The Online Exhibit Room

2010 ◽  
pp. 176-195
Author(s):  
Lesia Lennex ◽  
Brianna Swetnam ◽  
Heather Flynn
Keyword(s):  
Teacher Education ◽  
Web Sites ◽  
Relevant Information ◽  
Educational Institutions ◽  
National Council ◽  
Section 508 ◽  
Adobe Flash ◽  
Teacher Education Candidates ◽  
Americans With Disability Act ◽  
Technical Construction

National Council for the Accreditation of Teacher Education (NCATE) reviews offers a serious challenge for many educational institutions. The educational program must provide, through the Internet, documentation for the six NCATE standards. What should be included, when should the process begin, and how is it accomplished? This chapter will provide detailed development of Americans with Disability Act compliant Web (Section 508) sites, detail technical construction of Web sites for an online exhibit room, and examine features such as Adobe Flash animation and appropriate online databases.This chapter gives special attention to the construction of sites that welcome prospective students, highlight the cultural diversity of its campus/institution, and provide relevant information quickly to any site visitors. This chapter represents the best ideals and practices of NCATE-accredited Web sites, and will effectively instruct teacher education candidates and instructors in appropriate electronic methods.

Does Privatising the Public Interest Guarantee School Quality in India? Looking through the Lens of Teacher Education

2018 ◽  
Vol 64 (4) ◽  
pp. 565-586
Author(s):  
N. Mythili
Keyword(s):  
Teacher Education ◽  
Public Interest ◽  
School Quality ◽  
Monopolistic Competition ◽  
National Level ◽  
Educational Institutions ◽  
Regulatory Body ◽  
National Council ◽  
Private Institutions ◽  
The Public

There is a monopolistic competition in teacher education (TE) at the national level, characterised by a large number of substandard private stand-alone institutions. There is oligopoly at the regional level in which few states provide TE to the entire region. This is especially true for southern and western regions. Substandard private stand-alone teachers educational institutions (TEIs) are in majority in these regions. In this way, substandard private institutions have captured the TE market. So monopolistic competition has not contributed to TE quality in India. Oligopoly has neither ensured fair distribution of teachers nor adequately addressed teachers’ deficit within the regions. National Council of Teacher Education (NCTE), as a regulatory body, has failed to control these two market behaviours due to its own inherent weaknesses such as lack of skills, bureaucratic ineptitude and lack of ability to handle the complexity of technical knowledge. All these have led to information asymmetry within NCTE and poor teacher quality. In turn, school education suffers from lower levels of student learning. So, privatising the public interest of TE does not guarantee quality. NCTE must develop a robust TE management information system to address its inherent weaknesses.

VALUE INCULCATION AMONG FUTURE TEACHERS

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Arpita Kumar
Keyword(s):  
Teacher Education ◽  
Everyday Life ◽  
Personal Growth ◽  
Public Life ◽  
Value Orientation ◽  
Educational Process ◽  
Educational Institutions ◽  
Value System ◽  
Social Tension ◽  
Contemporary Reality

The crisis of values is pervasive resulting in adverse development in all walks of life. Misra, Srivastava and Gupta (1995) have found that present emphasis on personal growth as opposed to societal development, non-commital attitude, inconsistency in behaviour across situations, increase in violence, corruption, indiscipline and social tension have become parts of the contemporary reality experienced in everyday life of people. There is a progressive erosion of values resulting in public life. Educational institutions are no exception. A proper value system must be inculcated by educational institutions through educational process based on rationality, scientific and moral approach to life. It would be possible to serve the need of the hour through proper value orientation among teacher education programmes.

scholarly journals Safe Space, Dangerous Territory: Young People’s Views on Preventing Radicalization through Education—Perspectives for Pre-Service Teacher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 205
Author(s):  
Saija Benjamin ◽  
Visajaani Salonen ◽  
Liam Gearon ◽  
Pia Koirikivi ◽  
Arniika Kuusisto
Keyword(s):  
Teacher Education ◽  
Online Survey ◽  
Educational Institutions ◽  
Growing Up ◽  
Safe Spaces ◽  
Violent Extremism ◽  
International Setting ◽  
Pre Service Teacher ◽  
And Training

Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E’s focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people’s views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people’s views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people’s worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.

How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State

1992 ◽  
Vol 59 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Christopher A. Kearney ◽  
V. Mark Durand
Keyword(s):  
New York ◽  
Teacher Education ◽  
Regular Education ◽  
New York State ◽  
Collaborative Teaching ◽  
National Council ◽  
Schools Of Education ◽  
Education Students ◽  
York State ◽  
Integrated Or

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.

Internet Connections for Arthritis and Other Rheumatic Diseases

1999 ◽  
Vol 12 (4) ◽  
pp. 368-369
Author(s):  
Bruce C. Carlstedt
Keyword(s):  
Rheumatic Diseases ◽  
Web Sites ◽  
Professional Associations ◽  
Educational Institutions ◽  
The Internet ◽  
Amount Of Information ◽  
Professional Journals ◽  
Internet Connections

Access to the Internet provides us with an incredible amount of information about the rheumatic diseases. There are numerous arthritis organizations, professional associations, educational institutions, research and professional journals and patients with Web sites devoted to the rheumatic diseases. Some are reviewed and listed here.

scholarly journals Protótipo de Alta Fidelidade de Assistente Virtual para Instituições de Ensino no Estado do Amazonas

2021 ◽  
Author(s):  
Ana Paula Cardoso Teixeira ◽  
Yuri Farias dos Santos ◽  
Edimar Rodrigues Junior ◽  
Paulo Victor Marajó ◽  
Priscila Silva Fernandes ◽  
...  
Keyword(s):  
Educational Institution ◽  
Relevant Information ◽  
Level Of Detail ◽  
Educational Institutions ◽  
High Fidelity ◽  
Academic Activities ◽  
Types Of Information

In educational institutions, the use of virtual assistants has beenencouraged due to the possibility of disseminating relevant information,assisting in communication between actors and providingsupport in organizing academic activities. Despite the existence ofseveral virtual assistants, these systems do not present real-timeinformation or data at a personalized level of detail. In addition,the systems that provide this information are not free of charge,making it difficult for institutions with low resources to adopt them.Considering the importance of assisting students and teachers duringacademic activities through the provision of information, thiswork presents a proposal for a virtual assistant application forFederal Institute of Amazonas Campus Manaus Distrito Industrial(IFAM/CMDI). Brainstorming and benchmarking techniques wereapplied to survey the functionalities to be presented by the systemand a high-fidelity prototype of the system was developed. As aresult, it was possible to present the various dialogues that theassistant will provide and the types of information that will bepresented to the various actors within the educational institution.

scholarly journals Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

2021 ◽  
Vol 21 (2) ◽  
pp. 521-546
Author(s):  
Alessandra Coutinho Fernandes ◽  
Sandra Regina Buttros Gattolin
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Technology In Education ◽  
Traditional Teaching ◽  
Personal Lives ◽  
Deep Process ◽  
Use Of Technology

ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.

scholarly journals BioTextRetriever

2011 ◽  
Vol 2 (3) ◽  
pp. 21-36 ◽  
Author(s):  
Célia Talma Gonçalves ◽  
Rui Camacho ◽  
Eugénio Oliveira
Keyword(s):  
Web Sites ◽  
Large Data ◽  
Relevant Information ◽  
Alignment Algorithm ◽  
Data Bases ◽  
Starting Point ◽  
Good Starting Point

Whenever new sequences of DNA or proteins have been decoded it is almost compulsory to look at similar sequences and papers describing those sequences in order to both collect relevant information concerning the function and activity of the new sequences and/or know what is known already about similar sequences. In current web sites and data bases of sequences there are, usually, a set of curated paper references linked to each sequence. Those links are a good starting point to look for relevant information related to a set of sequences. One way to implement such approach is to do a blast with the new decoded sequences, and collect similar sequences. Then one looks at the papers linked with the similar sequences. Most often the number of retrieved papers is small and one has to search large data bases for relevant papers. This paper proposes a process of generating a classifier based on the initially set of relevant papers. First, the authors collect similar sequences using an alignment algorithm like Blast. Then, the authors use the enlarges set of papers to construct a classifier. Finally a classifier is used to automatically enlarge the set of relevant papers by searching the MEDLINE using the automatically constructed classifier.

Teachers of TikTok: Glimpses and gestures in the performance of professional identity

2022 ◽  
pp. 1329878X2110688
Author(s):  
Catherine Hartung ◽  
Natalie Ann Hendry ◽  
Kath Albury ◽  
Sasha Johnston ◽  
Rosie Welch
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Professional Identity ◽  
Professional Practice ◽  
South Australia ◽  
Educational Institutions ◽  
Key Factors ◽  
Global Pandemic ◽  
Pre Service Teacher

During a tumultuous period marked by a global pandemic, forced lockdowns, and educational institutions going ‘digital by default’, TikTok has emerged as a key platform for teachers to connect and share their experiences. These digital practices have been widely celebrated for providing teachers with an outlet during a challenging time, though little is known about the particulars of TikTok's appeal among teachers and their followers. This article focuses on a teacher from South Australia, ‘Mr Luke’, whose upbeat TikTok videos capturing ‘#teacherlife’ have seen him grow a significant following. Drawing on interviews with Mr Luke and an Australian pre-service teacher who follows him, we consider their thoughts on TikTok and its relationship to professional practice. We identify key factors that have enabled TikTok's popularity among educators, with implications for both teacher education and social media scholarship.

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