Levels of Best Practice Implementation in Classrooms for Mildly Handicapped Students in a Rural State

1994 ◽  
Vol 13 (3) ◽  
pp. 11-17
Author(s):  
Meher E. Daruwalla ◽  
James E. Whorton ◽  
Mark G. Richmond
Keyword(s):  
Special Education ◽  
Best Practices ◽  
Teacher Certification ◽  
Best Practice ◽  
Teaching Experience ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Rural State ◽  
High Level ◽  
The Relationship

This study was designed to determine levels of implementation of identified best practices for mildly handicapped students in special education classrooms in Mississippi, a predominately rural state. It also investigated the relationship between the variables of teacher certification, level of special education teacher certification, years of teaching experience, and level of implementation of best practices. The results indicated a high level of acceptance and implementation of best practices. The variables of teacher certification and level of special education certification had an effect on implementation of only one best practice. There was a significant difference in the relationship between years of teaching experience and implementation of best practices.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113-122
Author(s):  
Khairunnajwa binti Samsudin ◽  
Mohd Mahzan bin Awang ◽  
Anuar bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals Factors Responsible for Students’ Lateness to School as Expressed by Nigerian Teachers in Elementary Schools

2019 ◽  
Vol 6 (2) ◽  
pp. 185
Author(s):  
Kabir Adewale Adegunju ◽  
Eniola Keji Ola-Alani ◽  
Lydia Akunna Agubosi
Keyword(s):  
Elementary Schools ◽  
Data Analysis ◽  
School Administrators ◽  
Peer Pressure ◽  
Teaching Experience ◽  
Inferential Statistics ◽  
Moderating Variables ◽  
Educational Qualification ◽  
Years Of Teaching Experience ◽  
High Level

Students’ lateness to school is one of the challenges faced by school administrators. This research therefore investigated the factors responsible for students’ lateness to school as expressed by Nigerian teachers in elementary schools. The influence of moderating variables of sex, years of teaching experience and educational qualification on the respondents’ expressions was also considered. The study is descriptive in nature and sampled 200 Nigerian teachers in elementary schools. An instrument titled ‘Factors Responsible for Lateness to School Questionnaire (FRLSQ’ was adopted to gather data. The descriptive and inferential statistics were used as methods of data analysis. It was revealed that the factors responsible for students’ lateness to school as expressed by Nigerian teachers in elementary schools are poor preparation for school, going late to bed, distance of school from home, high level of poverty, peer pressure, single parenting among others. It is concluded that the factors responsible for lateness to school are enormous. Practical solutions were therefore recommended.

The relationship between teacher efficacy and students' academic achievement: A meta-analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 529-540 ◽  
Author(s):  
Kyung Ryung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Teacher Efficacy ◽  
Classroom Management ◽  
Meta Analysis ◽  
Teaching Experience ◽  
Student Academic Achievement ◽  
Years Of Teaching Experience ◽  
Efficacy Measures ◽  
The Mean ◽  
The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

The politics of generating best practice knowledge: Epistemic practice and rendering space technical in a European Commission working group on education policy

2020 ◽  
pp. 239965442096210
Author(s):  
Natalie Papanastasiou
Keyword(s):  
Best Practices ◽  
Education Policy ◽  
European Commission ◽  
Best Practice ◽  
Political Space ◽  
Epistemic Practice ◽  
Political Discourse Analysis ◽  
The Social ◽  
Practice Knowledge ◽  
The Relationship

This paper seeks to understand how best practice knowledge is constructed and maintained as a hegemonic form of policy knowledge. The paper argues that best practice is based on two claims: firstly, that best practice draws on situated practices of ‘what works’ in specific policy contexts, and secondly, that best practice uses these practices to build universal policy lessons that can be transferred across political space. How do policy actors tasked with generating best practices manage to deal with the challenge of integrating knowledge that is situated in particular places with knowledge that holds true across political space? The paper explores this question through the lens of political discourse analysis and studies the relationship between epistemic practice and the social construction of space. Drawing on observation and interview data, the paper analyses how best practices are generated by a group of education policy experts coordinated by the European Commission. Analysis demonstrates that producing best practices involves ‘rendering space technical’ whereby the complex, relational nature of political space is transformed into a series of ‘contextual variables’ from which universal policy mechanisms can be extracted. This allows for the enactment of an epistemic practice which draws clear distinctions between policy and political space rather than understanding them as co-constitutive – a dualism which is pivotal for upholding the hegemonic status of best practice. By analysing counter-hegemonic moments where the claims of best practice are called into question, the paper also considers alternatives to rendering space technical in policymaking practices.

scholarly journals Audit committee compensation, best practices and audit fees

2019 ◽  
Vol 50 (1) ◽  
Author(s):  
Bum-Jin Park
Keyword(s):  
Best Practices ◽  
Financial Reporting ◽  
Regression Models ◽  
Audit Committee ◽  
Best Practice ◽  
Audit Quality ◽  
Positive Association ◽  
Audit Fees ◽  
High Quality ◽  
The Relationship

Background: It is extremely important that an audit committee (AC) monitors a company’s financial reporting process, and that the committee engages a high-quality auditor to carry this out effectively. Prior research on ACs has paid much attention to the relationship between AC best practices and audit fees (AF). Although compensation is a means of aligning interests between ACs and stakeholders, previous studies have neglected the complementary interaction between AC compensation and compliance with best practices on audit quality.Objectives: The purpose of this study is to investigate how compensation for ACs affects AF, and how the association is moderated by compliance with best practices to capture effective monitoring.Method: The regression models are estimated to verify how the relationship between AC compensation and AF is moderated by AC compliance with best practice. Moreover, the logistic regression models are used to investigate how the relationship between AC compensation and the opportunistic achievement of earnings goals is moderated by AC compliance with best practice.Results: The findings show a positive association between the levels of compensation AC members receive and AF, which is reinforced in firms that have ACs that comply with all best practices.Conclusion: The results suggest that highly paid ACs engage high-quality auditors to complement their function of monitoring management and AC compensation and compliance with best practices are complementary to enhance audit quality. This study thus provides the interesting insights that can be applicable to countries with requirements relating to the compensation schemes for ACs or the formation of the AC.

scholarly journals Implementing the National Council of Teachers of Mathematics Standards: A slow process

Pythagoras ◽  
2004 ◽  
Vol 0 (59) ◽  
Author(s):  
Joseph M. Furner
Keyword(s):  
Best Practices ◽  
Implementation Process ◽  
Teaching Experience ◽  
Inservice Teachers ◽  
National Council ◽  
Pedagogical Beliefs ◽  
Nctm Standards ◽  
Mathematics Standards ◽  
Significant Difference ◽  
Recent Graduates

The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000).  The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduates of teacher education programmes may have more training  on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards.  It seems then from this study that the implementation process of the NCTM Standards, and  perhaps any standards or best practices and new curriculum implementation, is very sluggish.

scholarly journals Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2158
Author(s):  
Juan-Manuel Trujillo-Torres ◽  
Hossein Hossein-Mohand ◽  
Melchor Gómez-García ◽  
Hassan Hossein-Mohand ◽  
María-Pilar Cáceres-Reche
Keyword(s):  
Mathematics Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Teachers Perceptions ◽  
Years Of Teaching Experience ◽  
Information And Communication ◽  
Teaching Function ◽  
The Relationship

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

scholarly journals Condom Use, Contraceptive Methods, and Religiosity among Youths of Low Socioeconomic Level

2008 ◽  
Vol 11 (1) ◽  
pp. 94-102 ◽  
Author(s):  
Elder Cerqueira-Santos ◽  
Sílvia Koller ◽  
Brian Wilcox
Keyword(s):  
Condom Use ◽  
Socioeconomic Level ◽  
Sexual Encounter ◽  
Contraceptive Methods ◽  
Porto Alegre ◽  
Low Socioeconomic ◽  
Significant Difference ◽  
High Level ◽  
The Relationship ◽  
Personal Questionnaire

The purpose of this study was to investigate the relationship between the use of condoms and other contraceptive methods and religiosity/spirituality among youths of a low socioeconomic level in Porto Alegre. 1013 youths, between 12–24 years of age participated, responding to a personal questionnaire containing 109 items. Results show that 53.5% of these youths had already had their first sexual encounter, 55% of which had this experience before the age of 15. The majority (42.8%) claimed to be Catholic, and 26.7% said they believe in God, but were not religious. There appeared no significant difference in the use of condoms in relation to the level of religiosity, however, men used this method more than women to avoid AIDS and as a contraceptive. Women used other contraceptive methods more frequently, and there were no cases of exclusive use of methods permitted by the major religions (natural methods). This study revealed a high level of condom use (more than 80%) among both religious and non-religious youths.

National Religious Affiliation and Integrated Model of Homicide and Suicide

2016 ◽  
Vol 21 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Don Soo Chon
Keyword(s):  
Religious Affiliation ◽  
World Health ◽  
Lethal Violence ◽  
Suicide Rates ◽  
Significant Difference ◽  
The World ◽  
Islamic Countries ◽  
Health Organization ◽  
High Level ◽  
The Relationship

The current study assessed the relationship between national religious affiliation and lethal violence by simultaneously examining homicide and suicide rates. The information on homicide and suicide rates for 124 countries came from the World Health Organization (WHO). Regression results suggested no significant difference in lethal violence between predominantly Catholic and Protestant countries, although Islamic countries revealed significantly lower homicide, suicide, and overall lethal violence rates than non-Islamic countries. Countries with a high level of religious heterogeneity are subject to an increased suicide rate. The implications of these findings were discussed.

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