AI could reduce teacher workload

Physics World ◽  
2020 ◽  
Vol 33 (8) ◽  
pp. 11-11
Author(s):  
Simon Perks
Keyword(s):  
Teacher Workload

The Potential of Document Sharing for Scaffolding Writing Instruction

2013 ◽  
pp. 198-215
Author(s):  
Katherine Landau Wright
Keyword(s):  
Public Schools ◽  
Test Scores ◽  
Standardized Test ◽  
Collaborative Writing ◽  
Balanced Literacy ◽  
Proximal Development ◽  
Writing Assignments ◽  
Gradual Release Of Responsibility ◽  
Teacher Workload ◽  
Pedagogical Frameworks

As the current focus of education is often on test scores rather than student learning, many public school teachers do not emphasize the development of cross-curricular writing skills in their curriculum. With the inherent pressures of standardized tests and growing class sizes, the burden of assessing writing projects often makes them prohibitive. However, recent research has shown that developing strong cross-curricular writing programs can not only support content knowledge but also raise standardized test scores. Web 2.0 document sharing technology can reduce teacher workload while providing more scaffolding and instruction than traditional writing assignments. Using these programs, instructors can implement collaborative writing projects that will allow students to learn as they write. This chapter uses pedagogical frameworks such as Balanced Literacy, Gradual Release of Responsibility, and Lev Vygotsky’s Zone of Proximal Development to support the implementation of cloud software in public schools. It also outlines action research from a middle school classroom using cloud technology and makes practical suggestions for use of free software in secondary curriculum.

Computer Eases Teacher Workload in Writing Course

1985 ◽  
Vol 40 (4) ◽  
pp. 26-28
Author(s):  
Ralph R. Behnke ◽  
Paul E. King
Keyword(s):  
Writing Course ◽  
Teacher Workload

scholarly journals Testing an engineering design teaching technique for improving female self-efficacy and belonging in Physics 11 classrooms

2018 ◽  
Author(s):  
Katherina V. Tarnai-Lokhorst
Keyword(s):  
Participatory Action Research ◽  
Engineering Design ◽  
Self Efficacy ◽  
Lesson Plan ◽  
New Paradigm ◽  
Participatory Action ◽  
Female Self ◽  
Teacher Workload ◽  
Teaching Technique ◽  
Enhance Student Learning

Girls participate equally with boys in Physics11 classrooms in the Greater Victoria Region in BritishColumbia but exhibit lower levels of self-efficacy inphysics, lower beliefs in control over their own destinyand lower perceptions of the value of physics as a career.The hypothesis tests a new paradigm for teachinghigh school physics that is demonstrably simple toimplement, eases teacher workload and creates aneffective tool to enhance student learning. Developedusing participatory action research with Physics 11teachers, an unconventional lesson plan guidesfacilitators of learning through a discovery-basedteaching paradigm that constructs knowledge using theengineering design process.Survey data reveals the activity may significantlydispel gendered perceptions by eliminating differences in beliefs of boys and girls in Physics 11 and increasestudents’ level of comfort in the classroom, factorspredicted to influence self-efficacy.

scholarly journals ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI PRODUKTIVITAS PUBLIKASI ILMIAH GURU PNS DI SMP NEGERI 1 REMBANG DAN SMP NEGERI 3 PENGADEGAN KABUPATEN PURBALINGGA

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Mugi Lestari ◽  
Muslih Faozanudin ◽  
Dyah Retna Puspita
Keyword(s):  
Social Support ◽  
Teacher Motivation ◽  
Work Load ◽  
Civil Servant ◽  
Scientific Publication ◽  
Teacher Competence ◽  
Scientific Publications ◽  
Positive Direction ◽  
Teacher Workload ◽  
Teacher Work

Abstract: Generally, the productivity of scientific publication of civil servant teachers in Purbalingga District and especially in Kecamatan Rembang and Pengadegan is still low. Based on the results of previous research and expert opinion, the low productivity of teachers' scientific publications is caused by teacher motivation factors, teacher competence, teacher work load and social support. The purpose of this study to determine the magnitude of the influence of teacher motivation, teacher competence, teacher workload, and social support to the productivity of scientific publications of civil servant teachers in SMP Negeri 1 Rembang and SMP Negeri 3 Pengadegan Purbalingga District. This research method used quantitative research method of descriptive case study format. Research location in SMP Negeri 1 Rembang and SMP Negeri 3 Pengadegan Purbalingga District. The sampling technique used is saturated or census sampling where the research population is at once a sample. The results of this study indicate that there is a significant effect of teacher motivation factors, teacher competence, teacher workload and social support to the productivity of scientific publications of civil servant teachers in SMP Negeri 1 Rembang and SMP Negeri 3 Pengadegan Purbalingga District, either independently or simultaneously. The influence of teacher motivation is 48,6% with positive direction, teacher competence 33,9% with positive direction, teacher work load 28,4% with negative direction, and social support equal to 34,3% with positive direction. On the other hand, the influence of teacher motivation, teacher competence, teacher work load, and social support simultaneously to the productivity of scientific publication of civil servant teachers in SMP Negeri 1 Rembang and SMP Negeri 3 Pengadegan Purbalingga District is 53.1%. That is, as much as 46.9% productivity scientific publications teachers influenced by other factors outside this study.Keywords: Productivity of teachers' scientific publications, teacher motivation, teacher competence, teacher workload, social support. Abstrak: Secara umum, produktivitas publikasi ilmiah guru PNS di Kabupaten Purbalingga dan khususnya di Kecamatan Rembang dan Pengadegan masih rendah.  Berdasarkan hasil penelitian terdahulu dan pendapat para ahli, rendahnya produktivitas publikasi ilmiah guru PNS antara lain disebabkan oleh faktor motivasi guru, kompetensi guru, beban kerja guru dan dukungan sosial.  Tujuan penelitian ini untuk mengetahui besarnya pengaruh motivasi guru, kompetensi guru, beban kerja guru, dan dukungan sosial terhadap produktivitas publikasi ilmiah guru PNS di SMP Negeri 1 Rembang dan SMP Negeri 3 Pengadegan Kabupaten Purbalingga.  Metode penelitian ini menggunakan metode penelitian kuantitatif format deskriptif studi kasus. Lokasi penelitian di SMP Negeri 1 Rembang dan SMP Negeri 3 Pengadegan Kabupaten Purbalingga. Teknik sampling yang digunakan adalah sampling jenuh atau sensus dimana populasi penelitian sekaligus menjadi sampel.  Hasil penelitian ini menunjukkan bahwa terdapat pengaruh yang signifikan faktor motivasi guru, kompetensi guru, beban kerja guru dan dukungan sosial terhadap produktivitas publikasi ilmiah guru PNS di SMP Negeri 1 Rembang dan SMP Negeri 3 Pengadegan Kabupaten Purbalingga, baik secara mandiri maupun secara simultan/bersama-sama. Besarnya pengaruh motivasi guru secara mandiri sebesar 48,6% dengan arah positif, kompetensi guru sebesar 33,9% dengan arah positif, beban kerja guru sebesar 28,4% dengan arah negatif, dan dukungan sosial sebesar 34,3% dengan arah positif. Di sisi lain, besarnya pengaruh motivasi guru, kompetensi guru, beban kerja guru, dan dukungan sosial secara bersama-sama/simultan terhadap produktivitas publikasi ilmiah guru PNS di SMP Negeri 1 Rembang dan SMP Negeri 3 Pengadegan Kabupaten Purbalingga adalah 53,1%. Artinya, sebesar 46,9%  produktivitas publikasi ilmiah guru dipengaruhi oleh faktor lain di luar penelitian ini.Kata Kunci: Produktivitas publikasi ilmiah guru, motivasi guru, kompetensi guru, beban kerja guru, dukungan sosial.

Reducing Teacher Workload: Part 2

SecEd ◽  
2019 ◽  
Vol 2019 (16) ◽  
pp. 21-27
Author(s):  
Matt Bromley
Keyword(s):  
Best Practice ◽  
Practical Advice ◽  
Teacher Workload ◽  
Management Of Resources ◽  
Middle Leaders

In the second of two Best Practice Focuses looking at reducing teacher workload, Matt Bromley continues his practical advice for schools, middle leaders and teachers, including effective marking techniques, reasonable approaches to data, better planning – for the curriculum and lessons – and more efficient creation and management of resources

Specifying Hybrid Models of Teachers’ Work During COVID-19

2022 ◽  
pp. 0013189X2110693
Author(s):  
Lora Bartlett
Keyword(s):  
Qualitative Research ◽  
Student Learning ◽  
Teacher Perception ◽  
Student Experience ◽  
Hybrid Models ◽  
Future Analysis ◽  
Experience Teaching ◽  
Teacher Workload ◽  
Structural Hybrid ◽  
K 12

The term “hybrid” emerged as a common descriptor of pandemic-modified schooling configurations. Yet this umbrella term insufficiently captures the variations among hybrid models, particularly as it pertains to the structure of teacher workdays and related workload demands. Drawing on qualitative research documenting K–12 U.S. teachers’ experience teaching during COVID-19, this brief introduces and explicates three terms specifying structural hybrid models—parallel, alternating, and blended—and their implications for teachers’ work. Differentiating among the models facilitates future analysis of the implications of hybrid schooling for teacher and student experience. Initial analysis indicates teachers experienced one model, blended hybrid, as more challenging than others. This teacher perception highlights the need to discern among the three hybrid models more closely when analyzing schools’ responses to the pandemic. Differentiating among hybrid models may prompt future analysis of hybrid schooling for teacher workload and student learning.

Reducing teacher workload: Part 1

SecEd ◽  
2019 ◽  
Vol 2019 (15) ◽  
pp. 21-27
Author(s):  
Matt Bromley
Keyword(s):  
Best Practice ◽  
Leadership Culture ◽  
Student Behaviour ◽  
Teacher Workload

Excessive and inappropriate workload is a key reason for teachers quitting the profession. In a two-part SecEd Best Practice Focus, Matt Bromley looks at how schools can keep workload in check. In part one, he touches upon the role of leadership, culture, student behaviour, school routines, email and more. He also offers tips to help teachers protect their own wellbeing

scholarly journals Rapport in distance education

2012 ◽  
Vol 13 (1) ◽  
pp. 167 ◽  
Author(s):  
Elizabeth Murphy ◽  
María A. Rodríguez-Manzanares
Keyword(s):  
Distance Education ◽  
Teacher Behaviour ◽  
Face To Face ◽  
Fine Grained ◽  
Teacher Workload ◽  
Teachers And Students ◽  
Rapport Building ◽  
Communication Challenges ◽  
Teacher Professional ◽  
Building Rapport

<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>

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