scholarly journals THE TEACHERS’ KNOWLEDGE ABOUT NEW PRESCHOOL CURRICULUM

2021 ◽  
Vol 6 (38) ◽  
pp. 01-12
Author(s):  
Abdul Halim Masnan ◽  
Muhammad Haziq Mohd Sharif ◽  
Masayu Dzainuddin ◽  
Hafsah Taha ◽  
Mohd Mokhzani Ibrahim ◽  
...  
Keyword(s):  
Professional Development ◽  
Private Sector ◽  
Kindergarten Teachers ◽  
Experienced Teachers ◽  
Good Knowledge ◽  
Years Of Experience ◽  
Ministry Of Education ◽  
Preschool Curriculum ◽  
Level Of Knowledge ◽  
High Level

The new preschool curriculum in Malaysia is known as the National Preschool Standard-Based Curriculum (NPSC) (Revised 2017) requires knowledgeable, well-skilled and more experienced teachers in its implementation. This study aimed to identify the teachers’ level of knowledge about the new preschool curriculum from the private sector. A total of 269 private kindergarten teachers in a Selangor district were randomly selected as respondents. They were asked to respond to the questionnaire and the data collected were then analysed descriptively. Overall findings showed that the majority of those private kindergarten teachers had a High Level of knowledge about the new preschool curriculum. The demographic details also revealed that the majority of private kindergarten teachers had more years of experience, but half of them did not have any professional qualifications and not involved in professional development. In conclusion, these findings explained that though half of the private kindergarten teachers do not meet the professional criteria, they have good knowledge of NPSC (Revised 2017). This study has suggested that further research relating to the preschool curriculum is needed and provides supportive information to the Ministry of Education (MOE) and local private kindergartens.

Coaches’ perceptions of innovation programs of the Royal Spanish Tennis Federation

2021 ◽  
pp. 174795412110355
Author(s):  
Miguel Crespo ◽  
Dolores Botella-Carrubi ◽  
Jose Jabaloyes
Keyword(s):  
Professional Development ◽  
International Competitiveness ◽  
Continuous Professional Development ◽  
Innovation Strategy ◽  
Years Of Experience ◽  
Skill Levels ◽  
Coach Education ◽  
Education Project ◽  
Item Questionnaire ◽  
High Level

This research studied the coaches’ perceptions of the innovation programs of the Royal Spanish Tennis Federation (RFET) during 2016-2020. The RFET is one of the most relevant national federations in Spain both in terms of results at the highest levels of the game as well as in terms of participation and grassroots tennis. Coaches are considered relevant stakeholders of any sport federation due to their role in delivering the sport. A 29-item questionnaire adapted to tennis was completed by 132 certified coaches RFET members which had different years of experience and coached players of various skill levels. Results showed significant differences between the coaches with more than 20 years of experience as they perceived more rivalry between regional federations in the access to grants and more international competitiveness at high-level tennis as compared to their less experienced colleagues. Coaches also considered that the COVID-19 pandemic had negatively affected the innovation strategy and capability of the organization. They identified a grassroots initiative and a coach education project as the two most valued innovative programs implemented by the RFET in the period. These last findings coincide with those from previous research and highlight the relevance of providing coaches with clear player development guidelines and opportunities for continuous professional development through education. It can be concluded that federation leaders should consider the coaches’ perceptions on their innovation programs. This will assist them to better provide initiatives that will satisfy their needs and improve the effectiveness of their federations.

scholarly journals The extent to which kindergarten teachers in Zliten City schools have some positive indicators (psychological satisfaction, self-efficacy, and emotional effort) and its relationship to the level of mental health they have

2020 ◽  
pp. 281-310
Author(s):  
عيادة عقوب ◽  
محمد فرج أبوتبينة
Keyword(s):  
Mental Health ◽  
Positive Psychology ◽  
Self Efficacy ◽  
Kindergarten Teachers ◽  
Years Of Experience ◽  
Satisfaction Scale ◽  
Positive Indicators ◽  
High Level ◽  
The Relationship ◽  
City Schools

The purpose of the present research is to examine the level of some concepts of positive psychology (psychological satisfaction, self-efficacy, emotional effort) with kindergarten teachers, and extract the relationship between the level of those concepts of positive psychology and level of mental health with 86 kindergarten teachers in Zliten city. The Psychological Satisfaction Scale and the Self-Effectiveness Scale had been used. Results show that kindergarten teachers have an acceptable level of psychological satisfaction, furthermore, high level of self-efficacy, and emotional effort, whilst, the level of mental health was within the average range, the results also showed positive related statistically significant between the concepts of positive psychology and mental health terms of Strength of the relationship were as follows: (emotional effort, psychological satisfaction, self-efficacy), these concepts have a moderate impact on the level of mental health, and this means that there are other factors that affect mental health in addition to these factors, which necessitate subsequent studies dealing with other variables. Furthermore, there are now statistically significant differences in the level of psychological satisfaction and the level of self-efficacy attributable to years of experience, while at the level of emotional effort there were differences due to the variable years of experience, as well as the existence of differences in the level of mental health attributable to years of experience.

scholarly journals Competencies and professional development needs of kindergarten teachers

2020 ◽  
Vol 3 (7) ◽  
pp. 69-81
Author(s):  
Phoebe L. Gallego ◽  
Manuel E. Caingcoy
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Content Knowledge ◽  
Kindergarten Teachers ◽  
Assessment Instrument ◽  
High Extent ◽  
Professional Needs ◽  
Professional Development Needs ◽  
High Level ◽  
Very High

The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan.

scholarly journals Professional achievement (portfolio) and its relation to the professional development of kindergarten teachers

2019 ◽  
pp. 93-115
Author(s):  
Inas Al-Qudsi
Keyword(s):  
Professional Development ◽  
Kindergarten Teachers ◽  
Professional Achievement ◽  
High Level ◽  
Academic Year

Achievement and professional development of kindergartens teachers. The study was limited to (160) kindergarten teachers for the academic year (2018-2019), and to achieve the objectives of the research to build the scale of the achievement and development, amounting to (28) paragraph. The validity of the standards was verified by presenting them to a group of arbitrators. And with alternatives (I agree, hesitant, disagree) in Degree (3, 2, 1) and after applying it to the research sample, the research found that the Riyadh teachers enjoy a high level of achievement file and enjoy a high level of professional development.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

scholarly journals Mothers had inadequate knowledge towards key essential nutrition action messages in mainly rural Northeast Ethiopia

2021 ◽  
Vol 10 ◽  
Author(s):  
Bereket Gebremichael ◽  
Biruk Beletew Abate ◽  
Tewodros Tesfaye
Keyword(s):  
Multivariable Analysis ◽  
Good Knowledge ◽  
Knowledge And Attitudes ◽  
Related Information ◽  
Preventive Actions ◽  
Inadequate Knowledge ◽  
Level Of Knowledge ◽  
Health Institutions ◽  
Knowledge And Attitude ◽  
Good Attitude

Abstract Essential nutrition action (ENA) is one of the most effective preventive actions for combating nutritional problems in young children. There is, however, a paucity of evidence about mother's knowledge and attitude regarding key ENA messages. The objective of the present study was to assess the knowledge and attitude of mothers towards key ENA messages and associated factors. A representative sample of 563 mothers of children from birth up to 24 months in mainly rural North Ethiopia was included in the study. The findings showed that 66⋅4 % of the mothers have a good knowledge and 68⋅9 % have a good attitude. In the multivariable analysis using logistic regression, mothers who attended secondary school or higher education were six times more likely to have a good knowledge (AOR 6⋅1; CI 2⋅945, 12⋅719) compared with those who are illiterate. Besides, women who resided in an urban area (AOR 2⋅2; CI 1⋅14, 4⋅25), attended antenatal care (ANC) visits (AOR 3⋅7; CI 2⋅421, 5⋅742), attended postnatal care (PNC) visits (AOR 2⋅2; CI 1⋅37, 3⋅4) and heard nutritional-related information (AOR 1⋅9; CI 1⋅14, 3⋅49) were found to have a good knowledge. On the other hand, mothers who attended ANC visits were almost four times (AOR 3⋅9; CI 2⋅7, 5⋅8) more likely to have a good attitude towards key ENA. Mothers who delivered at health institutions and who attended PNC visits were also more likely to have a good attitude. In conclusion, the present study determined the level of knowledge and attitudes of mothers about ENA and several factors that influence mother's knowledge and attitude regarding ENA.

scholarly journals Study of the industrial contaminations containing hydrocarbon components and their effect on correlation of protective properties of textiles for clothes

2018 ◽  
Vol 226 ◽  
pp. 02027
Author(s):  
Irina Cherunova ◽  
Elena Yakovleva ◽  
Ekaterina Stefanova
Keyword(s):  
Ministry Of Education ◽  
State Technical ◽  
Potential Influence ◽  
Saturated Hydrocarbons ◽  
Protective Properties ◽  
Textile Materials ◽  
Wet Processing ◽  
Main Components ◽  
High Level ◽  
Made In

The article represents trends and results of world investigations for safety of textile materials for humans and environment. The algorithm for identification of potential influence vector of chemical emissions from textile and the environmentally aimed methods based on the alternative chemical substances for textile wet processing were presented. Using the procedure for oleophobic effect determination, the oil resistance levels of a number of modern fabrics for clothes were established. The experimental research results of the oil products concentration in the textile materials after chemical treatment based on the method of the capillary gas chromatography were presented. It was found out that hydrocarbons from C14H30 Tetradecane to С36Н74 Hexatriacontane are the main components with high level of contaminants concentration. The average values of hydrocarbon concentration on the cleaned up samples for the main areas of the clothe surface were determined. Accumulation of residual contaminations, based on saturated hydrocarbons (С17Н36 – С25Н52 block) and related special-purpose clothes areas, was identified. Recommendations for target-oriented correlation of the clothes protective properties were proposed. UWO (unified work order). The research was made in Don State Technical University within the framework of State Assignment of the Ministry of education and science of Russia under the project 11.9194.2017/BCh.

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