Videogames in Education - Comparing Students’, Student Teachers’ and Master Teachers Opinions and Experiences

2013 ◽  
Keyword(s):  
Student Teachers ◽  
Master Teachers

Teachers' and School Psychologists' Perceptions of School Psychologists

1985 ◽  
Vol 60 (3) ◽  
pp. 1003-1009 ◽  
Author(s):  
K. Barton ◽  
T. Garbark
Keyword(s):  
Elementary Schools ◽  
Student Teachers ◽  
School Psychologists ◽  
Master Teachers ◽  
Present Communication ◽  
Perceptions Of School

29 master teachers in elementary schools who are supervisors of student teachers and 85 school psychologists completed questionnaires concerning various perceptions of the functions and roles of school psychologists. The information provided by the respondents indicated general agreement concerning the importance of most areas of school psychologists' functioning. Disagreement between the two groups occurred in the areas of desired direct services to children, usefulness of consultation, severity of referral problems, usefulness and adequacy of communication, usefulness of information given teachers, how informed both groups were about each other, and how helpful services provided by school psychologists were to teachers and children. Teachers and school psychologists commented on several areas: improvement of present communication, what services are most valued, and what functions should receive more of the school psychologists' time.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

Sans Souci and the Pedagogical Experience

2011 ◽  
Vol 4 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Anne Reinertsen
Keyword(s):  
Critical Thinking ◽  
Student Teachers ◽  
Modern Society ◽  
Modern School ◽  
Low Threshold ◽  
Scientific Competence

This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might “give” (student) teachers in addition.

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