scholarly journals Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills

2019 ◽  
Author(s):  
ANNA BORZĘCKA
Keyword(s):  
School Teacher ◽  
Educational Interventions ◽  
Special School ◽  
School Teachers ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Diagnosis And Therapy ◽  
Specialist School ◽  
Nominal Variables

Anna Borzęcka, Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 181–195. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.09Diagnostic and therapeutic competences are necessary for the effectiveness of didactic and educational interventions undertaken by a professional specialist school teacher. In order for the teacher to be able to cope with the tasks assigned by special pedagogy, he must have theoretical and practical preparation in the field of diagnosis and therapy. The future of a special school pupil will depend on his knowledge and skills. The article presents research on declarative sources of teaching knowledge and skills in the field of diagnosis and therapy as well as their selfassessment, taking into account nominal variables (age and job seniority).

scholarly journals An analysis of assessment models employed by the Indonesian elementary school teachers

2017 ◽  
Vol 1 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Wayan Maba ◽  
Ida Bagus Nyoman Mantra
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Peer Assessment ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Qualitative Research Design ◽  
Students Attitudes ◽  
Written Test

The present study was conducted to analyze the assessment models employed by Indonesian elementary school teachers in the context of assessment models as suggested by the curriculum in 2013. The analysis includes the selected assessment models and their implementation in real classroom settings to assess the students’ attitudes, knowledge, and skills. This study made use of a qualitative research design in which the data were analyzed by means of deep argumentation and presented descriptively. Data were collected through direct observation and in-depth interviews with the selected elementary school teachers. The collected data were analyzed in an analytical manner to obtain the findings.   The findings of the present study indicated that primary school teachers employed various models of assessment based on the aspects of attitudes, knowledge, and skills. Assessment of the students’ attitude includes observation, self-assessment, peer assessment, and teachers’ records. Assessment of the students’ knowledge includes a written test, an oral test, and assignment.  Assessment of the students’ skill includes performance, portfolio, and project. Meanwhile,  the scores of the students’ achievement were analyzed based on the scores of the students’ attitude obtained by using the instruments, such as observation blank sheet, Self-assessment, peer assessment, and teacher’ records. Self-assessment and peer assessment were also used as a confirmation of the scores for the report card and the teachers’ records were mainly used to provide the suggestions for the students’ improvement.

scholarly journals Mental Health of Special School Teachers

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Poonam ◽  
Dr. Shashi Malik
Keyword(s):  
Mental Health ◽  
Special Education Teachers ◽  
School Teacher ◽  
Special School ◽  
Cluster Sampling ◽  
School Teachers ◽  
Random Cluster ◽  
Self Evaluation ◽  
Different Dimensions ◽  
T Values

The present study was carried out with the main aim of studying and comparing of mental health of special school teachers. The data was collected by using Mental Health Inventory (MHI) constructed and standardized by Jagdish and Srivastava (1984) with the help of purposive random cluster sampling from South Delhi. Mean, S.D., and t-values were calculated for different dimensions and over all mental health between male and female special school teachers. The findings of the research revealed that overall average mental health of special education teachers is poor. Male special school teachers were found to have better mental health than female special school teachers in terms of Positive self evaluation, Autonomy, Group oriented attitude and Environment competence. While with regards to the dimension: Perception of reality and Integration of personality Female special school teacher were found to have better health than male special school teachers.

scholarly journals An Analysis of Assessment Models Employed by The Indonesian Elementary School Teachers

2017 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Wayan Maba ◽  
Ida Bagus Nyoman Mantra
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Peer Assessment ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Qualitative Research Design ◽  
Students Attitudes ◽  
Written Test

The present study was conducted to analyze the assessment models employed by Indonesian elementary school teachers in the context of assessment models as suggested by the curriculum in 2013. The analysis includes the selected assessment models and their implementation in real classroom settings to assess the students’ attitudes, knowledge, and skills. This study made use of a qualitative research design in which the data were analyzed by means of deep argumentation and presented descriptively. Data were collected through direct observation and in-depth interviews to the selected elementary school teachers. The collected data were analyzed in an analytical manner to obtain the findings.   The findings of the present study indicated that primary school teachers employed various models of assessment based on the aspects of attitudes, knowledge, and skills. Assessment of the students’ attitude includes observation, self-assessment, peer assessment, and teachers’ records. Assessment of the students’ knowledge includes a written test, an oral test, and assignment.  Assessment of the students’ skill includes performance, portfolio and project. Meanwhile,  the scores of the students’ achievement were analyzed based on the scores of  the students’ attitude   obtained by using the instruments, such as observation blank sheet, Self-assessment, peer assessment, and teacher’ records. Self-assessment and peer assessment were also used as a confirmation of the scores for the report card and the teachers’ records were mainly used to provide the suggestions for the students’ improvement.

scholarly journals The Implementation on Using Google Classroom for Online Learning for Elementary School Teachers

2021 ◽  
Vol 1 (5) ◽  
pp. 173-177
Author(s):  
Fiki Setiawan ◽  
Hery Prambudi ◽  
Pipin Supenah ◽  
Supriyatin Supriyatin
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary School Teachers ◽  
Community Service ◽  
School Teacher ◽  
School Teachers ◽  
Knowledge And Skills ◽  
E Learning ◽  
The Government ◽  
Almost All

The government has issued various policies to stop the spread of COVID-19. One of them is online learning (on the network) which is carried out by almost all levels of education in Indonesia. Learning models are developed based online (e-learning). Nevertheless, on the other hand, the implementation of online learning experiences obstacles such as teachers' lack of knowledge and skills in managing to learn online. This community service aims to improve the abilities and skills of elementary school teachers in using e-learning applications based on Google Classroom in helping the online learning process during the pandemic. The target of this activity is the Gegunung Village Elementary School teachers. Execution method using lectures, practicum, and question and answer. Training participants are given an understanding concept about distance learning media or online and practising use of the Google Classrooms application. The results of this activity include training participants very enthusiastic about participating in the training. The Gegunung Village Elementary School teacher can understand the use of google classroom with an indicator that the teacher can create online learning. The Gegunung Village Elementary School teachers have operated the application Google Classroom as an alternative medium. However, assistance still needs to be done until the teacher understands and uses Google Classroom as an online learning medium during the COVID-19 pandemic.  

Status quo of Nursing Informatics Competencies for Nurses Under Standardized Training -A Cross-Sectional Study (Preprint)

2019 ◽  
Author(s):  
Kejimu Sunzi ◽  
Cheng Lei ◽  
Zhuoyuanyuan Chen ◽  
Baolu Zhang
Keyword(s):  
Influencing Factors ◽  
Online Survey ◽  
Rapid Development ◽  
Professional Knowledge ◽  
Clinical Information ◽  
The Internet ◽  
Nursing Informatics ◽  
Self Assessment ◽  
Cross Sectional ◽  
Knowledge And Skills

BACKGROUND The rapid development of health information technology has an increasingly significant impact on nursing work. The development of informatization also puts forward higher requirements for nurses under standardized training (NUST). Informatics knowledge and skills are essential if clinicians are to master the large volume of information generated in healthcare today. Nurses with competent nursing informatics competencies (NIC) will be able to better adapt to the needs of work and the development of the times. OBJECTIVE This study aimed to explore, analyze, and discuss the current situation of NIC of NUST in China, and analyze the influencing factors, to provide references for improving the NIC of NUST. METHODS We conducted a cross-sectional survey of standard training nurses' NIC in a tertiary hospital in Sichuan Province, China, with convenience sampling. The study consists of two parts included socio-demographic characteristics and NIC, a self-designed general information questionnaire, and a Self-Assessment Nursing Informatics Competency Scale-SF28 were used as survey tools. An online survey collected the data, and the scores of nurses' NIC were analyzed, and the factors were determined by linear regression statistical analysis. RESULTS Overall 191 target population responded to the questionnaire, including 22 males (11.52%) and 169 females (88.48%), the age range was 21 to 28 years, the average age was 24.64 (SD 1.43). 53 persons without computer level certificate (27.75%), 138 persons with computer level certificate (72.25%), the total score of Self-Assessment Nursing Informatics Competency Scale was 68.65 (SD 10.47), the scores of each dimension were role of clinical information 10.12 (SD 2.17), basic computer knowledge and skills 26.64 (SD 4.96), application ability of computer skills 7.16 (SD 1.82), wireless equipment skills 8.02 (SD 2.04), nursing information attitude 16.73 (SD 3.25). In the analysis of influencing factors of NIC, “whether learned professional knowledge through the internet” is the influencing factor of NIC (P< .05). CONCLUSIONS The clinical nursing informatics (NC) of nurses was at a medium level, mainly influenced by “whether learned professional knowledge through the internet.” In the future regulation process, it is necessary to strengthen further the capacity training of information to improve their clinical information decision-making ability and better serve patients.

Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students

2021 ◽  
pp. 002248712110000
Author(s):  
Lucrecia Santibañez ◽  
Christine Snyder ◽  
Danielle Centeno
Keyword(s):  
Teacher Induction ◽  
Language Proficiency ◽  
Teaching Skills ◽  
English Learner ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Classified Students ◽  
Specific Teaching ◽  
Missed Opportunity

English Learner-classified (ELC) students are one of the nation’s most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers’ EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students’ unique and diverse needs. California’s decentralized, flexible, teacher-led induction may support teachers’ development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students.

The Study and Application of Middle School Teacher Evaluation System Based on Support Vector Machine

2014 ◽  
Vol 905 ◽  
pp. 721-724
Author(s):  
Bo Yang ◽  
Li Na Zhang
Keyword(s):  
Support Vector Machine ◽  
Teacher Evaluation ◽  
Secondary School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Evaluation Process ◽  
Support Vector ◽  
School Teachers ◽  
Teaching Management

In this paper, the Support Vector Machine (SVM) theory is applied to secondary school teachers evaluation systems. And the evaluation attributes of secondary school teachers are set in accordance with certain requirements. Through the use of sample data on the teacher evaluation system for a certain amount of training, we get a trained model, then evaluate and analyze the teachers data to be measured. This approach can make secondary school teachers assessment more accurate and reasonable, greatly reduce the workload of teaching management, and reduce the number of artificially errors in the evaluation process.

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