scholarly journals Teachers’ experiences of school-based support in their work with shy students

2022 ◽  
Vol 111 ◽  
pp. 103628
Author(s):  
Stine Solberg ◽  
Geir Nyborg ◽  
Liv Heidi Mjelve ◽  
Anne Edwards ◽  
Anne Arnesen
Keyword(s):  
School Based ◽  
Teachers Experiences

scholarly journals Parenting and infant mental health promotion: teachers’ views

2017 ◽  
Vol 16 (2) ◽  
pp. 72-77
Author(s):  
Lynn Carol Cuddihy ◽  
Anna Waugh
Keyword(s):  
Mental Health ◽  
Focus Groups ◽  
Research Question ◽  
Infant Mental Health ◽  
Small Scale ◽  
Content Type ◽  
School Based ◽  
Teachers Experiences ◽  
Potential Strategy ◽  
And Training

Purpose The purpose of this paper is to critically examine school teachers’ experiences and beliefs regarding parenting and infant mental health (IMH) promotion, starting with the research question: How do teachers in two secondary schools view their roles regarding parenting and IMH promotion? Design/methodology/approach Qualitative, exploratory focus groups were used with two groups of teachers that delivered personal social education (PSE) in schools. Findings Teachers currently have varying roles in PSE delivery. Interaction within focus groups can generate changes of opinions. Teachers do not promote parenting and IMH but are keen for support and training to do so to enable them to benefit future parents. Research limitations/implications This was a small-scale study. There was limited breadth of knowledge and experience of participants. The study highlights the need for further research and support and training for school-based staff in parenting promotion. Social implications The significance of parenting and IMH is well evidenced by theory, practice and policies. A potential strategy to prevent child developmental difficulties is to educate young people about parenting and IMH before they become parents. Originality/value No similar research was found in this area at the time of the study.

scholarly journals Beginning Elementary Mathematics Teachers Negotiating Leadership Responsibilities

2017 ◽  
Vol 1 (2) ◽  
pp. 3-18
Author(s):  
Catherine Schwartz ◽  
Anne S. Ticknor
Keyword(s):  
Beginning Teachers ◽  
First Year ◽  
Induction Programs ◽  
First Year Teachers ◽  
Leadership Responsibilities ◽  
Induction Program ◽  
School Based ◽  
Leadership Experiences ◽  
Teachers Experiences ◽  
Field Notes

Induction has been given much attention in recent years. Research indicates that a comprehensive program with multiple supports for new teachers including reasonable teaching loads and complete curriculum resources are most effective. However, this is not the reality for many beginning teachers. In a study of a two-year, university-based, mathematics-specific induction program for elementary teachers, we found many first-year teachers were given teacher leadership responsibilities at their schools. These leadership experiences were confounded by school contexts in which curriculum resources were incomplete or competed with the BTs visions of “good” mathematics teaching. Qualitative data included interviews, surveys, written reflections, and researcher field notes from the first year of study. This article reports three first-year teachers’ experiences of significant leadership responsibilities. Findings call for ways to prepare BTs in undergraduate and induction programs for the non-instructional duties in teaching and to develop the agency needed to negotiate school-based contextual constraints.

scholarly journals Cooperating Teachers’ Expectations for Student Teachers During the Student Teaching Experience in Physical Education

2011 ◽  
Vol 17 (2) ◽  
pp. 6-15
Author(s):  
Robert CHRISTENSON ◽  
David BARNEY
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Physical Educators ◽  
Cooperating Teacher ◽  
Physical Education Teacher Education ◽  
School Based ◽  
Teachers Experiences ◽  
Teacher Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The student teaching experience is important. The student teacher wants to be successful during their student teaching experience. Part of working successfully with the cooperating teacher can greatly impact a student teachers success. The purpose of this study was to investigate school based cooperative teachers’ experiences with student teachers for the purpose of better preparing physical education teacher education majors for their student teaching. For this study 100 experienced physical educators were surveyed to find out what student teachers should expect to do to be successful when student teaching. One of the main findings from this study was for student teachers to successfully communicate with their cooperating teacher. 實習教學的經驗是教師成功的要素。本研究的目的是調查實習教師與學校教師的經驗交流，共調查了100位具備豐富教學經驗的體育教師，結果顯示實習教師與本科教師溝通是最重要的因素。

scholarly journals Exploring Teachers’ Experiences of Participating in Teacher Inquiry as Professional Learning

in education ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 19-33
Author(s):  
Eleanor Gillis ◽  
Jennifer Mitton-Kukner
Keyword(s):  
Middle School Teachers ◽  
Professional Learning ◽  
Teaching Practice ◽  
Teacher Inquiry ◽  
School Based ◽  
Teachers Experiences ◽  
Conducting Research ◽  
Emic Perspective ◽  
Learning Plans ◽  
Study Participants

Teacher inquiry is the intentional and methodical reflection on one’s praxis that leads to action, and the resulting adjustments to one’s teaching practice. While scholars identify the importance of supports to be in place to sustain engagement in teacher inquiry, the specifics of the supports have remained somewhat unidentified, and there is little documentation about what teachers experience as they engage in teacher inquiry as part of a school-wide professional learning initiative. This paper explores the experiences of three middle school teachers participating in a year-long, guided teacher inquiry as part of a school’s professional learning plans. It is approached from an ethnographic, emic perspective. The challenges and supports teachers experienced when engaging in the inquiry process, as well as what they felt allowed honest dialogue, emerged as important aspects informing the results of this study. Participants identified that feeling safe influenced their ability to engage in teacher inquiry, and their willingness to address challenges associated with conducting research.            Keywords: teacher inquiry; teachers as researchers; school-based professional learning

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

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