scholarly journals Study on Visualization of Different Teacher Behavior Based on Teacher Experience during Trial Class

2020 ◽  
pp. 177-185
Author(s):  
Sho Ooi ◽  
◽  
Shunyu Yao ◽  
Haruo Noma
Keyword(s):  
High School ◽  
New Teachers ◽  
New Teacher ◽  
Teacher Behavior ◽  
Behavioral Analysis ◽  
Expert Teachers ◽  
Expert Teacher ◽  
Egocentric Vision ◽  
Third Person ◽  
Beginner Teachers

A new teacher at an elementary school, junior high school, or a high school has to teach classes from the first day. However, new teachers often find teaching difficult in a real-world teaching environment. In this paper, we analyze the gestures and behaviors of a beginner teacher and an expert teacher with the aim of increasing the teaching quality of beginner teachers. Image processing technology was used to automatically report visualized results of teaching behaviors. We devised the following approach: (1) a new teacher conducts a class in an environment replicating a real class, (2) the class behavior of the new teacher is systematically evaluated, and (3) new teachers objectively look back at their classes and derive insights for their development. The aim of this research is to evaluate and visualize the behavior of teachers during classes, focusing on (2) and (3). Specifically, we took videos of a trial class of expert and beginner teachers using a video camera (third-person view) and egocentric vision. The egocentric vision recognizes objects using YOLO algorithm, while the third-person view classifies the teacher behavior using Spatial-Temporal Graph Convolution Networks (ST-GCN) based on Open Pose. Then, we analyzed the differences between expert teacher behavior and beginner teacher behavior and visualized the results. In the behavioral analysis at STGCN, ‘Writing on the board’ constituted 74.5% of the approach of beginner teachers and ‘Pointing to the board’ was 36.9%, whereas ‘Writing on the board’ was 33.1% of the approach of expert teachers. Further, in the behavioral analysis by the YOLO algorithm, ‘Writing on the board’ was 41.1% and ‘Talking at the front’ 57.8% for beginner teachers, and ‘Writing on the board’ was 25.3% and ‘Talking at the front’ 74.0% for expert teachers. In other words, we confirmed that the experts were conscious of the whole classroom, and that beginners tended to do lessons only by writing on the board.

HYPERMEDIA DEVELOPMENT AS SELF-REGULATED LEARNING RESOURCES FOR HIGH SCHOOL ENGLISH DEBATING TRAINING

2019 ◽  
Vol 1 (1) ◽  
pp. 39-45
Author(s):  
Ubaidah Ubaidah
Keyword(s):  
High School ◽  
Development Model ◽  
Learning Resources ◽  
High School English ◽  
Web Based ◽  
Self Regulated Learning ◽  
Expert Teacher ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Test Result

This research was aimed to develop Hypermedia as an alternative learning resources that support self-regulated learning implementation for English Debating Training in Highschool. The product was developed by the framework of web-based learning environment development model. To ensure the effectivity of the product, hypermedia was tested on formative and sumative evaluation involving expert, teacher, and students as participants. At the end of the study, the product was found effective which is indicated by (1) 80% of students often use this hypermedia at their home as self-regulated learning resources, (2) the improvement of students debating knowledge which indicated by the improvement test result by 3.3 poin, and (3) outstanding the students’ achievement of debating competencies that 50% of the students have above average debating skills after learning with hypermedia “Enjoy Your Debate!”

Teacher Churning

2016 ◽  
Vol 39 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Allison Atteberry ◽  
Susanna Loeb ◽  
James Wyckoff
Keyword(s):  
New York ◽  
New York City ◽  
Panel Data ◽  
York City ◽  
New Teachers ◽  
New Teacher ◽  
Negative Effects ◽  
School Teachers ◽  
Underserved Students ◽  
Average Student

Educators raise concerns about what happens to students when they are exposed to new or new-to-school teachers. However, even when teachers remain in the same school they can switch roles by moving grades and/or subjects. We use panel data from New York City to compare four ways in which teachers are new to assignment: new to teaching, new to district, new to school, or new to subject/grade. We find negative effects of having a churning teacher of about one third the magnitude of the effect of a new teacher. However the average student is assigned to churning teachers four times more often than to new teachers, and historically underserved students are slightly more likely to be assigned to churning teachers.

scholarly journals Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School

2003 ◽  
Vol 1 (3) ◽  
pp. 14-42
Author(s):  
Jan Campbell
Keyword(s):  
High School ◽  
Middle School ◽  
Health Status ◽  
High School Teachers ◽  
Teacher Candidates ◽  
New Teacher ◽  
California State University ◽  
State University ◽  
School Teachers ◽  
Healthy Environment

As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

Making mentoring work

2018 ◽  
Vol 99 (6) ◽  
pp. 64-69 ◽  
Author(s):  
Nina F. Weisling ◽  
Wendy Gardiner
Keyword(s):  
Beneficial Effect ◽  
New Teachers ◽  
School Leaders ◽  
Teacher Performance ◽  
New Teacher ◽  
Mentoring Programs ◽  
Teacher Mentoring

Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don’t live up to their potential. This article presents four research-based strategies that improve mentoring programs’ prospects for success. By setting clear expectations, getting mentors into the classroom, mentoring the mentors, and focusing on relationships, school leaders can help new teachers receive the support they need.

Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School

2003 ◽  
Vol 1 (3) ◽  
pp. 14-42
Author(s):  
Jan Campbell
Keyword(s):  
High School ◽  
Middle School ◽  
Health Status ◽  
High School Teachers ◽  
Teacher Candidates ◽  
New Teacher ◽  
California State University ◽  
State University ◽  
School Teachers ◽  
Healthy Environment

As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

Helping new teachers stay and thrive in rural schools

2021 ◽  
Vol 103 (4) ◽  
pp. 14-18
Author(s):  
Devon Brenner ◽  
Amy Price Azano ◽  
Jayne Downey
Keyword(s):  
Rural Schools ◽  
New Teachers ◽  
New Teacher ◽  
Rural Districts ◽  
Retaining Teachers ◽  
The Many ◽  
Time And Energy ◽  
Out Of School

Among the many challenges facing rural administrators, recruiting and retaining teachers is often at the top of the list. Given the time and energy they must invest to successfully attract, recruit, and hire a new teacher, there is a significant need to adopt strategies that will help to retain those new teachers. Rural administrators can support new teachers so that they stay — and thrive — in rural districts by connecting teachers with the community, supporting place-based practices in the classroom, and helping new teachers build relationships both in and out of school.

Elementary School Campuses and New Teachers

2010 ◽  
Vol 44 (1) ◽  
pp. 83-96 ◽  
Author(s):  
Cynthia Martinez-Garcia ◽  
John R. Slate
Keyword(s):  
Elementary School ◽  
Minority Students ◽  
New Teachers ◽  
At Risk Students ◽  
New Teacher ◽  
Indicator System ◽  
Disadvantaged Students ◽  
Academic Excellence ◽  
Economically Disadvantaged Students ◽  
Academic Excellence Indicator System

In this study, the researchers examined the five most recent years of data (2003-2004 through 2007-2008) from the Academic Excellence Indicator System of the State of Texas regarding new teachers on elementary school campuses. We examined the extent to which differences were present between elementary school campuses with the highest new teacher percentages and elementary school campuses with the lowest new teacher percentages. In every case for all 5 years, elementary school campuses with the highest percentages of new teachers had the highest percentages of minority students, highest percentages of economically disadvantaged students, and highest percentages of at-risk students than did elementary school campuses with the lowest percentages of new teachers. Implications of these findings and suggestions for further research are discussed.

Student Teaching and the Geography of Teacher Shortages

2020 ◽  
pp. 0013189X2096209
Author(s):  
Dan Goldhaber ◽  
John Krieg ◽  
Natsumi Naito ◽  
Roddy Theobald
Keyword(s):  
Student Teachers ◽  
Empirical Evidence ◽  
Student Teaching ◽  
New Teachers ◽  
Fixed Effects ◽  
New Teacher ◽  
The State ◽  
Teacher Shortages ◽  
Unique Dataset

We use a unique dataset of student teaching placements in the State of Washington and a proxy for teacher shortages, the proportion of new teacher hires in a school or district with emergency teaching credentials, to provide the first empirical evidence of a relationship between student teaching placements and teacher shortages. We find that schools and districts that host fewer student teachers or are nearby to districts that host fewer student teachers tend to hire significantly more new teachers with emergency credentials the following year. These relationships are robust to district fixed-effects specifications that make comparisons across schools within the same district. This descriptive evidence suggests exploring efforts to place student teachers in schools and districts that struggle to staff their classrooms.

scholarly journals Novice Teacher’s Needs in Starting Career as an Educator

2021 ◽  
Vol 1 ◽  
pp. 255-262
Author(s):  
Mohd Isha Awang ◽  
Abdull Sukor Shaari
Keyword(s):  
Survey Research ◽  
Research Design ◽  
New Teachers ◽  
Teaching And Learning ◽  
New Teacher ◽  
Ministry Of Education ◽  
Learning Practices ◽  
Education Profession ◽  
State Educational ◽  
Ongoing Support

A new teacher is an individual who has just started a career in the field of teaching with less than three years of experience. They need certain aspects as a new teacher in starting a career as a teacher. This requirement is an important aspect that will contribute to the effectiveness of their teaching in the classroom. A study aimed at identifying the needs of new teachers starting this career using a survey research design. The questionnaire was used as a research instrument to review a simple randomly selected study sample involving 177 new teachers. The study found several aspects that are necessary for new teachers such as mentoring aspects, school support, key information, teaching and learning practices and co-curricular activities. This study has important implications to the school, State Educational Department and Ministry of Education in providing ongoing support to new teachers and then to develop their level of professionalism in the classroom in particular and in the education profession in general.

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