scholarly journals Teacher-Based Inquiry in the BCT Project

2011 ◽  
Vol 4 (2) ◽  
pp. 325-344
Author(s):  
A.E. Ted Wall ◽  
Alain Breuleux ◽  
Gyeong Mi Heo ◽  
Karen Rye ◽  
Marie-Helen Goyetche ◽  
...  
Keyword(s):  
Elementary School Teachers ◽  
Community Of Practice ◽  
Lessons Learned ◽  
Team Leaders ◽  
School Teachers ◽  
Face To Face ◽  
The Past ◽  
School Year ◽  
Building Community ◽  
Integration Of Ict

Over the past four years, teacher-based inquiry has played a central role in the Building Community Through Telecollaboration Project, which involves Quebec elementary school teachers in a community of practice focused on the integration of ICT-supported learning into the classroom. During the school year, the teachers met in four face-to-face meetings. Between these meetings, three Cycle Team Leaders facilitated ongoing collaboration using a variety of communication tools. Some of the questions that were addressed in the project and the results that were generated through its multi-organizational partnership are shared along with some of the major lessons learned.

scholarly journals Financial Attitude and Management of Public School Teachers in Tanjay City

2020 ◽  
Vol 3 (2) ◽  
pp. 11-12
Author(s):  
Benjamin S. Villagonzalo, Jr. ◽  
Rizalie N.E. Mibato
Keyword(s):  
Elementary School Teachers ◽  
Financial Literacy ◽  
Financial Management ◽  
Role Models ◽  
Public School Teachers ◽  
Monthly Income ◽  
School Teachers ◽  
School Year ◽  
Significant Difference ◽  
Civil Status

Teachers are influential individuals in the society.  They can positively influence various aspects of people's lives.  If financially learned, they can become role models for students and help develop a financially responsible family.  Thus, teachers are key contributors to the development of society.  This study aimed to assess the degree of financial attitude and the level of financial management of public elementary school teachers in Tanjay City, Negros Oriental during the School Year 2019-2020 as a whole and when grouped according to age, sex, civil status, educational attainment, family monthly income, and location of residence. It also sought to establish if there is a significant difference in the degree of their financial attitude and their level of financial management when they are grouped according to the variables.  It also determined if a significant relationship exists between financial attitude and financial management.  Findings were used for a financial literacy program that seeks to improve the financial attitude and financial management of the said teachers. 

Running With Your Hair on Fire: Lessons Learned From Transitioning a National University Sales Competition From Face-to-Face to Virtual in 16 Days

2020 ◽  
Vol 42 (3) ◽  
pp. 257-271
Author(s):  
Scott Inks ◽  
Kenyatta Barber ◽  
Terry W. Loe ◽  
Lukas P. Forbes
Keyword(s):  
United States ◽  
The United States ◽  
Educational Environment ◽  
Lessons Learned ◽  
Future Research ◽  
Face To Face ◽  
The Past ◽  
National University ◽  
Virtual Sales

Since their inception, university sales competitions have been key learning and educational components of university sales education. Over the past two decades, the oldest and one of the largest sales competitions in the United States has been held in a face-to-face format. However, due to the educational environment created from the COVID-19 pandemic, this competition was forced to convert to a virtual format over a 16-day period. This research outlines the steps taken to convert this event to virtual format and presents insights for other universities endeavoring to produce virtual sales competition events. Finally, research implications and direction for future research are presented.

ONE POINT OF VIEW: The morning after

1971 ◽  
Vol 18 (4) ◽  
pp. 213-214
Author(s):  
Henry Van Engen
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Colleges And Universities ◽  
Point Of View ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
The Past

Events in the past ten years have made it necessary and desirable for colleges and universities to increase their course requirements in mathematics for elementary school teachers. There has been little or no opposition to this trend except as one finds it in individual colleges when there is a proposal to change course requirements. In mathematics the change has been in the direction of doubling or trebling the number of credits in mathematics required of prospective elementary teachers.

School-College Relationships

1968 ◽  
Vol 15 (5) ◽  
pp. 447-449
Author(s):  
David M. Clarkson
Keyword(s):  
Elementary School Teachers ◽  
Elementary Mathematics ◽  
Mathematical Community ◽  
School Mathematics ◽  
Focused Attention ◽  
Schools Of Education ◽  
School Teachers ◽  
Teachers Colleges ◽  
Course Content ◽  
The Past

During the past decade the mathematical community has been prolific in offering advice to teachers colleges and schools of education concerning the preservice and in-service education of elementary mathematics teachers. Their recommendations, most notably those of the CUPM (Prepararion in Mathematics for Elementary School Teachers [rev. ed.; MAA, 1966]) and the Cambridge Conference on School Mathematics (Goals for School Mathematics [Houghton Mifflin, 1967]), have focused attention on the course content in mathematics currently offered new and senior teachers. It is, perhaps, unfortunate that these committees of mathematicians have not looked more deeply into the rather complex business of teaching mathematical ideas to young children, particularly since the effect of their recommendations so far has been less than overwhelmingly satisfactory.

What's Going On

1980 ◽  
Vol 27 (7) ◽  
pp. 33
Keyword(s):  
New York ◽  
Elementary School ◽  
Elementary Schools ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Long Island ◽  
Information Contact ◽  
School Teachers ◽  
School Year

Students in training for 1986 olympiad? Students from 105 elementary schools in Nassau and Suffolk counties in New York are competing in the Long Island Mathematical Olympiads for elementary schools. Five competitions are scheduled for the 1979- 80 school year. Participating students receive special Olympiad certificates and the five schools with the highest team scores receive trophies. In preparat ion for becoming trainers and sponsors of Olympiad teams, 94 elementary school teachers participated in an 8-session inservice course entitled “The Art of Problem Solving.” The course will be repeated in 1980 and 1981. A copy of contest materials is available at $2. Make checks payable to Treasurer NCAMS. For more information contact George Lenchner, NCAMS Committee on Math Olympiads, Valley Stream Schools, One Kent Road, Valley Stream, NY 11580.

scholarly journals Media Evaluasi Pembelajaran Berbasis Kahoot! Untuk Guru SD di Kabupaten Tanah Bumbu

2021 ◽  
Vol 3 (4) ◽  
pp. 349
Author(s):  
Mitra Pramita ◽  
R Ati Sukmawati ◽  
R Ati Sukmawati ◽  
Muhammad Hifdzi Adini ◽  
Muhammad Hifdzi Adini ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Positive Response ◽  
School Teachers ◽  
Face To Face ◽  
Active Involvement ◽  
Creative Learning ◽  
Partner Schools ◽  
Technology In Learning

Permasalahan yang dialami guru-guru di sekolah mitra yaitu kurangnya pengetahuan terhadap teknologi dalam pembelajaran yang dapat membantu pekerjaan guru menjadi lebih mudah dan menarik. Hal ini menjadi catatan untuk guru agar bisa membuat pembelajaran yang menarik dan lebih kreatif. Pada pembelajaran maupun latihan evaluasi guru bisa memberikan pembelajaran yang menarik dan kreatif dengan menggunakan aplikasi. Aplikasi yang memungkinkan untuk guru salah satunya adalah Aplikasi Kahoot!. Penggunaan aplikasi Kahoot! yang memanfaatkan teknologi dirasa akan lebih menarik dan efisien dibandingkan peserta didik harus menuliskan jawabannya dikertas. Kegiatan pengabdian ini bertujuan untuk memberikan pengetahuan tentang Aplikasi Kahoot! sebagai media evaluasi yang dapat digunakan oleh guru-guru SD di Kabupaten Tanah Bumbu dalam pembelajaran. Pelatihan dilaksanakan pada hari Rabu, 23 Juni 2021 secara tatap muka dengan mematuhi protokol kesehatan dihadiri oleh 29 orang guru SD di Kabupaten Tanah Bumbu. Metode yang digunakan yaitu metode ceramah, metode demonstrasi, diskusi dan tanya jawab. Hasil kegiatan yang telah dilaksanakan untuk guru-guru SD di Kabupaten Tanah Bumbu yaitu pelatihan dapat memberikan manfaat, pemahaman dan kemampuan guru dalam membuat media evalusi menggunakan aplikasi Kahoot! melalui keterlibatan secara aktif dan rata-rata peserta memberikan respon positif terhadap pelatihan yang diberikan.The problem experienced by teachers in partner schools is the lack of knowledge of technology in learning that can help teachers' work become more accessible and more interesting. This is a record for teachers to be able to make learning exciting and more creative. In learning and evaluation exercises, teachers can provide interesting and creative learning by using applications. The application that allows for teachers of them is the Kahoot! Application. Kahoot Applications that utilize technology are felt to be more attractive and efficient than learners must write the answers on the thread. This devotional activity aims to provide knowledge about Kahoot Application as an evaluation medium that elementary teachers can use in Tanah Bumbu Regency in learning. On Wednesday, June 23, 2021, the training was face-to-face by complying with health protocols attended by 29 elementary school teachers in Tanah Bumbu Regency. The methods used are lecture methods, demonstration methods, discussions and Q&A. The results of activities that have been carried out for elementary school teachers in Tanah Bumbu Regency, namely training, can provide benefits, understanding and ability of teachers in making evalusion media using kahoot application through active involvement and the average participant gives a positive response to the training provided. 

scholarly journals Pelatihan Penerapan Kurikulum 2013 Guru Sekolah Dasar Negeri Dengan Metode Pendampingan

2020 ◽  
Vol 2 (1) ◽  
pp. 16-25
Author(s):  
Dihamri Dihamri ◽  
Haimah Haimah ◽  
Abditama Srifitriani
Keyword(s):  
Data Collection ◽  
Elementary School Teachers ◽  
Quantitative Methods ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
School Teachers ◽  
Face To Face ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Qualitative Descriptive

The purpose of the training is to help elementary school teachers who have difficulty in applying the 2013 curriculum. The method used is training using the mentoring method. Assistance is carried out directly and indirectly. The teachers were accompanied directly face to face by the service team in completing assignments, indirectly the teachers were accompanied by the team via telephone, email, whatsapp and videocall. To measure the achievement of the training is a qualitative descriptive analysis. To evaluate all activities using qualitative and quantitative methods. Qualitative data collection techniques are: interviews and observations, data analysis from beginning to end. Quantitative data collection techniques are questionnaires and data analysts using a percentage formula. The results of the training are teachers increasing curriculum competency in 2013  

scholarly journals Job satisfaction among elementary school teachers: A case report from Kien Giang, Vietnam

2019 ◽  
Vol 15 (5b) ◽  
pp. 74
Author(s):  
Du Thong Nhat
Keyword(s):  
Job Satisfaction ◽  
Elementary School ◽  
Case Report ◽  
Elementary School Teachers ◽  
School Size ◽  
Educational Context ◽  
School Teachers ◽  
Satisfaction Scale ◽  
School Location ◽  
School Year

This article presented the findings of a study in which the Teachers’ Job Satisfaction Scale (JSS) was adapted to Vietnamese educational context in order to examine the Job Satisfaction  as perceived by 655 Vietnamese elementary school teachers in Kien Giang province in the 2014-2015 school year. The findings reported that the elementary school teachers  were moderately satisfied with their job. There were significant differences in the perceptions of elementary school teachers about the dimensions of job satisfaction, according to their gender, school size, and school location.

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