Short-Term Pedagogical Courses for Parochial School Teachers in the Tauris Diocese in the Late XIX - Early XX Century

Recent literature, supported by a survey of secondary school teachers in southwestern Ontario, Canada, indicates that preservice teacher education does not adequately prepare graduating teacher candidates to thrive in a profession that is ironically, driven by change. Attempts at reform have focused on the basic aspects of the typical preservice program: foundations, curriculum methods and field experience. The results have been decidedly discouraging. Positive improvement will hinge both on a recognition by teacher-education institutions, of the inevitable compromise between short-term necessity and long-term vision, and on their willingness to implement, carefully and constructively, promising innovations such as action research and centers of pedagogy.

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Knowledge, Attitude, and Practices of Primary and Secondary School Teachers on Specific Learning Disorder

Advances in Psychology, Mental Health, and Behavioral Studies - Handbook of Research on Psychosocial Perspectives of Human Communication Disorders ◽

10.4018/978-1-5225-4955-0.ch004 ◽

2018 ◽

pp. 39-71

Author(s):

Nandini Jayachandran ◽

Mary Iype ◽

Poovathinal Azhakan Suresh ◽

Divya Vinod

Keyword(s):

Secondary School ◽

Early Identification ◽

Secondary School Teachers ◽

Learning Disorder ◽

School Teachers ◽

Short Term ◽

Behavioral Issues ◽

Specific Learning Disorder ◽

Specific Learning ◽

Primary And Secondary School

Early identification of Specific Learning Disorder (SLD) is essential not only for effective remediation of their problems but would also prevent the problems from aggravating. The role of general education teachers in early identification becomes crucial, as they are the ones who first identify the academic and behavioral issues of school children. The main aims of the study are to assess the knowledge, attitudes, and current practices pertaining to SLD, among pre-primary, primary, and secondary school teachers in public schools from Trivandrum, India, to find whether there exists any relation between years of teaching experience and awareness on SLD and to assess the effect of a short-term training program on the knowledge, attitude, and practices of school teachers. In conclusion, short-term training programs of a multi-disciplinary nature are found to be effective in bringing about improvements with both pre-primary and primary teacher's knowledge factor, but such training is maximally beneficial for improving attitude and practice of teachers in the primary level.

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Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction

Education Sciences ◽

10.3390/educsci10100268 ◽

2020 ◽

Vol 10 (10) ◽

pp. 268

Author(s):

Kaarina Sommarström ◽

Elena Oikkonen ◽

Timo Pihkala

Keyword(s):

Basic Education ◽

School Principals ◽

Education Level ◽

The Other ◽

School Level ◽

Structured Interviews ◽

School Teachers ◽

Short Term ◽

Entrepreneurial Learning

Previous research into entrepreneurial learning has focused mainly on defining its aims; however, there seems to be little discussion on understanding the barriers or incentives involved when carrying out the pedagogical solutions that would enable entrepreneurial learning. In this study, we examine basic education level schools’ cooperation with outside partners, especially from the school principals’ and teachers’ viewpoints. The study aims to understand the perspectives of teachers and principals on planning and organizing school-company interaction. To do this, content analysis was used in this qualitative study. The data were collected via semi-structured interviews with school teachers and principals, involving a total of 35 people working in basic education. The findings of the study show that principals and teachers intentionally select long-term cooperation methods to meet the aims of entrepreneurial learning. On the other hand, teachers that have chosen to apply short-term school-company cooperation methods have highlighted the ease of these methods rather than learning. Finally, our findings suggest that planning and organizing entrepreneurial learning would benefit from school-level commitment where collaboration between teachers and between teachers and company representatives is valued. We believe that would lead to more satisfied teachers and longer-term school-company cooperation, and also believe that short-term school-company cooperation methods would better meet the aims of entrepreneurial learning.

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Working Memory and Behavioural Problems in Relation to Malay Writing of Primary School Children

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v6i3.8136 ◽

2017 ◽

Vol 6 (3) ◽

pp. 189

Author(s):

Sieak Ling-Teo ◽

Kee Jiar-Yeo

Keyword(s):

Working Memory ◽

Short Term Memory ◽

Primary School Children ◽

Behavioural Problems ◽

Visuospatial Working Memory ◽

School Teachers ◽

Short Term ◽

Language Writing ◽

The Relationship ◽

Poor Memory

Deficit in working memory is common among young children across multiple abilities. Teachers have pointed to poor memory as one contributing factor to inattentiveness and short attention spans as well as some behavioural problems among students. This study aimed to explore the relationship among working memory, externalizing and internalizing behavioural problems and Malay language (writing). A total of 469 children (aged 8 and 11 year-old) and 17 school teachers were involved in the current study. It was found that working memory, externalizing behavioural problems and internalizing behavioural problems played critical roles in affecting the scores of Malay language (writing) at school. Specifically, there were five predictor variables being found in the regression model namely verbal short-term memory, inattention, somatic complaints, visuospatial working memory and aggression. As a whole, the correlation for the fivefactor model yielded a great result of 0.987.

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