scholarly journals Mentoring New Teachers and Introducing Them to Administrative Skills

2017 ◽  
Vol 7 (3) ◽  
pp. 65
Author(s):  
Amos Oyetunde Alabi
Keyword(s):  
School System ◽  
New Teachers ◽  
Teaching Effectiveness ◽  
Cost Effective ◽  
Teaching Profession ◽  
Community Relations ◽  
Plant Management ◽  
Full Time ◽  
Mentoring New Teachers ◽  
Administrative Skills

This paper examined benefits of mentoring to the teachers especially the new teachers in the school system. The concept of mentoring was discussed vis-a-vis other related terms. The qualities of a mentor teacher were elucidated. How to start a mentoring programme as well as the four phases of mentoring relationship were fully highlighted and discussed. The “new teachers” to be introduced to administrative skills as identified by the paper are: those not trained in the teaching profession, those trained but entering into full time teaching for the first time, those trained teachers but not experienced in teaching (1 – 4 years) and those already teaching but found teaching uninteresting. The skills on which the new teachers can be mentored includes: school records keeping, class(room) management, teaching effectiveness and efficiency, school community relations, school plant management and evaluation and assessment of students. Benefits of mentoring to old and new teachers were highlighted. Mentoring is one of the best reforms in the education system and a very cost effective programme which will make the teachers to be the best they could in the school system and in the teaching profession.

CRITERIA AND PRINCIPLES OF THE TECHNICAL-ECONOMIC ANALYSIS APPLICABLE IN ECOLOGY

2020 ◽  
Author(s):  
Paul Stefan Trandafir ◽  
Adrian Ioana ◽  
Roxana Marina Solea ◽  
Daniela Tufeanu ◽  
Diana Cristina Labes (Craciun)
Keyword(s):  
Economic Analysis ◽  
Performance Indicators ◽  
Environmental Performance ◽  
Cost Effective ◽  
Community Relations ◽  
Environment Protection ◽  
Dual Purpose ◽  
New Religion ◽  
Environmental Performance Indicators ◽  
Comparable Time

Environment protection, like a new religion consists of: environmental programmes, objectives and targets, training, incentive schemes, audit frequency, site inspections, administration and community relations. This paper presents the main environmental performance indicators. They should therefore be cost-effective and appropriate to the size and type of organization and its needs and priorities. Organizations should make the optimum use of the environmental information they collect. To this end the indicators should fulfill the dual purpose of assisting the management of the organization and providing information to stakeholders. In article we present a set of Environmental Performance Indicators (EPI). These indicators should therefore be cost-effective and appropriate to the size and type of organization and its needs and priorities. We present many categories of environmental performance indicators: comparability (indicators should enable a comparison and show changes in the environmental performance); balance between problematic (bad) and prospective (good) areas, continuity (indicators should be based on the same criteria and should be taken over comparable time sections or units); timeliness (indicators should be updated frequently enough to allow action to be taken); clarity (indicators should be clear and understandable).

The Evolution of Securing the American K-12 Educational Environment With Armed Police Officers

2019 ◽  
pp. 493-508 ◽  
Author(s):  
Jiletta Kubena ◽  
J. Harrison Watts
Keyword(s):  
School Violence ◽  
Police Officers ◽  
School System ◽  
Media Coverage ◽  
Educational Environment ◽  
Full Time ◽  
School Security ◽  
Wide Range ◽  
Dramatic Shift ◽  
K 12

Over the course of time we have seen a dramatic shift in the protection and security of our school system. With the increasing media coverage of school violence the general public has responded with a demand and a push for a safer educational environment for our children. This chapter addresses the movement from very limited school security through full time armed police officers responsible for the school campus. The chapter focuses on policy response to school shootings and covers a wide range of police and school response.

Influence of Neighboring Vegetation Height on Seed Dispersal: Implications for Invasive Plant Management

Weed Science ◽  
2007 ◽  
Vol 55 (6) ◽  
pp. 626-630 ◽  
Author(s):  
Kirk W. Davies ◽  
Roger L. Sheley
Keyword(s):  
Seed Dispersal ◽  
Invasive Plants ◽  
Invasive Plant ◽  
Cost Effective ◽  
Plant Management ◽  
Wind Dispersal ◽  
Invasive Plant Management ◽  
Wind Speeds ◽  
Plant Seeds ◽  
Vegetation Height

Controlling invasive plant infestations is very costly and often unsuccessful. Preventing invasions is more cost-effective than controlling invasive plants after they are established. Because prevention guidelines do not suggest any tools or methods to limit wind dispersal of invasive plant seeds, we investigated the influence of neighboring vegetation height on seed dispersal of a wind-dispersed (yellow salsify) and nonwind-dispersed (medusahead) species. To examine the influence of neighboring vegetation height on dispersal, seeds of both species were released in front of an artificial stand of desert wheatgrass in a modified wind tunnel. Treatments were a complete factorial design with two species, four vegetation heights (10, 30, 40, and 60 cm), three wind speeds (3, 5.5, and 10 km h−1), and three release distances from the neighboring vegetation (0, 15, and 30 cm). The ability of medusahead and yellow salsify seeds to disperse was influenced by the height of neighboring vegetation. Increasing height of neighboring vegetation decreased the number of yellow salsify seeds dispersing across neighboring vegetation. The greatest percentage of medusahead seeds dispersed across the neighboring vegetation was at the shortest height. Based on these results, we suggest that maintaining or promoting tall vegetation neighboring invasive plant infestations may reduce wind dispersal of seeds. More research is needed to investigate the influence of varying heights, densities, structural attributes, and composition of vegetation neighboring infestations and the dispersal of invasive plants.

Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies

1981 ◽  
Vol 51 (3) ◽  
pp. 281-309 ◽  
Author(s):  
Peter A. Cohen
Keyword(s):  
Student Achievement ◽  
Teaching Effectiveness ◽  
Meta Analysis ◽  
Strong Support ◽  
Student Ratings ◽  
Full Time ◽  
Average Correlation ◽  
Student Ratings Of Instruction ◽  
Validity Studies ◽  
The Relationship

The present study used meta-analytic methodology to synthesize research on the relationship between student ratings of instruction and student achievement. The data for the meta-analysis came from 41 independent validity studies reporting on 68 separate multisection courses relating student ratings to student achievement. The average correlation between an overall instructor rating and student achievement was .43; the average correlation between an overall course rating and student achievement was .47. While large effect sizes were also found for more specific rating dimensions such as Skill and Structure, other dimensions showed more modest relationships with student achievement. A hierarchical multiple regression analysis showed that rating/achievement correlations were larger for full-time faculty when students knew their final grades before rating instructors and when an external evaluator graded students’ achievement tests. The results of the meta-analysis provide strong support for the validity of student ratings as measures of teaching effectiveness.

Implementing Strategic Weed Prevention Programs to Protect Rangeland Ecosystems

2015 ◽  
Vol 8 (2) ◽  
pp. 233-242 ◽  
Author(s):  
Brenda S. Smith ◽  
Roger L. Sheley
Keyword(s):  
Prevention Program ◽  
Invasive Plant ◽  
Flow Model ◽  
Management Strategies ◽  
Cost Effective ◽  
Prevention Programs ◽  
Strategic Decision ◽  
Plant Management ◽  
Invasive Plant Management ◽  
Proactive Management

Weed prevention is recognized as one of the most cost-effective management strategies for invasive plants. In the field of invasive plant management increasing emphasis is being directed toward proactive management. However, land managers are still somewhat reluctant to aggressively employ prevention programs. Part of this reluctance could be due to lack of understanding of what a comprehensive prevention program entails. The purpose of this paper is to improve strategic decision-making for site-specific prevention programs, such as those on ranches or in watersheds. Our interest is in advancing prevention planning for land managers—the people who are faced with the constant pressure of potential invasive species infestations on a day-to-day basis. To facilitate more widespread use of prevention programs we are proposing definitions for key terminology to standardize and facilitate communication about prevention programs. Additionally, we present a flow model with the steps necessary to successfully implement such programs. The model has three categories from which specific prevention planning occurs: (1) education, (2) early detection and eradication, and (3) interruption of movement. The flow model directs users through a series of interlinked steps. Finally, we provide a case study in which a ranch manager implemented a prevention program using this framework. By using this model, managers are poised to conduct more strategic planning. This model also has applications in outreach and education programs to assist land managers in prevention planning.

scholarly journals EDUCATIONAL AND PROFESSIONAL MOTIVES AND DYNAMICS OF THEIR FORMATION IN THE PROCESS OF TRAINING LOGOPAEDICAL STUDENTS

2021 ◽  
pp. 21-32
Author(s):  
Татьяна Анатольевна Бочкарева ◽  
Владимир Петрович Крючков ◽  
Танзиля Фаатовна Рудзинская
Keyword(s):  
Speech Therapy ◽  
Peripheral Zone ◽  
Basic Structure ◽  
Teaching Profession ◽  
Educational Process ◽  
Necessary Condition ◽  
Full Time ◽  
Social Significance ◽  
Time Work ◽  
Part Time

Исследование мотивов выбора педагогической профессии, базовой структуры мотивационной сферы, формирование реалистического представления о будущей профессии студентов логопедического профиля являются необходимым условием подготовки специалистов нового времени. На основе анализа мотивов студентов первых-четвертых курсов очной и заочной форм обучения были выделены «ядерные» мотивы: моральные (помощь детям); мотивы профессионально-педагогической направленности (любовь к детям, желание работать с детьми); социальные (востребованность на рынке труда); познавательные (самореализация и самосовершенствование); материальные (возможность частной практики и подработки) и утилитарные (короткий рабочий день, длинный отпуск). В зоне ближайшей периферии значимыми мотивами для обеих групп оказались социальные (социальная значимость) и творческие (творчество и многогранность профессии). Утилитарные мотивы в периферической зоне (отдельный кабинет, ценность опыта в интересах семьи), материальные (высокая зарплата), престижные (карьерный рост) мотивы более выражены у студентов заочной формы обучения. Выявленная динамика формирования мотивационных процессов свидетельствует о возрастании роли от младших курсов к старшим профессионально-педагогических, моральных, материальных, социальных и познавательных мотивов. Проанализированы мотивы выбора профессии «логопед» и динамика формирования мотивационных процессов с позиций психолого-педагогического подхода. Определены параметры анализа. Выделены мотивационные критерии, проведено их шкалирование и ранжирование с использованием теории функционально-семантических полей. Смоделированы и проанализированы ядерные и периферийные компоненты мотивационного поля. Определены основные направления в динамике формирования учебно-профессиональной мотивации. Выделены факторы, влияющие на динамику формирования мотивов выбора профессии: осознанность выбора профессии, погруженность в учебный процесс, возраст, форма обучения. The study of the motives for choosing a teaching profession, the basic structure of the motivational sphere, including speech therapy students, the formation of a realistic idea of the future profession are a necessary condition for training specialists of the new era. Based on the analysis of students’ of full-time and part-time forms of study, from the 1st to the 4th years, motives, the authors identify «core» motives: moral (helping children); motives of a professional and pedagogical orientation (love for children); social (being in demand in the labor market), cognitive (self-realization and self-improvement), material (the possibility of private practice and part-time work) and utilitarian (short working day, long vacation). In the zone of the immediate periphery, social (social significance) and creative (creativity and versatility of the profession) motives turned out to be significant for both groups. Utilitarian motives in the peripheral zone (a separate office, the value of experience in the interests of the family), financial, prestigious (career growth) motives are more represented among students of part-time form of study. The authors analyzed the motives for choosing the profession «speech therapist» and the dynamics of formation of motivational processes from the standpoint of the psychological and pedagogical approach. Researchers have identified motivational criteria, scaling and ranking them using the theory of functional-semantic fields. The researchers identified the factors influencing the dynamics of formation of the motives for choosing a profession: awareness of the choice of a profession, immersion in the educational process, age, form of education.

scholarly journals Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

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