The Role of Classroom Teachers in Standard Setting and Benchmarking

2018 ◽  
pp. 11-29
Author(s):  
Eva Konrad ◽  
Carol Spöttl ◽  
Franz Holzknecht ◽  
Benjamin Kremmel
Keyword(s):  
Standard Setting ◽  
Classroom Teachers

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

The auditing profession and the key audit matter reporting requirement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dessalegn Getie Mihret ◽  
Monika Kansal ◽  
Mohammad Badrul Muttakin ◽  
Tarek Rana
Keyword(s):  
Standard Setting ◽  
International Standards ◽  
Financial Reports ◽  
Content Type ◽  
Reporting Requirement ◽  
Regulatory Rule ◽  
Rule Setting ◽  
A Site ◽  
Relationship Of

Purpose This study aims to examine the setting of International Standards on Auditing (ISA) 701 on disclosing key audit matters (KAMs) to explore the role of standard setting in maintaining or reconstituting the relationship of the auditing profession with preparers and users of financial reports. Design/methodology/approach This study draws on concepts from the sociology of the professions literature and the regulatory space metaphor. Data comprises comment letters and other documents pertaining to the setting of ISA 701. Findings The study shows that the KAM reporting requirement is part of the ongoing re-calibration of the regulatory arrangements governing auditing, which started in the early 2000s. This study interprets standard setting as a site for negotiating the relationships between linked ecologies in the audit regulatory space, namely, the auditing profession, preparers of financial statements and users of audited reports. This study identifies three processes involved in setting ISA 701, namely, reconstitution of the rules governing auditors’ reports as a link between the three ecologies, preserving boundaries between the auditing profession and preparers and negotiation aimed at balancing competing interests of the interrelated ecologies. Originality/value The study offers insights into the role of regulatory rule setting as a central medium through which the adaptive relationship of the profession with its environment is negotiated.

The Role of Supervisory Personnel in Programs for the Severely Handicapped

AAESPH Review ◽  
1979 ◽  
Vol 4 (4) ◽  
pp. 346-353 ◽  
Author(s):  
Dennis R. Knapczyk ◽  
Richard B. Dever
Keyword(s):  
Program Evaluation ◽  
Educational Program ◽  
Full Range ◽  
Educational Services ◽  
Classroom Teachers ◽  
Community Programs ◽  
Administrative Personnel ◽  
Severely Handicapped ◽  
Service Training

In attempting to provide a full range of educational services to severely handicapped persons, school systems will encounter many problems over and above those which can be handled by qualified classroom teachers. Among these problems are curriculum development, staff in-service training and consultation, program evaluation, and educational program liaison with other school and community programs. To handle these problems, supervisory personnel must receive training beyond that given to regular administrative personnel. This article describes the areas in which training should be provided.

scholarly journals Peran Guru Kelas dalam Pelayanan Bimbingan Konseling sebagai Motivasi Berprestasi Peserta Didik

2019 ◽  
Vol 13 (2) ◽  
pp. 98-107
Author(s):  
Mareta Septi Ningrum Septi Ningrum ◽  
Lia Mareza ◽  
Agung Nugroho
Keyword(s):  
Socioeconomic Status ◽  
Data Collection ◽  
Achievement Motivation ◽  
Parenting Practices ◽  
Classroom Teachers ◽  
High Achievement ◽  
Guidance Services ◽  
Motivation Factors ◽  
Guidance Service

This study aims to determine the role of classroom teachers in providing counseling guidance services to students, so that students at SD Negeri Wiradadi have achievement motivation in competitions. Based on the observation of researchers at SDN Wiradadi that SDN Wiradadi has several charter and trophies, as in the previous four years starting from 2016-2019. The championship in the Sokaraja District level competition that was obtained by the school in 2016/2017 contained 13 trophies. In 2017/2018 there were 8 championship trophies. In 2018/2019 there were 13 competition trophies. Schools often get championships to compete with other schools. The championship was obtained by students representing schools to take part in the competition, besides that research was conducted to find out the factors that influence students so that they could excel. Data collection techniques using observation, interviews, and documentation. Analysis of the data used is descriptive qualitative. This research was conducted with 10 respondents, namely the Principal, 3 class teachers and 6 students. The results showed that students in SD Wiradadi State already had high achievement motivation. Obtaining championships in students get support and guidance from a teacher. The role of the teacher in shaping students to be outstanding using counseling guidance services. Teachers have ways, approaches and strategies for students in implementing the counseling guidance service to form students so that they have high achievement motivation. Factors that can influence students to be outstanding are socioeconomic status factors, parenting practices, the education system, self-skills and teacher expectations.

Efficacy of scholar’s prevention programs according to the preventive agent: professors versus experts / Eficacia de los programas de prevención escolar en función del agente preventivo: profesores vs expertos

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Mónica Gázquez Pertusa ◽  
José A. García del Castillo ◽  
José P. Espada Sánchez
Keyword(s):  
Daily Practice ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
School Based ◽  
Wide Range ◽  
Moderating Role ◽  
Regular Classroom Teachers

A lo largo de la literatura científica, se observa que los estudios que evalúan la eficacia de los programas escolares de prevención del abuso de sustancias han empleado una amplia gama de agentes de intervención. Sin embargo, en España, los programas escolares en la práctica cotidiana, en su gran mayoría, son aplicados únicamente por el profesorado de los centros escolares. A este respecto algunas investigaciones sugieren que la variable tipo de aplicador afecta a la eficacia de los programas escolares de prevención del consumo de drogas. En este artículo se presenta una revisión de estudios que comparan los resultados obtenidos en los programas escolares cuando son aplicados por los profesores habituales del aula frente a otros agentes externos al centro. Tomados en conjunto, los resultados de los estudios revisados son contradictorios y, por tanto, la evidencia no es concluyente. No obstante, se destaca el papel moderador de la variable tipo de monitor sobre los efectos de los programas. Por último, se recomienda conducir estudios que evalúen las características específicas o competencias que ha de poseer un monitor eficaz y cómo el entrenamiento puede contribuir a su adquisición o mejora. AbstractThroughout the scientific literature shows that studies evaluating the effectiveness of school-based substance abuse prevention programs have used a wide range of intervention agents. Nevertheless, in Spain, the school-based programs in daily practice, the vast majority, are applied only by regular classroom teachers of schools. In this regard, some research suggests that the variable type of applicator affects the effectiveness of school-based programs for drug prevention. This article presents a review of studies comparing the results obtained in the school-based programs when applied by regular classroom teachers to other external contributors. Taken together, the results of the reviewed studies are contradictory and, therefore, the evidence is not conclusive. However, it highlights the moderating role of the variabletype of monitor on the effects of programs. Finally, it is recommended to lead studies to evaluate the specific characteristics or skills that must have an effective monitor as the training can contribute to its acquisition or improvement.

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

The governance of standard setting and the role of academia in Italian accounting regulation, 1942 to the present

2019 ◽  
Vol 24 (3) ◽  
pp. 464-488 ◽  
Author(s):  
Alberto Quagli ◽  
Francesco Avallone ◽  
Paola Ramassa ◽  
Elisa Roncagliolo
Keyword(s):  
Collective Identity ◽  
Social Order ◽  
Historical Analysis ◽  
Professional Associations ◽  
Standard Setting ◽  
Civil Code ◽  
Accounting Regulation

This article provides a historical analysis of the role of the accounting academia in influencing Italian accounting regulation from the 1942 Civil Code to the present. It builds on the theory of social order to investigate the evolution of accounting regulation in accordance with the rise, dominance, and decline of the sources of social order and finds that academia has progressively lost its influence. The declining role of academia is interpreted in light of its inability to evolve from a vibrant community to a more structured association, which contributed to the lack of a unified position and of a formally acknowledged representation in the Italian standard setter. The progressive exclusion of academics also parallels the growing role of professional associations in the increasingly structured governance of standard setting. Moreover, this work highlights a progressive fading of the typical features of community and the collective identity originally characterizing Italian accounting academia.

scholarly journals Thinking of the Textbook in the ESL/EFL Classroom

2011 ◽  
Vol 4 (2) ◽  
pp. 91 ◽  
Author(s):  
Wang Wen-Cheng ◽  
Lin Chien-Hung ◽  
Lee Chung-Chieh
Keyword(s):  
Novice Teachers ◽  
Selection Process ◽  
Classroom Teachers ◽  
Multiple Resources ◽  
Esl Reading ◽  
Self Study ◽  
Reading Textbooks ◽  
Activity Design

Textbooks provide novice teachers with guidance in course and activity design; it assures a measure of structure, consistency, and logical progression in a class; It meets a learner’s needs or expectations of having something concrete to work from and take home for further study; It may provide multiple resources: tapes, CDs, videos, self-study workbooks etc. While the quality of ESL reading textbooks has improved dramatically in recent years, the process of selecting an appropriate text has not become any easier for most teachers and administrators. Thus, the paper discusses for evaluating reading textbooks for use in ESL/EFL classrooms. Classroom teachers spend much time using textbooks in class, so choosing an appropriate one is important. And the paper describes the role of the textbook. Using this will make the textbook selection process more efficient and more reliable.

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