Coalition for Psychology in Schools and Education: Teacher Needs Survey

2007 ◽  
Keyword(s):  
Education Teacher ◽  
Teacher Needs

Using the Microcomputer to Match Special Education Teacher Needs with Volunteer Interests

1987 ◽  
Vol 9 (1) ◽  
pp. 30-37 ◽  
Author(s):  
William M. Krupicka ◽  
Michael J. Fimian
Keyword(s):  
Special Education ◽  
Database Management ◽  
School Personnel ◽  
Management Program ◽  
Special Education Teacher ◽  
Index Card ◽  
Education Teacher ◽  
Teacher Needs ◽  
Referral Systems ◽  
User Friendly

The recent advent of “index card” software has allowed the creation of customized, user-friendly volunteer referral systems that can not only help local and district school personnel match identified special education classroom needs with volunteer resources, but also account for time schedules and other variables. An example of one system is presented using Multimate On-File™ an IBM-PC or compatible database management program.

The doxa of physical education teacher education – set in stone?

2016 ◽  
Vol 24 (1) ◽  
pp. 114-130 ◽  
Author(s):  
Lena Larsson ◽  
Susanne Linnér ◽  
Katarina Schenker
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Leisure Time ◽  
Physical Education Teacher ◽  
School Subject ◽  
Physically Active ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Needs ◽  
Empirical Material

In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE.

scholarly journals Using triangulation to assess continuing education teacher needs in Madrid (Spain)

2009 ◽  
Vol 17 ◽  
pp. 2
Author(s):  
Coral González ◽  
María Castro ◽  
Luis Lizasoain
Keyword(s):  
Data Analysis ◽  
Continuing Education ◽  
Educational Administration ◽  
Analysis Method ◽  
Short Introduction ◽  
Education Teacher ◽  
Teacher Needs ◽  
Service Training ◽  
Different Sources ◽  
Do So

This article aims at highlighting the importance of triangulation as tool to compare and validate information coming from different sources and procedures. To do so, we assessed the needs for in-service training demanded by teachers and offered by the educational administration in Madrid (Spain). The data was collected using different techniques and analyzed with different data-analysis method and from this combination the results are richer and more complex. Starting with a short introduction about triangulation, we present methods, sources and analysis of the data as well main results and conclusions obtained via triangulation.

scholarly journals Model Pembelajaran Kooperatif Tipe Make A Match dalam Pendidikan Agama Kristen

2020 ◽  
Vol 3 (1) ◽  
pp. 1-10
Author(s):  
Rinto Hasiholan Hutapea
Keyword(s):  
Cooperative Learning ◽  
Religious Education ◽  
Learning Model ◽  
Learning Motivation ◽  
Education Teacher ◽  
Study Results ◽  
Teacher Needs ◽  
Teachers And Students ◽  
Match Type ◽  
Alternative Choice

This study aims to determine the concept of using a make a match type of cooperative learning model in learning Christian Religious Education. The method used in this research is descriptive qualitative method. The study results obtained illustrate that the use of a make a match type of cooperative learning models in classroom learning, can increase learning motivation and student learning outcomes. In dealing with the problem of low Christian Religious Education teachers and students’ learning motivation towards Christian Religious Education subjects, the use of a make a match type of cooperative learning model is an alternative choice in teaching. Using this learning model in overcoming these problems, Christian Religious Education teachers need some effort so that its implementation can be effective. These efforts are: first, a Christian Religious Education teacher needs to increase creativity. Second, Christian Religious Education teacher need to pay attention to their competence in teaching. Third, Christian Religious Education teacher have the principle of continuing to learn and develop themselves according to current needs. Abstrak Penelitian ini bertujuan untuk mengetahui konsep penggunaan model pembelajaran kooperatif tipe make a match dalam pembelajaran Pendidikan Agama Kristen. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Kajian hasil penelitian diperoleh gambaran bahwa penggunaan model pembelajaran kooperatif tipe make a match dalam pembelajaran di kelas, dapat meningkatkan motivasi belajar dan hasil belajar peserta didik. Guru PAK dalam menghadapi masalah rendahnya minat dan motivasi belajar peserta didik terhadap mata pelajaran PAK, penggunaan model pembelajaran kooperatif tipe make a match menjadi alternatif pilihan dalam mengajar. Penggunaan model pembelajaran ini dalam mengatasi persoalan tersebut, guru PAK memerlukan beberapa upaya agar pelaksanaannya menjadi efektif. Upaya tersebut adalah: pertama, seorang guru PAK perlu meningkatkan kreativitas. Kedua, guru PAK perlu untuk memperhatikan kompetensi diri dalam mengajar. Ketiga, guru PAK memiliki prinsip untuk terus belajar dan mengembangkan diri sesuai kebutuhan pada masa kini.

Sign in / Sign up

Export Citation Format

Share Document