The Status Quo and Prospects of the Information Construction of Teaching Management in Colleges and Universities

With the continuous expansion of colleges and universities in our country, the teaching management of colleges and universities has become more difficult, leading to such a situation: because the number of students is increasing, schools need to increase the management of teacher assignment and student performance. Schools need to invest more manpower for efficient teaching management. In the current information age, advanced information technology is widely used in various fields, which can not only help people reduce working hours, but also effectively improve work efficiency. The use of information technology in university teaching management can achieve good management results. Therefore, based on his own teaching management experience, the author integrates information technology into the current situation of teaching management in colleges and universities, carries out related investigations and proposes reasonable solutions.

Changes in General and Specific Teacher Self-Efficacy Related to: Professional Development Follow-up, Assignment, and Career Stage

<p><b>Purpose:</b> The purpose of this project was to study the changes in general and specific teacher self-efficacy related to the frequency of Professional Development (PD) video conference follow-up, teacher assignment, and teacher career stage. </p><p><b>Method:</b> This study was approved by the St. Ambrose University IRB in May, 2016. PD meetings were held at four elementary schools in four midwestern school districts. Each PD meeting had been requested by the early elementary staff. The topic of these meetings was training in the use of See the Sound/Visual Phonics (STS/VP), a gestural technique that represents all the sounds in English, as a supplement to literacy instruction. Seventy-four elementary educators attended these meetings. Attendees were assigned to preschool, kindergarten, first grade, and second grade classrooms. Attendees also included reading teachers, special education teachers, and speech-language pathologists. Attendees were grouped according to these assignment categories, as well as by career stage categories according to Huberman (1989)<br></p><p>All attendees participated in a video conference follow-up to the PD meeting. The topic of the PD meeting was the use of See the Sound/Visual Phonics (STS/VP) as a supplement to typical literacy instruction. They were given the option of participating in two individual video conference follow-up meetings, or one grade or assignment-level group meetings. Both types of follow-up conferences lasted for a total of 35-37 minutes. Sixteen attendees chose individual video conference follow-up, while the other fifty-eight participated in group video conference follow-up.<br></p><p>All video conference follow-up was conducted in the time period between the end of the PD meeting and eight weeks after that meeting (PD+8). The two individual conference follow-up meetings were arranged depending on the attendee schedule. These were held at PD+2 weeks and PD+6 weeks. The group, assignment-specific, video follow-up was held at PD+4 weeks. These involved one meeting for each grade level. A Post-Conference Response Survey was filled out by both the attendee involved and the follow-up provider. Agreement between the two people was measured on a random sample of surveys. Agreement was defined for the purposes of this study using the criteria of (+/-) one scale point. Agreement was calculated at 67%.<br></p><p>All attendees completed a survey concerning self-efficacy in the three areas mentioned above. A copy of the survey is in Appendix B. All results were compiled according to teaching assignment and career state. The survey was administered twice. Survey 1 was conducted at PD+8 weeks, and Survey 2 at PD+16 weeks. There were no scheduled follow-ups between PD+8 weeks and PD+16 weeks. Attendees were given the option of allowing the results of their two surveys for research purposes. This followed guidelines of the St. Ambrose IRB. The attendees were assured that the data would be grouped, and individual attendees would remain anonymous.<br></p><p><b>Results:</b> Frequency of Video-Conference Follow-up: Attendees who chose the two-individual-conference option had higher efficacy ratings across all three categories than did those who chose the group conference option. This held for both Survey 1 and Survey 2. It is possible that the differences in the number of subjects in the two follow-up categories may have affected the results.<br></p><p><b>Teacher Assignment: </b> Teachers were asked to indicate their current assignment on the initial survey. There were some differences in both general and specific teacher self-efficacy related to classroom assignment. For two groups, the preschool teachers and first grade teachers, the changes ( Survey 2 compared to Survey 1) were greatest related to the specific self-efficacy measure of efficacy for STS/VP use. Overall assignment was slightly correlated with both specific teacher self-efficacy and support efficacy.<br></p><p><b>Teacher Career Stage:</b> The Huberman’s (1989) career stage categorization was used as a measure of career stage. Attendees at about mid-career (the “Experimentation” category according to Huberman) showed the greatest change in specific self-efficacy related to STS/VP use. There was a positive correlation between both specific teacher self-efficacy and support efficacy.<br></p>

Changes in General and Specific Teacher Self-Efficacy Related to: Professional Development Follow-up, Assignment, and Career Stage

<p><b>Purpose:</b> The purpose of this project was to study the changes in general and specific teacher self-efficacy related to the frequency of Professional Development (PD) video conference follow-up, teacher assignment, and teacher career stage. </p><p><b>Method:</b> This study was approved by the St. Ambrose University IRB in May, 2016. PD meetings were held at four elementary schools in four midwestern school districts. Each PD meeting had been requested by the early elementary staff. The topic of these meetings was training in the use of See the Sound/Visual Phonics (STS/VP), a gestural technique that represents all the sounds in English, as a supplement to literacy instruction. Seventy-four elementary educators attended these meetings. Attendees were assigned to preschool, kindergarten, first grade, and second grade classrooms. Attendees also included reading teachers, special education teachers, and speech-language pathologists. Attendees were grouped according to these assignment categories, as well as by career stage categories according to Huberman (1989)<br></p><p>All attendees participated in a video conference follow-up to the PD meeting. The topic of the PD meeting was the use of See the Sound/Visual Phonics (STS/VP) as a supplement to typical literacy instruction. They were given the option of participating in two individual video conference follow-up meetings, or one grade or assignment-level group meetings. Both types of follow-up conferences lasted for a total of 35-37 minutes. Sixteen attendees chose individual video conference follow-up, while the other fifty-eight participated in group video conference follow-up.<br></p><p>All video conference follow-up was conducted in the time period between the end of the PD meeting and eight weeks after that meeting (PD+8). The two individual conference follow-up meetings were arranged depending on the attendee schedule. These were held at PD+2 weeks and PD+6 weeks. The group, assignment-specific, video follow-up was held at PD+4 weeks. These involved one meeting for each grade level. A Post-Conference Response Survey was filled out by both the attendee involved and the follow-up provider. Agreement between the two people was measured on a random sample of surveys. Agreement was defined for the purposes of this study using the criteria of (+/-) one scale point. Agreement was calculated at 67%.<br></p><p>All attendees completed a survey concerning self-efficacy in the three areas mentioned above. A copy of the survey is in Appendix B. All results were compiled according to teaching assignment and career state. The survey was administered twice. Survey 1 was conducted at PD+8 weeks, and Survey 2 at PD+16 weeks. There were no scheduled follow-ups between PD+8 weeks and PD+16 weeks. Attendees were given the option of allowing the results of their two surveys for research purposes. This followed guidelines of the St. Ambrose IRB. The attendees were assured that the data would be grouped, and individual attendees would remain anonymous.<br></p><p><b>Results:</b> Frequency of Video-Conference Follow-up: Attendees who chose the two-individual-conference option had higher efficacy ratings across all three categories than did those who chose the group conference option. This held for both Survey 1 and Survey 2. It is possible that the differences in the number of subjects in the two follow-up categories may have affected the results.<br></p><p><b>Teacher Assignment: </b> Teachers were asked to indicate their current assignment on the initial survey. There were some differences in both general and specific teacher self-efficacy related to classroom assignment. For two groups, the preschool teachers and first grade teachers, the changes ( Survey 2 compared to Survey 1) were greatest related to the specific self-efficacy measure of efficacy for STS/VP use. Overall assignment was slightly correlated with both specific teacher self-efficacy and support efficacy.<br></p><p><b>Teacher Career Stage:</b> The Huberman’s (1989) career stage categorization was used as a measure of career stage. Attendees at about mid-career (the “Experimentation” category according to Huberman) showed the greatest change in specific self-efficacy related to STS/VP use. There was a positive correlation between both specific teacher self-efficacy and support efficacy.<br></p>

Developing an efficient optimization of course-lecturer distribution timetabling using transportation algorithm: A case study of Federal Polytechnic Offa

The institution course timetabling problem (ICTP) is a multidimensional assignment-problem that varies from course timetabling, class-teacher timetabling, student scheduling, teacher assignment, and classroom assignment. Many researchers have attempted to solve problems as related to timeslot but neglecting areas of course allocation to lecturers. The paper presented a course allocation and distribution model for lecturers based on their fields of interest and qualification to a transportation algorithm which was aimed at optimising the performance of lecturers in each course. It also evaluated overall efficiency of lecturers without exceeding the maximum workload. The performance of the course-to-lecturer allocation of the electrical/electronic engineering department, federal Polytechnic Offa, Kwara State was collected using simple questionnaire. The information obtained from the questionnaire was used to test the Algorithm developed. The result showed that using the developed algorithm for course distribution, the performance is 76.98% and 82.1% for the first and second semesters respectively. This showed that using the algorithm for allocation of courses to the lecturers of any department can be done based on input data without exceeding the recommended workloads of each cadre. This improved the quality of teaching, save time, and resources compare with manual methods. The study therefore recommended that future work should include practical distribution among technologists, sharing the excess workload to a particular lecturing grade as the case may be.

IMPLEMENTASI PERMENDIKNAS NOMOR 28 TAHUN 2010 TENTANG PENUGASAN GURU SEBAGAI KEPALA SEKOLAH DI KABUPATEN SIAK

Permendiknas implementation research on the appointment of pricipals is inseparable from the basic permendiknas namely: (1) permendiknas number 13 year 2007 about pricipal standar, (2) permendiknas number 28 tahun 2010 about teacher assignment as Head of school. This research discloses how the process of appointment of headmaster of SMP negeri in Dinas Education and culture of Siak Regency, is in accordance with the provisions set by the government in permendiknas number 28 year 2010. This implementation research isbased on metter and Horn theory and describe the findings using approach qualitative methods. Data obtained by interviuw, observation and document. Futher data are analyzed and performed continuously to complate. The results of the study note that the general requirements in administrative selection are not met well. Because three is still the age of principals who do not meet the provisions with the number 85%. This means that only 15% of the principals are appointed in accordance with the provisions of the first appointment process in office. Even 29% of headmaster who served in Siak district will now undergo more than 2 periods of duty. At the rank and class of principals also found 13% of principals who are currently still in rank/class IIIB. While on special requirenments found arround 65% of school principas in Siak Regency do not have a certificate of principal issued by LP2KS is a NUKS certificate. There are several factors that become obstacles in implementing permendiknas number 28 year 2010 in Siak Regency. Namale; (1) the SDK of siak Distric employees, especially the lack of education, (2) the cost of education and training to obtain NUKS certificate, (3) the role of the acceptability team in the process of placing the principal the carry out his duties as principal.

Matching with floor constraints

Floor constraints are a prominent feature of many matching markets, such as medical residency, teacher assignment, and military cadet matching. We develop a theory of matching markets under floor constraints. We introduce a stability notion, which we call floor respecting stability, for markets in which (hard) floor constraints must be respected. A matching is floor respecting stable if there is no coalition of doctors and hospitals that can propose an alternative matching that is feasible and an improvement for its members. Our stability notion imposes the additional condition that a coalition cannot reassign a doctor outside the coalition to another hospital (although she can be fired). This condition is necessary to guarantee the existence of stable matchings. We provide a mechanism that is strategy‐proof for doctors and implements a floor respecting stable matching.

Disparity in Availability of Public “General” Secondary Teachers in The City of Dschang And Its Periphery

To effectively meet the demand for education, the Cameroon is called upon to trained teachers and ensure their equitable distribution throughout the country. However, in Menoua Division, the situation is different as compared to the rest of the country. The spatial distribution of teachers per school shows unequal distribution between the town and its periphery. Indeed, while the number of pupils in general secondary schools is increasing. This increase is not accompanied by an increase in the number of teachers. This general shortage does not present itself within the city as compared to its periphery. The principal objective of this reflection is to show the reasons accounting for these disparities. The methodology applies include both qualitative and quantitative data from teachers and administrative officials of general secondary education. The reflection leads to three main results. Firstly, the shortage of teachers couple with the mechanism for assigning teachers favor’s schools in urban area of Dschang to the detriment of its periphery. Secondly, is that secondary school teachers use the loopholes in the teacher assignment to position themselves in urban schools where they avoid the periphery which they stigmatize. Finally, this disparity has many consequences in the demand of education.

Tugas Guru dalam Proses Pembelajaran

The purpose of this study is to find out the teacher's duties in learning. The research method that I use is a type of qualitative descriptive research. Qualitative descriptive research. The results of the study, the teacher's task in the learning process still looks like: the existence of teachers who have not fully carried out their teaching and educating duties as teachers and lack of implementation of supervision from the principal to teachers in assessing how to teach teachers and correct shortcomings of the way the teacher carries out his duty. Conclusions, factors that influence the lack of implementation of the teacher's duties in the learning process that comes from the teacher itself and from students. The factors that influence the teacher itself such as physical and mental inadequacies in the learning process and the level of teacher income that affect the teacher's lack of focus are disturbed because the teacher thinks about the income coming from outside and the unfavorable climate that can adversely affect into the learning process. Keywords: teacher assignment, learning process