The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers

2010 ◽  
Vol 26 (2) ◽  
pp. 259-266 ◽  
Author(s):  
Anne Jordan ◽  
Christine Glenn ◽  
Donna McGhie-Richmond
Keyword(s):  
Effective Teaching ◽  
Teaching Practices ◽  
Teachers Beliefs ◽  
Inclusive Teaching ◽  
Relationship Of ◽  
The Relationship

Spiritual Quotient: A Significant Predictor of Teaching Effectiveness

2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Dr. Poonam Khurana ◽  
Mr. Miklesh Prasad Yadav ◽  
Ms. Deepika Varshney
Keyword(s):  
Effective Teaching ◽  
Teaching Effectiveness ◽  
Religion And Spirituality ◽  
Human Beings ◽  
Religious Activities ◽  
Relationship Of ◽  
The Relationship ◽  
The Universe

All human beings are virtue by God as they get controlling mind and an attitude towards something with the help of which they can experience spirituality. People have different psychological thoughts and beliefs relating to god. Some people feel the immense pleasure in performing religious activities while some believe in the thought "Ahem Brahmasmi" i.e I am part of the divine and they feel pleasure in activities which motivate them to achieve peace. Religion in psychology is considered as a specific fundamental set of beliefs, thoughts and practices generally agreed and controlled by a number of person. It is the psychology of a person which commands their mind in deciding at which path they can attain the eternal feelings of the universe and accordingly they will develop their behavior towards religion and spirituality. Keeping the same in mind, the present study is based much on literature and a brief analysis of 50 teachers in Delhi and NCR collegesandmakes an attempt to study the relationship of spiritual quotient and effective teaching and suggest spiritual quotient as a considerablepredictor to make the workplace accessible.

The Relationship of Selected Observational Variables to the Teaching of Singing

1977 ◽  
Vol 25 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Hildegard Froehlich
Keyword(s):  
Effective Teaching ◽  
General Music ◽  
Interaction Patterns ◽  
Music Classroom ◽  
Specific Teaching ◽  
Elementary General Music ◽  
Relationship Of ◽  
The Relationship ◽  
Criterion Variables

The purpose of this study was to investigate some observational variables that might contribute to the effective teaching of singing in the elementary general music classroom. The specific problems were (1) the development of an instrument that would satisfactorily describe activities and interaction patterns related to the teaching of singing in the elementary general music classroom, and (2) the investigation of those activities and interaction patterns that related significantly to selected criterion variables defined as a measure of specific teaching of singing. Results indicated the observational instrument included a usable number of variables which were established as consistent and stable. The variables observed on a stable basis were also established as concurrently valid. The effective teaching of singing was related to specific teaching patterns observed in some of the classrooms. These patterns were found to occur in classes in which a larger proportion of students had private musical instruction, the teacher had taught for a longer period of time, and the teacher participated in choral activities outside school.

scholarly journals The Influence of Nature on Learning: The Case of Fosen Folk School in Norway

2012 ◽  
Vol 5 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Ronald Hansen
Keyword(s):  
Effective Teaching ◽  
Institutional Ethnography ◽  
Learning System ◽  
School Systems ◽  
Residential School ◽  
Formal Learning ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship ◽  
Holistic Description

This institutional ethnography provides an intensive, holistic description and compelling story of a different way of learning. It creates insight and understanding about learning that is not possible in the confines of school systems driven and governed by global economics. How do the instructors, headmaster, and students at Fosen Folk School in Norway teach/learn in a non-academic residential school? Their way of learning helps explain the complex territory between the instincts and tendencies that govern our learning when it is unfettered by institution/government standards, and the norms/values which characterize what is thought, within the formal learning system, to constitute effective teaching/learning. The relationship of self to people, nature, and the environment becomes discernible, understandable.

scholarly journals Mindset, Motivation, and Teaching Practice: Psychology Applied to Understanding Teaching and Learning in STEM Disciplines

2020 ◽  
Vol 19 (3) ◽  
pp. ar46
Author(s):  
Deborah South Richardson ◽  
Robert S. Bledsoe ◽  
Zaraly Cortez
Keyword(s):  
Effective Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Implicit Theories ◽  
Mastery Orientation ◽  
Teaching Behavior ◽  
Stem Disciplines ◽  
Effective Teaching Practices ◽  
The Relationship

This article reports a study of the relationships among instructor mindset, attitudes about motivation (mastery orientation), and effective teaching practices. Mastery orientation mediates the relationship between mindset and teaching behavior, providing support for Dweck’s model of implicit theories of personality and motivation.

Replication of a Study on Teaching Singing in the Elementary General Music Classroom

1979 ◽  
Vol 27 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Hildegard Froehlich
Keyword(s):  
Effective Teaching ◽  
Classroom Observation ◽  
Original Study ◽  
General Music ◽  
Music Classroom ◽  
Elementary General Music ◽  
Relationship Of ◽  
Reading Activities ◽  
The Relationship

This study was a replication of an investigation on the effective teaching of singing in the elementary general music classroom, using the technique of classroom observation. The purpose was to confirm or refute the results of the original study that investigated the relationship of some observational variables to the teaching of singing. The results of the study partially confirmed the results of the original study: (1) the observational form used for the investigation contained a sufficient number of reliably observed variables that discriminated between performance qualities; and (2) in both studies rhythmic reading activities were found to be the most important discriminators of differentially effective teaching procedures.

scholarly journals Development of Reasoning Habits Through Lesson Study and Open Approach Teaching Practices

2020 ◽  
Vol 3 (2) ◽  
pp. p29
Author(s):  
Thong-oon Manmai ◽  
Maitree Inprasitha ◽  
Narumon Changsri ◽  
Auijit Pattanajak
Keyword(s):  
Lesson Study ◽  
Teaching Practices ◽  
National Council ◽  
Problem Situation ◽  
Open Approach ◽  
Qualitative Research Design ◽  
Field Notes ◽  
Relationship Of ◽  
The Relationship ◽  
Mathematical Operations

This research aimed to investigate the development of reasoning habits after introducing the lesson study and open approach to teaching practices. A total of eight 6th-Grade students from Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum province, Thailand were purposively selected to participate in this research. This is because they have attended the mathematics lessons using the innovation of lesson study and open approach. A qualitative research design was employed using five types of research instruments, namely 13 lesson plans, observation records, field notes, interview protocol, and students’ worksheets. Data were analyzed using content analysis and categorizing the students’ reasoning habits according to the National Council of Teachers of Mathematics’ framework. The results revealed that students can analyze a problem situation by making reasoning conjectures, applying previously learned concepts, seeking patterns and relationships as well as making representations. Besides, they can also implement a strategy by using mathematical operations to solve problems. Moreover, students can seek and use connections to discover the linkage between how to solve the problems differently and identify the relationship of the approach used to get the same answer. Finally, the students can reflect on a solution as they can find different ways to solve the problems after considering the reasonableness of a solution, interpret a solution, justifying reasons to support or validate how to solve the problems, as well as generalize a solution. The overall results are successfully contributed to the importance of lesson study and open approach teaching practices in terms of enhancing 6th-Grade students’ reasoning habits.

scholarly journals The Relationship between Teacher Commitment and Effective Teaching Practices in Rural Primary School in Ranau, Malaysia

2021 ◽  
Vol 1 (6) ◽  
pp. 32-38
Author(s):  
Gunasegaran Karuppannan ◽  
Suridi Jalani
Keyword(s):  
Effective Teaching ◽  
Primary Schools ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Pearson Correlation ◽  
Teacher Commitment ◽  
Survey Method ◽  
Test Statistic ◽  
Effective Teaching Practices ◽  
The Relationship

This study was conducted to investigate the relationship between teacher commitment and the effective teaching practice at rural primary schools in Ranau District, Malaysia. Teacher commitments consist of commitment to the school, pupils, career, and decision making. A total of 80 respondents were involved in this study. This study was conducted using survey method with questionnaire as the research instrument. The findings were analyzed using the Statistical Package for Social Science (SPSS) software with t-Test statistic, Pearson Correlation and Regression. The results from the data analysis found that the score for the teacher commitment level and the effective teaching were high. Pearson Correlation test had shown that there was a weak correlation between teacher commitment to school and effective teaching at r = 0.304, p < 0.05. The Linear Regression test found that the teacher commitment to the school was the main factor that contributes to the effective teaching. The demographic aspects of gender were not significantly different from the teacher commitment and the effective teaching practices. This study emphasized further research to determine the factors that influence the commitment of teachers, the effectiveness of teaching practices and the appropriate methods to improve both aspects.

scholarly journals The Discrepancy between Teachers’ Belief and Practice, from the Sociocultural Perspective

2015 ◽  
Vol 3 (3) ◽  
pp. 252 ◽  
Author(s):  
Naser Rashidi ◽  
Meisam Moghadam
Keyword(s):  
Quantitative Research ◽  
Epistemological Beliefs ◽  
Second Phase ◽  
Structured Interviews ◽  
Two Phase ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Explanatory Mixed Methods ◽  
Relationship Of ◽  
The Relationship

<p><em>Considering teachers’ belief as a construct and its relationship with teachers’ practice, a growing body of research has explored the effect of teachers’ belief on their practice while there is a bulk of research on the discrepancy between teachers’ belief and practice. However, most of the studies indicate that teachers’ beliefs should be studied within a framework that is aware of the influence of</em><em> </em><em>culture and context leading to the point that teachers’ belief is context dependent. The purpose of this paper is to present an argument about the relationship of</em><em> </em><em>teachers’ beliefs and practices and to find out sociocultural framework to explore the inconsistency of this relationship. Discussing the nature of teachers’</em><em> </em><em>beliefs, the relationship among beliefs, knowledge</em><em> </em><em>and practices, sociocultural perspectives is explored to explain the inconsistency between teachers’ beliefs and practices found in the sample of the study.</em><em> </em><em>To this end a two-phase, sequential explanatory mixed methods study was employed to obtain quantitative results and then select participants for follow-up interviews to further clarify the results. In the first phase, quantitative research questions addressed the relationship between teachers’ pedagogical and epistemological beliefs in relation to eight teaching methods the teachers might utilize in the classroom. 20 teachers teaching different levels of English proficiency from Kish Institute are randomly chosen for this phase. Epistemic </em><em>B</em><em>elief </em><em>I</em><em>nventory (EBI) is used to be scattered among the teachers addressing their pedagogical and epistemological belief about teaching. 5 teachers scored high and 5 teachers scored low are chosen based on their responses to the questionnaires. Determining the target participants through the previous stage, qualitative semi-structured interviews were conducted to explore how teachers described their beliefs about those eight constituent of teaching. The interviews are transcribed and codified. Using theme analysis, the main themes of teachers’ belief are extracted and explained. In the second phase, the actual practices of these ten teachers are observed by the researchers and an observation checklist is filled out for each teacher to determine the congruity or incongruity between teachers’ belief and practice. Analyzing the main themes of teachers belief and comparing them with the observation checklist, a brief description of each class is reported in the next chapter and the antecedent of the mismatches are discussed under the rubric of sociocultural framework.</em><em></em></p>

The relationship of the scleractinian corals to the rugose corals

Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver
Keyword(s):  
Critical Points ◽  
Scleractinian Corals ◽  
Convincing Evidence ◽  
Early Triassic ◽  
Rugose Corals ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Biologic Factors

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.

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