An Appeal

1906 ◽  
Vol 3 (56) ◽  
pp. 282-284
Keyword(s):  
Teaching Experience ◽  
General Meeting ◽  
Public School Teachers ◽  
School Teachers ◽  
Strict Adherence ◽  
The Public ◽  
Special Groups ◽  
School Text ◽  
Preparatory Schools ◽  
To Come

Several members of the Association expressed their conviction, at the General Meeting and at the subsequent Dinner, that there should be more articles in the Gazette, and more papers read at the Meetings, on the purely pedagogic side of mathematics. It is right and necessary that the general development of the various branches of our Science should not be lost sight of in an organ such as the Gazette, and the reader must be kept in touch by reviews with what is being done in school text-books both at home and elsewhere. But the special aims of the Association (and the object of the Gazette is to secure by publicity the realisation of those aims), is to improve the teaching of our subject in our schools. With this view the Editor is in cordial agreement. He asks the readers of the Gazette to come to his assistance in the matter, to propose subjects for discussion, to offer papers, to ventilate their special difficulties in a “ Question and Answer “ column, in short to do for the Gazette what no Editor can do single-handed. If this proposal is taken up with any vigour by our readers, it should be quite possible to arrange for the regular appearance in the Gazette of a series of Symposia, consisting of (1) articles from the pens of its members and (2) a general summing up of the pros and cons of the points at issue by an authority who combines academic distinction with teaching experience. The latter is easy to find. It is the former who as yet have not come to the front in our Association. The Council has said in the Annual Report that this last year has been a quiet year. We are not sure that this may not be meant for a piece of biting criticism, suggesting that though more remains to be done we have not done it. Be that as it may, we appeal to the readers of the Gazette for their cordial co-operation in providing the material for such discussions as are indicated above. Apart from our differences as to detail in the processes of teaching, there are many other topics which should be of interest to the majority as well as to special groups of our members. Those who are engaged in Preparatory Schools should be glad to expound their views of what is feasible with boys of the age with which they deal, and the Public School Teachers of Mathematics should be glad to indicate the lines along which training should proceed, and any way of improving the preparation of the boys who are ultimately to come under their care. The fairness of the papers set at the various examinations, and their strict adherence to the official syllabus may also prove a fruitful subject of discussion.

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

scholarly journals The educational radio in the perception of basic education teachers – The More Education Program’s school radio case

2016 ◽  
Vol 30 ◽  
pp. 421-436
Author(s):  
Edgard Patrício
Keyword(s):  
Basic Education ◽  
Ministry Of Education ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Teachers And Students ◽  
Integral Education ◽  
The Face ◽  
Educational Radio ◽  
Analysis Point

The public policies of media literacy gain importance in the face of the transformations of the ways of making communication. And the effectiveness of these policies, within the scope of basic education, may run counter to the receptivity of teachers. This article analyzes the perception of teachers of public education in Fortaleza (Brazil) about educational radio and the orientation they adopt in the development of curricular activities. The research was carried out in 2014, in 21 schools integrated to the More Education Program (PME). The PME, implemented in 2007 by the Ministry of Education, intends to develop a policy of integral education for schools. One of the activities offered is school radio, by the macro field “Communication and Use of Media”. A total of 124 interviews were carried out, among More Education coordinators, teachers and students. The interviews were carried out from a questionnaire of 63 questions. For this article, we focused on the analysis of 31 interviews with public school teachers who made the option of school radio as an activity. The results of the analysis point to a low index of teachers participation in the functioning of school radio, a perception of learning still focused only on literacy and difficulties in the approximation between school radio and classroom.

Discipline: Do Teachers and Psychologists Agree?

1984 ◽  
Vol 54 (3) ◽  
pp. 835-839 ◽  
Author(s):  
Edward W. Ziegler ◽  
D. Larry Smith
Keyword(s):  
Multivariate Analysis ◽  
Elementary Teachers ◽  
Classroom Management ◽  
Secondary Teachers ◽  
Analysis Of Variance ◽  
Teaching Experience ◽  
Public School Teachers ◽  
School Teachers ◽  
Management Implications ◽  
Main Effects

An attitude survey based on a review of psychological literature on discipline was constructed and administered to public school teachers. Differences in teachers' agreement with the psychologists' statements by level taught and years of experience were analyzed by a 2 × 2 multivariate analysis of variance. No main effects or interactions were observed. Elementary teachers with the least teaching experience registered strongest agreements with the psychologists, while secondary teachers with the most experience expressed the least agreement. Greatest disagreement between teachers and psychologists was found on statements regarding punishment as a means of classroom management. Implications for teachers' education were discussed.

scholarly journals How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)

2021 ◽  
Vol 1 (3) ◽  
pp. 333-355
Author(s):  
Abegail P. Simbre ◽  
Ingrid A. Palad ◽  
Catherine A. Salazar
Keyword(s):  
Public School ◽  
School Personnel ◽  
The Philippines ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Classroom Discipline ◽  
Senate Bill ◽  
Magna Carta ◽  
And Training

The contents of the Senate Bill 956, better known as the Teachers' Protection Policy Act was examined and analyzed based on the following themes, namely, support mechanisms for public school teachers and personnel, enhanced protection of public-school teachers and personnel, and training on guidelines and classroom discipline for public school teachers and personnel. According to the Republic Act, 4670 or the Magna Carta for Public School Teachers, the appropriateness of the act was checked to see how much help this bill can provide to the public-school teachers in the Philippines in terms of classroom discipline and classroom management. The bill poses excellent benefits to the public-school teachers. However, the Department of Education must identify which disciplinary acts or strategies are not categorized as child abuse and that there should be centralized policy implementations, seminars, and training to avoid misinterpretations and discipline avoidance among teachers. This paper hopes to contribute to a research-based, logical, and relevant drafting of HR policies and programs to support and protect the teachers as mandated in the Magna Carta for Public School teachers and SB 956. This study employed a qualitative method using resources available online.

scholarly journals Can State & Local Government Consolidation Really Save Money?

2012 ◽  
Vol 10 (10) ◽  
pp. 539 ◽  
Author(s):  
Joseph N. Heiney
Keyword(s):  
Theoretical Model ◽  
Public Sector ◽  
School Districts ◽  
Local Governments ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Political Consolidation ◽  
State And Local

The recent economic crisis was especially damaging to state and local governments financial situations. One suggested solution to these difficulties is to consolidate smaller political jurisdictions into larger ones to reduce costs. This paper presents a theoretical model for the determination of wages and salaries in the public sector with implications for the variation of public sector salaries across jurisdictions of different sizes. Data is presented for public school teachers salaries in Illinois by district size which shows that salaries are higher in larger districts. This would seem to suggest that consolidating smaller school districts into larger ones will result in higher salaries, leading to the question: Will political consolidation really save money?

THE MEDIATING EFFECT OF WELLBEING ON THE RELATIONSHIP BETWEEN FINANCIAL LITERACY AND PROFESSIONAL COMMITMENT OF TEACHERS

2021 ◽  
Vol 9 (1) ◽  
pp. 277-288
Author(s):  
Elizabeth Joy Serrano Quijano ◽  
Venus D. Bualan
Keyword(s):  
Public School ◽  
Financial Literacy ◽  
Sampling Technique ◽  
Mediating Effect ◽  
Professional Commitment ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Validated Questionnaire ◽  
The Relationship

This study aimed to determine the mediating effect of wellbeing on the relationship between financial literacy and professional commitment of public school teachers. Stratified random sampling technique was used which included 300 public school teachers as respondents. Through non-experimental quantitative mediation test, validated questionnaire, mean and per-son, results showed significant relationships between financial literacy of teachers, professional commitment and wellbeing. However, there was no mediation on the effect of wellbeing on the relationship between financial literacy and professional commitment of teachers. Furthermore, to improve the level of wellbeing of the public school teachers, the mediating model can be tested keeping in view the socio demographics for better results as the scope of this research required testing of the model. The attitudinal variable of financial literacy relies on many factors as well and to get a holistic picture of what exact source of financial literacy.

America's Armed Teachers: An Ethical Analysis

2018 ◽  
Vol 120 (8) ◽  
pp. 1-36
Author(s):  
Douglas Yacek
Keyword(s):  
Public School ◽  
School Violence ◽  
Civic Education ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Public Debate ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
Ethical Implications

Background In the aftermath of the Sandy Hook Elementary School shooting in Newtown, Connecticut, in 2012, state legislatures considered a flurry of legislation that would allow school districts to arm their teachers. In at least 15 states such legislation has been signed into law. Parallel to these developments, a lively and at times strident public debate on the appropriateness of arming public school teachers has emerged in the media. Although the two sides of the debate offer illuminating insights into the pitfalls and promises of arming teachers, both tend to focus almost exclusively on the empirical issue of student safety. As a result, the public debate fails to address several central ethical issues associated with arming public school teachers. This article is an effort to pay these issues their due attention. Purpose The purpose of this article is to examine the ethical implications of arming public school teachers. Specifically, the article analyzes three intersecting domains relevant to the ethics of armed teachers: children's rights, educational environments, and the problem of school violence. In doing so, this article seeks to make clear what is morally and educationally at stake when adopting security policies such as arming teachers. Generalizing from this analysis, the article concludes with a deliberative heuristic for educators and policy makers who would like to address school security in a humane and ethically responsible way. Research Design The design of this research conforms to the standards of ethical inquiry and argumentation in education. The article draws heavily on arguments and observations made by teachers, administrators, and educational commentators in the public sphere; state and federal legislation; research in social psychology, psychology, and sociology; and ethical theory. Conclusions The main conclusion resulting from this analysis is that the ethical grounds for arming teachers lack merit. The first half of the article argues that the empirical idiom in which the public debate is often carried out obscures important ethical issues concerning students’ perceptions of safety and the integrity of the school learning environment. In particular, I show that both sides have overlooked the ways in which armed teachers can undermine students’ developmental rights—i.e., their rights to an autonomy-promoting civic education. The second half of the article argues that armed protection transforms the role of both the teacher and student such that the conditions of democratic teaching and learning are seriously endangered. In the final sections, the argument turns to the issue of public fear surrounding school violence and concludes that efforts to prevent school violence may be counterproductive, especially when they are not coupled with larger-scale socioeconomic reforms.

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