scholarly journals Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development & Leadership Program in Qatar

2021 ◽  
Author(s):  
Seungah S. Lee ◽  
Leena Zahir
Keyword(s):  
Teacher Development ◽  
Student Outcomes ◽  
Teaching Practice ◽  
Development Program ◽  
Positive Culture ◽  
Training Model ◽  
The United States ◽  
Global Network ◽  
High Expectations ◽  
The Relationship

This paper aims to examine the relationship between progressive teaching practice and student academic and non-academic outcomes. The teacher development and leadership(TDL) program is a Qatari teacher development program that is a part of a wider global network(called “Global Network”) that aims to expand educational opportunities through teacher development with its roots in the United States. (Names of organizations have been changed for anonymity). The training model of TDL program is based on six themes: (1) orientation to student vision, (2) ongoing reflection to improve practice, (3) setting high expectations for students, (4) ensuring content rigor and mastery in students, (5) fostering positive culture and learning environment, and (6) building positive relationships with students. We used a dataset that includes aggregate student- and teacher-level data from 136 classrooms (with2,087 students) of 41 teachers between 2015 and 2017 to understand the relationship between teacher effectiveness and student outcomes. We found that establishing a positive rapport with students, practicing ongoing reflection, and internalizing learning are associated with higher academic achievement. We also found that incorporation of student vision for teaching practice is correlated with students having more positive attitude toward learning.

School Composition and Contextual Effects on Student Outcomes

2010 ◽  
Vol 112 (4) ◽  
pp. 1008-1037 ◽  
Author(s):  
J. Douglas Willms
Keyword(s):  
Student Outcomes ◽  
School Context ◽  
The United States ◽  
Literacy Skills ◽  
Classroom Context ◽  
School Composition ◽  
International Student Assessment ◽  
Socioeconomic Gradient ◽  
Vertical Segregation ◽  
The Relationship

Background Findings from several international studies have shown that there is a significant relationship between literacy skills and socioeconomic status (SES). Research has also shown that schools differ considerably in their student outcomes, even after taking account of students’ ability and family background. The context or learning environment of a school or classroom is an important determinant of the rate at which children learn. The literature has traditionally used school composition, particularly the mean SES of the school, as a proxy for context. Focus of Study This study examines the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science. Population The study uses data from the 2006 PISA (Programme for International Student Assessment) for 57 countries. PISA assesses the knowledge and life skills of 15-year-old youth as they approach the end of their compulsory period of schooling. Research Design Secondary analyses of the data describe the socioeconomic gradient (the relationship between a student outcome and SES) and the school profile (the relationship between average school performance and school composition) using data for the United States as an example. The analyses demonstrate two important relationships between school composition and the socioeconomic gradient and distinguish between two types of segregation, referred to as horizontal and vertical segregation. The analyses discern the extent to which school composition and classroom and school context separately and jointly account for variation in student achievement. Findings The results show that school composition is correlated with several aspects of school and classroom context and that these factors are associated with students’ science literacy. Literacy performance is associated with the extent to which school systems are segregated “horizontally,” based on the distribution among schools of students from differing SES backgrounds, and “vertically,” due mainly to mechanisms that select students into different types of schools. Conclusions An understanding of socioeconomic gradients and school profiles for a school system is critical to discerning whether reform efforts should be directed mainly at improving the performance of particular schools or at striving to alter policies and practices within all schools. Both horizontal and vertical segregation are associated with lower student outcomes; therefore, we require a better understanding of the mechanisms through which students are allocated to schools. When the correlation of school composition with a particular contextual variable is strong, it calls for policies aimed at increasing inclusion or differentially allocating school and classroom resources among schools serving students of differing status.

scholarly journals The development of a Polish pre-literacy manual based on action research evidence

2017 ◽  
Vol 36 (1) ◽  
pp. 75-86
Author(s):  
Edward Gillian ◽  
Bogna Ferensztajn ◽  
Bożena Franków-Czerwonko ◽  
Urszula Paradowska
Keyword(s):  
Teacher Development ◽  
Oral Language ◽  
Intervention Program ◽  
Current Knowledge ◽  
Development Program ◽  
Polish Language ◽  
English Speaking ◽  
Language Context ◽  
Developmental Norms ◽  
The Relationship

There is a quantity of research in English speaking countries into the relationship between early oral language concepts and literacy. The research described in this paper attempted to transfer to the Polish language context the knowledge developed in English speaking countries on pre-literacy developmental norms. The aim of the study was also to increase children’s educational chances through an intervention program addressing pre-literacy concept deficit. As part of the research into Polish pre-literacy developmental norms and the teacher development program, a resource book was created with preliteracy concepts and activities sequenced developmentally according to current knowledge about how Polish children develop their skills in these areas. The textbook developed from a collaborative process between the researchers and pre-school teachers during the collection of pre-literacy developmental norm data and regular collaborative workshops focused of planning and implementing intervention programs with the use of explicit methodologies and formative assessment.

scholarly journals From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning

Signo ◽  
2021 ◽  
Vol 46 (86) ◽  
pp. 147-163
Author(s):  
Victor Menco-Haeckermann
Keyword(s):  
Teacher Development ◽  
Lesson Planning ◽  
Development Program ◽  
The United States ◽  
Genre Theory ◽  
English Class ◽  
Bilingual Teaching ◽  
Language Courses ◽  
Reading To Learn ◽  
Foreign Language Courses

Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia with a recent bilingual adaptation of R2L in an L2 Spanish class in the United States. This latter case is based on genre theory and R2L pedagogy (ROSE, 2018a) and bilingualism approaches (RAMÍREZ, 2020; LESSOW-HURLEY, 2005; LABERGE; SAMUELS, 1974). Findings reveal a prominent pedagogical gap between the reading and the writing sections of the partially informed genre-based methodology but a robust linguistic scaffold in the bilingual R2L experience. The resulting recount exemplifies detailed and annotated lesson planning for teachers interested in thoroughly applying the latter methodology, especially for L2 settings. Preceded by some similar interventions, this experience confirms that the integration of both native and foreign languages within the R2L methodology makes it a promising approach.

The Contemporary Camming Market

Camming ◽  
2020 ◽  
pp. 61-86
Author(s):  
Angela Jones
Keyword(s):  
United States ◽  
The United States ◽  
Global Network ◽  
Substantial Portion ◽  
Independent Contractors ◽  
Socialist Utopia ◽  
And Control ◽  
Wage Outcomes ◽  
The Relationship ◽  
Moral Entrepreneurs

Cam models are independent contractors, but they are not free agents in an open capitalist market. Instead, cam models work in a global network of pornographic industries, which sex entrepreneurs own and control, and moral entrepreneurs regulate. This chapter examines the relationship between sex entrepreneurs such as cam-site and studio owners, moral entrepreneurs such as politicians, legislators, and other rescue-industry agents, and cam models in structuring the camming industry. Moral entrepreneurs dictate the policies that regulate the camming industry. Sex entrepreneurs exploit cam models—all cam sites take a substantial portion of cam model’s sales and pay relatively low commissions. Various overlapping systems of oppression shape the camming industry and affect the wage outcomes and experiences of cam models. Cam models must work hard—but cam models who are thin, White, cisgender, in their 20s, from the United States, and do not work for studios are privileged by various systems of inequality that they have no control over. Far from a feminist, queer, or socialist utopia, the camming industry, while it sometimes provides decent wages to workers, operates via and reproduces the same inequities that exist in any capitalist workplace.

Abusive Men's Use of Children to Control Their Partners and Ex-Partners

2007 ◽  
Vol 12 (1) ◽  
pp. 54-61 ◽  
Author(s):  
Marisa L. Beeble ◽  
Deborah Bybee ◽  
Cris M. Sullivan
Keyword(s):  
United States ◽  
Intimate Partner Violence ◽  
Partner Violence ◽  
Emotional Abuse ◽  
The United States ◽  
Intimate Partner ◽  
Anecdotal Evidence ◽  
Multiple Variables ◽  
The Relationship

While research has found that millions of children in the United States are exposed to their mothers being battered, and that many are themselves abused as well, little is known about the ways in which children are used by abusers to manipulate or harm their mothers. Anecdotal evidence suggests that perpetrators use children in a variety of ways to control and harm women; however, no studies to date have empirically examined the extent of this occurring. Therefore, the current study examined the extent to which survivors of abuse experienced this, as well as the conditions under which it occurred. Interviews were conducted with 156 women who had experienced recent intimate partner violence. Each of these women had at least one child between the ages of 5 and 12. Most women (88%) reported that their assailants had used their children against them in varying ways. Multiple variables were found to be related to this occurring, including the relationship between the assailant and the children, the extent of physical and emotional abuse used by the abuser against the woman, and the assailant's court-ordered visitation status. Findings point toward the complex situational conditions by which assailants use the children of their partners or ex-partners to continue the abuse, and the need for a great deal more research in this area.

The United States and the Iranian Nuclear Programme

2018 ◽  
Author(s):  
Steven Hurst
Keyword(s):  
United States ◽  
Decision Making ◽  
Domestic Politics ◽  
The United States ◽  
Nixon Administration ◽  
Comprehensive Plan ◽  
The Us ◽  
Nuclear Issue ◽  
The Relationship

The United States, Iran and the Bomb provides the first comprehensive analysis of the US-Iranian nuclear relationship from its origins through to the signing of the Joint Comprehensive Plan of Action (JCPOA) in 2015. Starting with the Nixon administration in the 1970s, it analyses the policies of successive US administrations toward the Iranian nuclear programme. Emphasizing the centrality of domestic politics to decision-making on both sides, it offers both an explanation of the evolution of the relationship and a critique of successive US administrations' efforts to halt the Iranian nuclear programme, with neither coercive measures nor inducements effectively applied. The book further argues that factional politics inside Iran played a crucial role in Iranian nuclear decision-making and that American policy tended to reinforce the position of Iranian hardliners and undermine that of those who were prepared to compromise on the nuclear issue. In the final chapter it demonstrates how President Obama's alterations to American strategy, accompanied by shifts in Iranian domestic politics, finally brought about the signing of the JCPOA in 2015.

Confluencia geopolítica entre Cárdenas y Roosevelt:

2019 ◽  
Vol 35 (2) ◽  
pp. 231-254
Author(s):  
Andreu Espasa
Keyword(s):  
World War Ii ◽  
New Deal ◽  
Spanish Civil War ◽  
The United States ◽  
Political Crisis ◽  
World War ◽  
Military Alliance ◽  
Bilateral Relations ◽  
The Relationship ◽  
The New Deal

De forma un tanto paradójica, a finales de los años treinta, las relaciones entre México y Estados Unidos sufrieron uno de los momentos de máxima tensión, para pasar, a continuación, a experimentar una notable mejoría, alcanzando el cénit en la alianza política y militar sellada durante la Segunda Guerra Mundial. El episodio catalizador de la tensión y posterior reconciliación fue, sin duda, el conflicto diplomático planteado tras la nacionalización petrolera de 1938. De entre los factores que propiciaron la solución pacífica y negociada al conflicto petrolero, el presente artículo se centra en analizar dos fenómenos del momento. En primer lugar, siguiendo un orden de relevancia, se examina el papel que tuvo la Guerra Civil Española. Aunque las posturas de ambos gobiernos ante el conflicto español fueron sustancialmente distintas, las interpretaciones y las lecciones sobre sus posibles consecuencias permitieron un mayor entendimiento entre los dos países vecinos. En segundo lugar, también se analizarán las afinidades ideológicas entre el New Deal y el cardenismo en el contexto de la crisis mundial económica y política de los años treinta, con el fin de entender su papel lubricante en las relaciones bilaterales de la época. Somewhat paradoxically, at the end of the 1930s, the relationship between Mexico and the United States experienced one of its tensest moments, after which it dramatically improved, reaching its zenith in the political and military alliance cemented during World War II. The catalyst for this tension and subsequent reconciliation was, without doubt, the diplomatic conflict that arose after the oil nationalization of 1938. Of the various factors that led to a peaceful negotiated solution to the oil conflict, this article focuses on analyzing two phenomena. Firstly—in order of importance—this article examines the role that the Spanish Civil War played. Although the positions of both governments in relation to the Spanish war were significantly different, the interpretations and lessons concerning potential consequences enabled a greater understanding between the two neighboring countries. Secondly, this article also analyzes the ideological affinities between the New Deal and Cardenismo in the context of the global economic and political crisis of the thirties, seeking to understand their role in facilitating bilateral relations during that period.

Bringing the Real World of Science to Children: A Partnership of the American Museum of Natural History and the City University of New York

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Anthony G Picciano ◽  
Robert V. Steiner
Keyword(s):  
United States ◽  
New York ◽  
Natural History ◽  
Local Governments ◽  
Compulsory Education ◽  
Development Program ◽  
The United States ◽  
American Museum ◽  
The World ◽  
The City

Every child has a right to an education. In the United States, the issue is not necessarily about access to a school but access to a quality education. With strict compulsory education laws, more than 50 million students enrolled in primary and secondary schools, and billions of dollars spent annually on public and private education, American children surely have access to buildings and classrooms. However, because of a complex and competitive system of shared policymaking among national, state, and local governments, not all schools are created equal nor are equal education opportunities available for the poor, minorities, and underprivileged. One manifestation of this inequity is the lack of qualified teachers in many urban and rural schools to teach certain subjects such as science, mathematics, and technology. The purpose of this article is to describe a partnership model between two major institutions (The American Museum of Natural History and The City University of New York) and the program designed to improve the way teachers are trained and children are taught and introduced to the world of science. These two institutions have partnered on various projects over the years to expand educational opportunity especially in the teaching of science. One of the more successful projects is Seminars on Science (SoS), an online teacher education and professional development program, that connects teachers across the United States and around the world to cutting-edge research and provides them with powerful classroom resources. This article provides the institutional perspectives, the challenges and the strategies that fostered this partnership.

Document- and Keyword-based Author Co-citation Analysis

2018 ◽  
Vol 2 (2) ◽  
pp. 70-82 ◽  
Author(s):  
Binglu Wang ◽  
Yi Bu ◽  
Win-bin Huang
Keyword(s):  
Citation Analysis ◽  
Semantic Similarity ◽  
Method Validation ◽  
New Method ◽  
Global Network ◽  
Network Visualization ◽  
Knowledge Domain ◽  
Knowledge Domains ◽  
Domain Mapping ◽  
The Relationship

AbstractIn the field of scientometrics, the principal purpose for author co-citation analysis (ACA) is to map knowledge domains by quantifying the relationship between co-cited author pairs. However, traditional ACA has been criticized since its input is insufficiently informative by simply counting authors’ co-citation frequencies. To address this issue, this paper introduces a new method that reconstructs the raw co-citation matrices by regarding document unit counts and keywords of references, named as Document- and Keyword-Based Author Co-Citation Analysis (DKACA). Based on the traditional ACA, DKACA counted co-citation pairs by document units instead of authors from the global network perspective. Moreover, by incorporating the information of keywords from cited papers, DKACA captured their semantic similarity between co-cited papers. In the method validation part, we implemented network visualization and MDS measurement to evaluate the effectiveness of DKACA. Results suggest that the proposed DKACA method not only reveals more insights that are previously unknown but also improves the performance and accuracy of knowledge domain mapping, representing a new basis for further studies.

Sign in / Sign up

Export Citation Format

Share Document