scholarly journals Teacher Preparation, Motivation, and Self-Efficacy: A Comparative Study of New Teachers in Japan and the United States

2021 ◽  
Vol 4 (3) ◽  
pp. 368
Author(s):  
Shaoan Zhang ◽  
Andromeda Hightower ◽  
Qingmin Shi
Keyword(s):  
Teacher Preparation ◽  
Self Efficacy ◽  
New Teachers ◽  
Teaching And Learning ◽  
Large Scale ◽  
The United States ◽  
Social Utility ◽  
Future Research ◽  
Utility Value ◽  
The U.S

Using the Teaching and Learning International Survey (TALIS) 2018, this study examines U.S. and Japanese new teachers’ initial teacher preparation (ITP), feelings of preparedness, motivations, and self-efficacy. The analysis of 355 U.S. and 433 Japanese new secondary teachers provided several findings. First, ITP in the U.S. more often included teaching in mixed-ability and multicultural settings, cross-curricular skills, and technology than Japan, and U.S. teachers felt more prepared than Japanese teachers in every category of preparation. Second, Japanese teachers were more likely to declare teaching as their first career choice and reportedly scored significantly higher on motivations to become a teacher of personal utility value, while U.S. new teachers scored higher on social utility value. Third, there were no significant differences in self-efficacy between U.S. and Japanese new teachers. This study contributes to the gap of large-scale, comparative literature between the U.S. and Japanese initial teacher preparation. Implications for practice and directions for future research are discussed.

scholarly journals Critical service-learning in adult ESOL teacher preparation: Reflections from the field

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Nicole Pettitt ◽  
Ashley Ekers ◽  
Chanelle Campbell ◽  
Marwok Gure
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Service Learning ◽  
New Teachers ◽  
Teaching And Learning ◽  
The United States ◽  
Lessons Learned ◽  
Community Settings ◽  
Learning Contexts ◽  
Service Training

In the United States, few universities offer pre-service training for new teachers entering adult ESOL teaching and learning contexts.  This paper reports on a pilot service-learning course offered during spring 2015 at (name of university in Georgia removed), “Teaching adult ESOL in community settings” -- one of only four courses of its kind in the country (of which we are aware).  We begin by introducing the course and its philosophy, then share reflections on our experiences in the course and lessons learned.  We conclude with a call for others to take up this work at universities and communities in Georgia.

scholarly journals MODELING TEACHER SELF-EFFICACY AS A FUNCTION OF PEER OBSERVATION, ADMINISTRATIVE FEEDBACK, JOB SATISFACTION, AND WORK ENJOYMENT

2019 ◽  
Vol 128 (6B) ◽  
pp. 71
Author(s):  
Chau Hong Phuoc Nguyen ◽  
Aaron Samuel Zimmerman
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Large Scale ◽  
Future Research ◽  
Peer Observation ◽  
Data Set ◽  
Work Enjoyment ◽  
International Data ◽  
Teacher Self Efficacy

<p>This study used a large-scale, international data set – the OECD Teaching and Learning International Survey (TALIS) 2013, consisting of 14,583 teachers from 34 countries (OECD, 2014) – to examine the manner in which feedback from administrators, time spent observing colleagues’ classes, job satisfaction, and work enjoyment predicted teachers’ instructional self-efficacy. It was found that feedback from administrators was not a significant predictor of teacher self-efficacy for instruction, whilst peer observation, job satisfaction, and work enjoyment were estimated as being significant predictors. The results of this study have implications for practice – specifically, how teachers and school leaders cultivate teachers’ self-efficacy for instruction – and future research.</p>

scholarly journals U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Nicole Johnson ◽  
George Veletsianos ◽  
Jeff Seaman
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Teaching Experience ◽  
The United States ◽  
Future Research ◽  
Learning Approaches ◽  
Public And Private ◽  
Faculty And Administrators

Abstract    The COVID-19 pandemic has had a profound and rapid impact on higher education institutions across the world. In this study, we report the findings of a survey investigating the rapid transition to emergency remote teaching in the early weeks of the pandemic at public and private post-secondary institutions in the United States. Participants consisted of 897 faculty and administrators at 672 U.S. institutions. Findings reveal that with few exceptions nearly all reporting institutions transitioned to emergency teaching and learning approaches. Administrators reported that faculty with and without online teaching experience pivoted to online teaching, and nearly all administrators indicated that those who did not have online teaching experience were in the process of learning how to teach online. Regardless of whether faculty had previous experience teaching online or not, many faculty reported that they were using new teaching methods. A majority of faculty reported making changes to their assignments or exams as a result of transitioning to a new mode of delivery. Nearly half reported lowering the expected volume of work for students (including dropping assignments or exams) and/or shifting to a pass/fail model for this semester. The primary areas where faculty and administrators identified a need for assistance related to student support, greater access to online digital materials, and guidance for working from home. This study provides an early snapshot of efforts towards teaching and learning continuity at a large scale and provides some insights for future research and practice.

Questions

2018 ◽  
Author(s):  
James L. Gibson ◽  
Michael J. Nelson
Keyword(s):  
United States ◽  
African Americans ◽  
Supreme Court ◽  
Legal System ◽  
Public Support ◽  
The United States ◽  
Future Research ◽  
White Americans ◽  
Two Factors ◽  
The U.S

We have investigated the differences in support for the U.S. Supreme Court among black, Hispanic, and white Americans, catalogued the variation in African Americans’ group attachments and experiences with legal authorities, and examined how those latter two factors shape individuals’ support for the U.S. Supreme Court, that Court’s decisions, and for their local legal system. We take this opportunity to weave our findings together, taking stock of what we have learned from our analyses and what seem like fruitful paths for future research. In the process, we revisit Positivity Theory. We present a modified version of the theory that we hope will guide future inquiry on public support for courts, both in the United States and abroad.

scholarly journals Training Preservice Mental Health Counselors for Suicide Assessment: A Multiple Baseline Study

2019 ◽  
Author(s):  
Teal Bohrer ◽  
Cass Dykeman
Keyword(s):  
Mental Health ◽  
Suicidal Ideation ◽  
Self Efficacy ◽  
The United States ◽  
Multiple Baseline ◽  
Future Research ◽  
Probe Design ◽  
Mental Health Clinicians ◽  
Suicide Assessment ◽  
The Impact

Rates of death by suicide continue to increase across the United States. Mental health clinicians often have contact with individuals expressing suicidal ideation, but research suggests clinicians may not be appropriately prepared to assess a client’s suicide risk. Numerous models and theories explain and assess suicidal ideation. In 2009, Thomas Joiner and his colleagues proposed the interpersonal-psychological theory of suicide (IPT), which focused on three main factors strongly supported by research over the preceding decade. The present study utilized a nonconcurrent, multiple-baseline, multiple-probe design as well as a one-group pretest–posttest design to examine the impact of an IPT-based training model. Participants were preservice mental health clinicians currently enrolled in Master’s degree programs. Participants completed assessments on IPT knowledge and suicide-assessment self-efficacy, and results from this study indicated a significant increase in knowledge after completion of the training, as well as a slight decrease in self-efficacy. This study suggests that suicide-assessment training, even when done remotely, can increase suicide-assessment knowledge. Future research should explore preservice mental health clinicians’ self-efficacy as well as those factors influencing the confidence these professionals feel in their assessments of risk.

Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum

2015 ◽  
Vol 117 (9) ◽  
pp. 1-36
Author(s):  
Sarah J. Selmer ◽  
Melissa J. Luna ◽  
James A. Rye
Keyword(s):  
Elementary School ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
The United States ◽  
Teacher Participation ◽  
Curriculum Materials ◽  
Future Research ◽  
Dynamic Relationship ◽  
Teachers Experiences

Background/Context This study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of studies specific to teachers’ experiences implementing GBL highlights the importance of this work. Purpose Our study uses Remillard's framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers’ GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials? Research Design Twenty teachers employed from one elementary school were interviewed using a semistructured task-based protocol resulting in a teacher-created diagram of supports and challenges he/she encountered while implementing GBL over the past year. The diagram was used as a tool to stimulate and access teachers’ thinking about these supports and challenges in order to provide insight into the teacher and curricular resources at play when implementing GBL. Findings/Results Using a grounded theory analysis of each participant's diagram, we characterized each teacher's participatory relationship with GBL. We found 13% of supports and challenges elicited from all teachers had a teaching and learning focus. On an individual level, supports and challenges had a substantial teaching and learning focus for only two teachers. Thirteen teachers were characterized as having a pragmatic focus. Of the seven teachers characterized to have an experiential focus: supports and challenges focused more so on what students were doing for four teachers and more so on what teachers were doing for three teachers. Conclusions/Recommendations We used Remillard's framework to investigate and characterize the participatory relationship between teachers and the GBL curriculum. The resulting characterizations provide insight for supporting GBL teacher learning contexts and will help guide future research. Based on this study, it is critical that individuals involved in educational change continue trying to understand and develop spaces for teacher learning. These spaces should move beyond traditional professional development focused on teacher participation toward experiences focused on teacher learning within and across their teaching contexts.

Anadromous Sturgeons: Habitats, Threats, and Management

2007 ◽  
Keyword(s):  
Large Scale ◽  
Atlantic Coast ◽  
The United States ◽  
Management Plan ◽  
Commercial Fishing ◽  
Atlantic Sturgeon ◽  
Coastal Fisheries ◽  
Number Of Factors ◽  
Acipenser Oxyrinchus ◽  
The U.S

<em>Abstract.</em>—Large-scale commercial fisheries for Atlantic sturgeon <em>Acipenser oxyrinchus</em> in the late 1880s eventually led to substantial reductions in the population size. The coastwide Atlantic sturgeon population of the United States has not recovered to the levels seen prior to the 1900s. A number of factors have contributed to the slow recovery or continued decline of Atlantic sturgeon populations, including continued commercial fishing and the targeting of females for caviar, bycatch in other fisheries, and changes in habitat due to dam construction and water quality degradation. The Atlantic States Marine Fisheries Commission (ASMFC) developed the first coastwide management plan for Atlantic sturgeon in 1990. In response to the shortcomings of that plan, the ASMFC applied new standards and the authority granted to it by the U.S. Congress to adopt a coastwide moratorium on all harvesting in 1998. A federal status review conducted in 1998 concluded that the continued existence of Atlantic sturgeon was not threatened given the situation at the time. Since then, monitoring programs have indicated varying levels of relative abundance in several water bodies along the Atlantic coast. The U.S. government is responsible for undertaking a status review to document any changes since the last review and determining whether those findings warrant a threatened or endangered listing for the species. The government’s findings may have far-reaching effects on many other Atlantic coastal fisheries.

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

2021 ◽  
pp. 127-158
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
The United States ◽  
Project Based Learning ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
School Students ◽  
Preparation Programs ◽  
Fieldwork Experience ◽  
Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

“A Hidden War”

2020 ◽  
pp. 109-146
Author(s):  
Pierre-Hugues Verdier
Keyword(s):  
United States ◽  
Large Scale ◽  
The United States ◽  
Payment Systems ◽  
Terrorist Groups ◽  
Negative Publicity ◽  
State Prosecutors ◽  
Global Banks ◽  
The U.S

This chapter examines the rise of financial sanctions as a tool of U.S. foreign policy and the role of U.S. prosecutors in enforcing sanctions against global banks. It describes how the United States developed its financial sanctions capabilities against terrorist groups, then turned them against state actors such as North Korea, culminating with elaborate sanctions programs against Iran and Russia. It shows how U.S. federal and state prosecutors uncovered large-scale sanctions evasion efforts at numerous global banks that processed U.S. dollar payments. This enforcement campaign led to some of the largest criminal fines ever levied, and global banks such as HSBC and BNP Paribas agreed to implement U.S. sanctions and anti-money laundering controls in their worldwide operations, thus broadening the reach of U.S. policy. Although U.S. enforcement actions faced strong criticism by U.S. allies, banks facing large fines, negative publicity, and potential loss of access to essential U.S. dollar payment infrastructure complied with U.S. demands. Unlike other cases, U.S. sanctions did not lead to multilateral reforms, instead triggering efforts by sanctioned states and bystanders to reduce their dependence on the U.S. dollar and U.S. payment systems.

Legacies of War

2008 ◽  
Author(s):  
Howard G. Wilshire ◽  
Richard W. Hazlett ◽  
Jane E. Nielson
Keyword(s):  
United States ◽  
New York ◽  
World War Ii ◽  
Military Service ◽  
Large Scale ◽  
Military Training ◽  
The United States ◽  
Military Operations ◽  
Foreign Wars ◽  
The U.S

Since 1900, United States troops have fought in more foreign conflicts than any other nation on Earth. Most Americans supported those actions, believing that they would keep the scourge of war far from our homes. But the strategy seems to have failed—it certainly did not prevent terror attacks against the U.S. mainland. The savage Oklahoma City bombing in 1995 and the 11 September 2001 (9/11) attacks on New York and Washington, D.C. were not the first to inflict war damage in America’s 48 contiguous states, however—nor were they the first warlike actions to harm innocent citizens since the Civil War. Paradoxically, making war abroad has always required practicing warfare in our own back yards. Today’s large, mechanized military training exercises have degraded U.S. soils, water supplies, and wildlife habitats in the same ways that the real wars affected war-torn lands far away. The saddest fact of all is that the deadly components of some weapons in the U.S. arsenal never found use in foreign wars but have attacked U.S. citizens in their own homes and communities. The relatively egalitarian universal service of World War II left a whole generation of Americans with nostalgia and reverence for military service. Many of us, perhaps the majority, might argue that human and environmental sacrifices are the price we must be willing to pay to protect our interests and future security. A current political philosophy proposes that the United States must even start foreign wars to protect Americans and their homes. But Americans are not fully aware of all the past sacrifices—and what we don’t know can hurt us. Even decades-old impacts from military training still degrade land and contaminate air and water, particularly in the arid western states, and will continue to do so far into the future. Exploded and unexploded bombs, mines, and shells (“ordnance,” in military terms) and haphazard disposal sites still litter former training lands in western states. And large portions of the western United States remain playgrounds for war games, subject to large-scale, highly mechanized military operations for maintaining combat readiness and projecting American power abroad.

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