Evaluation of Teacher Allocation in Regional Compulsory Education Industry Based on K-means clustering and GIS Spatial analysis: A Case Study of teacher-student ratio

The allocation of teacher resources can reflect the situation of regional education disequilibrium. It is an important research content to effectively evaluate the differences of regional teacher resource allocation and reveal the characteristics of spatial location. Take teacher-student ratio of compulsory education of five adjacent cities in China as an example, this paper focus on difference analysis and balanced evaluation of teacher resource allocation. Combined with geographical location, Differentiation coefficient, K-means clustering and GIS hot spot analysis methods are used to carry out the classification of teacher resource allocation and the spatial aggregation model of cold and hot spots. The results show that: there is an imbalance between different cities, as well as between districts and counties in same city.The results of K-means clustering and GIS hot spot analysis also show that regional teacher resource allocation has the characteristics of numerical classification and spatial aggregation. The k-means algorithm can aggregate the teacher-student ratio of 30 districts into three categories, revealing the category characteristics of teacher allocation. The results of GIS hotspots show that there are high value aggregation and low value aggregation in teacher configuration. The methods and research results of this paperprovide newresearch ideas for resource balance evaluation and spatial pattern analysis of education industry.

“The many tinted woods”: building online teacher resources with photography collections

This thesis aims to answer the question: how can photography collections be used as interpretative tools to build visual and media literacy skills through creative learning opportunities aligned with the Ontario education curriculum? The project has two components: an analytical paper and a teacher resource – created according to the Art Gallery of Ontario standard – to introduce teachers to teaching with photographs through interdisciplinary lessons in the visual culture of Canada from 1860 to the early 1900s. An analysis of the Ontario curriculum documents, identifying both limitations and benefits, and aims to support grade 7 and 8 teachers in the classroom are included. Using Canadian photographs from the AGO’s collection unites arts education and visual literacy with core academic subjects by prompting students, through a range of activities to engage with the subjects, aesthetic elements, history and materials of photographic media, and thus to interpret daily life at this time.

“The many tinted woods”: building online teacher resources with photography collections

This thesis aims to answer the question: how can photography collections be used as interpretative tools to build visual and media literacy skills through creative learning opportunities aligned with the Ontario education curriculum? The project has two components: an analytical paper and a teacher resource – created according to the Art Gallery of Ontario standard – to introduce teachers to teaching with photographs through interdisciplinary lessons in the visual culture of Canada from 1860 to the early 1900s. An analysis of the Ontario curriculum documents, identifying both limitations and benefits, and aims to support grade 7 and 8 teachers in the classroom are included. Using Canadian photographs from the AGO’s collection unites arts education and visual literacy with core academic subjects by prompting students, through a range of activities to engage with the subjects, aesthetic elements, history and materials of photographic media, and thus to interpret daily life at this time.

The Status of Education Libraries in Botanical Gardens throughout the World. (A Survey)

The Missouri Botanical Garden responded to an initative suggested nearly eleven years ago at a meeting of the American Association of Botanical Gardens and Arboreta, when future directions were discussed. One presentor, Roy L. Taylor, called for botanical gardens to "define and distinguish" their research and education roles. He cited that botanical gardens need to lead in the establishment of programs for overall ecosystem management. He saw them holding a unique position to assume responsibility for public education, for public school programs, for horticultural training, and for professional upgrading. The Stupp Teacher Resource Center, as part of the Education Division, identified its role in this mandate and prepared to support programs for public education and for schools, by assistingclassroom teachers and providing materials for horticultural training and for professional upgrading. (...)

A Detailed Rubric for Assessing the Quality of Teacher Resource Apps

Since the advent of the iPhone and rise of mobile technologies, educational apps represent one of the fastest growing markets, and both the mobile technology and educational app markets are predicted to continue experiencing growth into the foreseeable future. The irony, however, is that even with a booming market for educational apps, very little research regarding the quality of them has been conducted. Though some instruments have been developed to evaluate apps geared towards student learning, no such instrument has been created for teacher resource apps, which are designed to assist teachers in completing common tasks (e.g., taking attendance, communicating with parents, monitoring student learning and behavior, etc.). Moreover, when teachers visit the App Store or Google Play to learn about apps, the only ratings provided to them are generic, five-point evaluations, which do not provide qualifiers that explain why an app earned three, two, or five points. To address that gap, previously conducted research related to designing instructional technologies coupled with best practices for supporting teachers were first identified. That information was then used to construct a comprehensive rubric for assessing teacher re-source apps. In this article, a discussion that explains the need for such a rubric is offered before describing the process used to create it. The article then presents the rubric and discusses its different components and potential limitations and concludes with suggestions for future research based on the rubric.