a strong predictor for self-acceptance and social interaction as a strong predictor for self-respect. Delinquent status did not predict global self-esteem. For these teens, the findings support the role of self-confirming feedback in the development of self-acceptance and the importance of socialization in forming self-respect. Implications for building self-esteem among teens are drawn for parents, high school teachers, and secondary schools. [source] Attitudes to Making Art in the Primary SchoolINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2005Robert Watts Recent research suggests that the majority of primary school teachers in the UK believe that the purpose of teaching art and design is to develop skills associated with creativity, communication and expression. This article is based on research into the attitudes held by primary school pupils towards making art. The reflective nature of many of the responses to the survey provides persuasive evidence of young children's capacity for absorbing relatively complex ideas, which in turn has implications for teacher expectations of pupil learning in art and design. [source] Comparison of attitudes towards school lunch by elementary school children in Japan, Korea and ThailandINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 1 2001Kohji Hori Abstract The attitudes of elementary school children towards school lunch among three Asian countries, namely Japan, Korea and Thailand, were compared. More school children in Japan felt that their teachers gave them advice during the school lunch programme. Japanese and Korean teachers advised their children to eat as much as possible of the lunch. Korean children may be a little more obedient with regard to heeding the advice. However, few teachers in Thailand gave the children advice over eating lunch, and the Thai children looked forward to and enjoyed the school lunch. The different responses between Thailand and other two countries may be attributed in part to the differences in the teachers' instruction in the programme. Elementary school teachers, especially in Thailand and Korea, have to take more classes in food and nutrition in universities or colleges, and positively take part in the school lunch programme. [source] Avulsed permanent incisors: knowledge and attitudes of primary school teachers with regard to emergency managementINTERNATIONAL JOURNAL OF PAEDIATRIC DENTISTRY, Issue 5 2001C. Blakytny Summary. Objectives. This study was designed to examine the knowledge and attitudes of primary school teachers with regard to the emergency management of avulsed permanent incisors. Design. Data were collected by self-administered questionnaire. Setting. The study was conducted in primary schools lying within a 2-mile radius of the University Dental Hospital, Cardiff. Sample and methods. A total of 388 teachers in 31 participating schools were asked to complete a questionnaire, which was subsequently collected by two of the authors (CS and AT). Results. Two hundred and seventy-four teachers returned completed questionnaires, a response rate of 70·6%. One hundred and eighty-one respondents (60·1%) had received no advice about the emergency management of dental avulsion. Of the 133 teachers (48·5%) who possessed a first aid certificate, 39 (29·3%) had been given relevant advice as part of this training. Less than one-third of respondents (85 (31%)) cited an optimum extra-oral time of 30 min or less, with only 43 (15·7%) considering that this should be 10 min or less. However, 125 (45·6%) knew milk to be the best transport medium. Two hundred and four teachers (74·5%) stated that they would not be prepared to replant an avulsed tooth themselves, 133 (80%) basing this decision on lack of expertise and training. Two hundred and sixty-two teachers (95·6%) expressed a desire for further information. Conclusions. The majority of respondents possessed, at best, rudimentary knowledge of the emergency management of dental avulsion. Teachers, and other individuals who supervise children in schools, should receive simple instruction in dental first aid. [source] Children's prescription medicines: parents' perceptions on dosing intervals, dosing devices and prescription adviceINTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 1 2007Dr. Therése Kairuz senior lecturer, pharmacy practice Objective To gather information on devices used to administer liquid medicines, dosing intervals for antibiotic administration, and parents' perceptions of the advice received from pharmacists about prescription medicines, for children up to the age of six years. Setting Six schools from different socio-economic areas were selected within the Auckland area of New Zealand. To facilitate distribution and collection of questionnaires, the headmaster or a teacher was known to the researchers. Method An anonymous questionnaire was distributed to year 1 and 2 students (aged five and six years) to take home for completion by a parent or primary caregiver. Respondents were asked to refer to their youngest child and/or to the last time they had given medicines or received a prescription for a child. Key findings A total of 299 completed questionnaires were received (48.2%); 60 questionnaires had not been distributed by school teachers in error, and the overall return rate was thus adjusted to 53.4%. The device used most frequently to administer medicines to younger children up to the age of three years was an oral medicine syringe, while nearly one-third of children aged three to six years received medicine in a ,teaspoon'. Almost half the respondents (48.8%) indicated they would be most likely to forget the midday dose of antibiotics, and dosing deviated from recommended intervals. Most respondents had received advice from a pharmacist on how to take the medicine, and had understood instructions and had the opportunity to ask questions. Conclusion This study highlights areas that pharmacists can include when advising parents and guardians about children's medicines, such as ideal dosing intervals of antibiotics and the use of accurate dosing devices. [source] Rethinking the concept of community of practice in relation to schoolteachers' workplace learningINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2004Heather Hodkinson This paper explores two different ways of understanding communities of practice in relation to workplace learning. This is based upon a case study of secondary school teachers working and learning in four subject departments in two English schools. In spite of institutional similarities, the cultures and working practices of the departments were different, and influenced the learning of the workers significantly. In such contexts, a tight conceptualisation of community of practice can form a valuable intermediate scale of analysis, between the individual learner and wider organisational influences on learning. However, communities of practice can also have a valuable meaning in relation to the wider influences and in situations where close-knit groupings do not exist. [source] Towards a typology of computer use in primary educationJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2007J. Tondeur Abstract, In the present study, we reject the view that computer use can be studied as an isolated variable in a learning environment. Our main objective is to develop an instrumental tool to measure different types of educational computer use in the classroom. This builds on a comprehensive review of the literature about computer use in education. This review helped to construct a questionnaire to identify a typology of computer use in primary education. In addition, the questionnaire was enriched by input of experts in this field. The questionnaire was presented to a sample of 352 primary school teachers. The input from a first subsample was used to carry out an exploratory factor analysis; the second subsample was used to verify the identified factor structure via confirmatory factor analysis. A three-factor structure of computer use in primary education was identified: ,the use of computers as an information tool', ,the use of computers as a learning tool,' and ,learning basic computer skills'. The three-factor structure was confirmed in the confirmatory factor analysis. The results underpin a number of meaningful differences in the current practice of computer use in primary education. [source] The Relationship between Attitudes, Knowledge, and Demographic Variables of High School Teachers Regarding Food IrradiationJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2007B.M. Thompson ABSTRACT:,The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers (n= 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation. [source] Effects of fidelity of implementation on science achievement gains among english language learnersJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2009Okhee Lee Abstract This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL students in urban schools. As the criterion for measuring FOI, we focused on the quality of instructional delivery in teaching science to ELL students. We measured FOI using both teachers' self-reports and classroom observations during the first year of the intervention. Science achievement was measured by a pretest and posttest over the school year. The results indicate that none of the measures of FOI using teachers' self-reports or classroom observations had significant effects on science achievement gains. The results are discussed in terms of issues about conceptualization and measurement of FOI in educational interventions. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 836,859, 2009 [source] Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biologyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2007Roman Taraban Abstract Active-learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab-based activities, with active-learning labs compared to traditional instruction. In-class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab-based curriculum indicated that they perceived changing their behaviors as intended by the student-centered principles of the labs. The major implication of this study is that active-learning,based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student-centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960,979, 2007 [source] Teachers' perceptions of policy influences on science instruction with culturally and linguistically diverse elementary studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2007Annis Shaver Abstract This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2-year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 725,746, 2007 [source] Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategiesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2006Leonard A. Annetta Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance-education strategies for enhancing the science learning of 94 Midwestern elementary-school teachers participating in a 5-year professional-development project. The three distance-education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web-based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p,<,0.05) on multiple-choice and constructed-response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1019,1039, 2006 [source] Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practiceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2003Sherry A. Southerland If the goals of science education reform are to be realized, science instruction must change across the academic spectrum, including at the collegiate level. This study examines the beliefs and teaching practices of three scientists as they designed and implemented an integrated science course for nonmajors that was designed to emphasize the nature of science. Our results indicated that, like public school teachers, scientists' beliefs about the nature of science are manifested in their enactment of curriculum,although this manifestation is clearly not a straightforward or simplistic one. Personal beliefs about the nature of science can differ from those of the course, thus resulting in an enactment that differs from original conceptions. Even when personal beliefs match those of the course, sophisticated understandings of the nature of science are not enough to ensure the straightforward translation of beliefs into practice. Mitigating factors included limited pedagogical content knowledge, difficulty in achieving integration of the scientific disciplines, and lack of opportunity and scaffolding to forge true consensus between the participating scientists. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 669,691, 2003 [source] The Role of Academic Discipline and Gender in High School Teachers' AIDS-Related Knowledge and AttitudesJOURNAL OF SCHOOL HEALTH, Issue 1 2001Lori J. Dawson ABSTRACT Adolescents represent the fastest growing segment of HIV+ individuals in the United States. Therefore, high school teachers should be both knowledgeable of and comfortable with issues related to HIV/AIDS. This study examined high school teachers' AIDS-related knowledge and attitudes. One hundred forty-one high school teachers from nine central Massachusetts high schools participated. Participants completed the "HIV/AIDS Knowledge and Attitudes Scales for Teachers," as well as questions regarding their teaching experience and academic disciplines. Results indicated a direct relationship between teachers' knowledge of HIV/AIDS and positive or supportive attitudes toward HIV/AIDS. Significant differences were found based on academic discipline, with allied health teachers scoring significantly higher on the knowledge scale than teachers in any other discipline. Specific examples are discussed, as is the need for increased teacher training and comprehensive AIDS education. [source] A Collective Case Study of the Implementation Process of the Nebraska Foreign Language Frameworks by Six TeachersMODERN LANGUAGE JOURNAL, Issue 4 2001Georgia Janavara Sarroub This case study explores the process of implementing the Nebraska Foreign Language Frameworks in an urban, Midwestern school district. The participants were two elementary, two middle school, and two high school teachers; the languages taught were French and Spanish. Data were collected through interviews, classroom observations, and lesson plans. The findings show that the 6 teachers implemented the Frameworks and that the implementation process differed, depending mainly on teaching experience and involvement in the writing of the Frameworks document. Among the 5 Cs, communication was the easiest to implement, whereas communities was the most challenging. Connections was implemented in depth by the elementary teachers due to their interdisciplinary teaching. By implementing the standards, the teachers learned to set clear objectives focusing on the learner, to plan with the outcomes in mind, to create thematic units addressing the 5 Cs, and to use various assessments, including portfolio and rubrics. [source] Factors related to lower urinary tract symptoms among a sample of employed women in Taipei,,§NEUROUROLOGY AND URODYNAMICS, Issue 1 2008Yuan-Mei Liao Abstract Aim To identify factors associated with lower urinary tract symptoms (LUTS) among female elementary school teachers in Taipei. Methods This study is a cross-sectional, descriptive study. A total of 520 surveys were distributed to 26 elementary schools in Taipei. Logistic regression was used to identify possible factors related to individual LUTS. Results Study results were based on the information provided by 445 participants. Of the 445 teachers, 293 (65.8%) experienced at least one type of LUTS. Factors associated with urinary incontinence were body mass index (BMI), vaginal delivery, obstetric and/or gynecological surgery, bladder habits, and job control. Increased daytime urinary frequency was associated with chronic cough and chronic constipation. Bladder habits, straining to lift heavy objects at work and chronic constipation were associated with urgency. Nocturia was associated with age and caffeine consumption while intermittent stream was associated with the presence of a family history of LUTS and chronic constipation. Bladder habits and regular exercise were associated with weak urinary stream. Incomplete emptying was more likely to occur in teachers with chronic constipation and in those who did not exercise regularly. Conclusion All the LUTS under logistic regression analyses were associated with 1,3 modifiable factors. Identification of these modifiable contributing factors may be useful to health care providers. Education of women may include the importance of maintaining normal body weight, good bladder/bowel habits, and regular exercise, treating chronic cough, decreasing daily caffeine consumption, and implementing feasible environmental modifications in employment settings. Neurourol. Urodynam. © 2007 Wiley-Liss, Inc. [source] A Study of Perceptions of Facial Hemangiomas in Professionals Involved in Child Abuse SurveillancePEDIATRIC DERMATOLOGY, Issue 1 2003Aina V. H. Greig M.A., F.R.C.S. They can mimic the appearance of bruises and parents report false accusations of child abuse by strangers. We investigated perceptions of facial hemangiomas in two professional groups involved in child abuse surveillance. Thirty health visitors and 30 primary school teachers were sent a clinical case questionnaire about a child with an involuting facial hemangioma with a color photograph of the lesion. Nineteen health visitors (63%) and 18 primary school teachers (60%) responded. Seventy-four percent of the health visitors and 11% of the teachers correctly diagnosed a hemangioma. Fifty percent of the teachers were unable to decide on a diagnosis. However, only one health visitor (5%) and one teacher (5%) thought that the lesion was a nonaccidental injury and would involve a child protection advisor. About one-third of health visitors and one-third of teachers expressed concerns that the child could suffer psychologically from teasing by peers at school and about one-third of health visitors were also concerned about the psychological effects of the lesion on the child's parents. Health visitors and teachers were most unlikely to mistake the facial hemangioma in this study for a nonaccidental injury. [source] PAY SATISFACTION AND ORGANIZATIONAL OUTCOMESPERSONNEL PSYCHOLOGY, Issue 3 2005STEVEN C. CURRALL Using multi level and multi method data, we investigated the relationship between pay satisfaction and outcomes at the organizational level of analysis. Individual-level survey data on pay satisfaction (including satisfaction with pay level, satisfaction with pay structure, satisfaction with pay raises, and benefits) were collected from 6,394 public school teachers. Organizational-level outcome data, both survey and archival, were collected from the 117 public school districts employing these teachers. With respect to its influence on organizational outcomes, pay satisfaction was positively related to school district-level academic performance and negatively related to average teacher intention to quit. We also explored the relationship between district-level union satisfaction and pay satisfaction, which was found to be positive. We discuss implications of our findings for for-profit companies that are knowledge based and human capital intensive (e.g., the service sector) and address possible future directions for research on pay satisfaction. [source] A new electromagnetic exposure metric: High frequency voltage transients associated with increased cancer incidence in teachers in a california schoolAMERICAN JOURNAL OF INDUSTRIAL MEDICINE, Issue 8 2008Samuel Milham MD Abstract Background In 2003 the teachers at La Quinta, California middle school complained that they had more cancers than would be expected. A consultant for the school district denied that there was a problem. Objectives To investigate the cancer incidence in the teachers, and its cause. Method We conducted a retrospective study of cancer incidence in the teachers' cohort in relationship to the school's electrical environment. Results Sixteen school teachers in a cohort of 137 teachers hired in 1988 through 2005 were diagnosed with 18 cancers. The observed to expected (O/E) risk ratio for all cancers was 2.78 (P,=,0.000098), while the O/E risk ratio for malignant melanoma was 9.8 (P,=,0.0008). Thyroid cancer had a risk ratio of 13.3 (P,=,0.0098), and uterine cancer had a risk ratio of 9.2 (P,=,0.019). Sixty Hertz magnetic fields showed no association with cancer incidence. A new exposure metric, high frequency voltage transients, did show a positive correlation to cancer incidence. A cohort cancer incidence analysis of the teacher population showed a positive trend (P,=,7.1,×,10,10) of increasing cancer risk with increasing cumulative exposure to high frequency voltage transients on the classroom's electrical wiring measured with a Graham/Stetzer (G/S) meter. The attributable risk of cancer associated with this exposure was 64%. A single year of employment at this school increased a teacher's cancer risk by 21%. Conclusion The cancer incidence in the teachers at this school is unusually high and is strongly associated with high frequency voltage transients, which may be a universal carcinogen, similar to ionizing radiation. Am. J. Ind. Med. 51:579,586, 2008. © 2008 Wiley-Liss, Inc. [source] Potential school violence: Relationship between teacher anxiety and warning-sign identificationPSYCHOLOGY IN THE SCHOOLS, Issue 6 2005Julia H. Robinson This study examined the relationship between teacher anxiety and their identification of warning signs of student violence. Fifty-six public school teachers, 22 male and 34 female, between the ages of 23 and 60 participated. Participants identified warning signs in five fictional student case files created for this study and completed the State-Trait Anxiety Inventory and a demographic survey. The case files included positive and negative information, and high- and low-severity warning signs. Neither state (r = .02) nor trait (r = .04) anxiety was significantly correlated with high-severity warning-signs identification. Low-severity warning-signs identification was positively correlated with state anxiety (r = .28, p < .05) but not trait anxiety (r = .18, p > .05). False positive identification was not significantly related to state anxiety (r = .07) or trait anxiety (r = .06). The findings indicate that teachers who experience higher levels of state anxiety when confronted with warning signs of potential violence are better able to identify low-severity warning signs than do their less anxious counterparts, without over-identifying nonthreatening information as potential warning signs. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 623,635, 2005. [source] | |||||||||||||||||||||||||