Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project

As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.

KREATIVITAS GURU BERSERTIFIKASI DALAM PEMANFAATAN MEDIA PEMBELAJARAN DI MADRASAH IBTIDAIYAH NEGERI (MIN) 2 BANDA ACEH (The Creativity of Certified Teacher in Utilizing Learning Media in Madrasah Ibtidaiyah Negeri (MIN) 2 Banda Aceh)

The quality of education is determined by teacher performance. While report shows that teacher performance is satisfactory, on the other hand, the quality of education in Aceh is desperate. The purpose of this study is to describe the creativity of certified teachers in utilizing learning media in MIN 2 Banda Aceh. The type of this research is qualitative and the subjects of this study were certified teachers and school principal. The data collection technique is through observation, interviews, and documentation. Data were analysed by Miles and Huberman's theory. The results of this research showed that there are four types of teacher creativities in utilizing learning media at MIN 2 Banda Aceh. First, fluency in thinking, teachers have the initiative in preparing learning media. Second, the flexibility of thinking, teachers use variety of learning medias in teaching. Third is originality, teachers’ innovation in preparing and using learning media. Fourth, elaboration, teachers and students collaborate in preparing learning media. The more creative the certified teacher in utilizing learning media, the more motivations in learning the students get. Thus, it improves student’s learning outcomes that contributes to the school quality and accreditation. Therefore, the teacher needs to be given further assistance so that the teacher can create and develop learning media with students, not only using the media that is already available.

School Librarian Leadership: Research and Practice

A core body of research concerning teacher librarian leadership has been generated by faculty and doctoral graduates from Florida State University. Substantive studies have been conducted on leadership in technology integration by National Board Certified teacher librarians, enablers and barriers to technology leadership by teacher librarians, leadership in state initiatives related to digital textbooks, leadership with e-books and electronic devices, one-to-one computing, and school librarian leadership education. This paper provides an overview of that research and presents implications for teacher librarian education.

Why did a U.S. secondary school district retain teacher-librarians in a time of economic crisis?

The number of U.S. teacher-librarians has greatly diminished despite advocacy efforts by stakeholders. This case study investigated the factors that led governing board members in a mid-sized urban high school district to retain certified teacher-librarian positions despite a major economic crisis. Themes constructed through the analysis were: stakeholder involvement; transparency in communication; trust between district leadership and the governing board; a commitment to the district’s core values; and the value placed on the school library program by the district’s stakeholders. Future research should investigate school districts’ decision-making processes in the retention of teacher-librarian positions during economic crises.

ATTITUDE OF PUPIL -TEACHERS TOWARDS INTERNSHIP AS A PART OF B.ED. CURRICULUM

Teacher training programmes are set up to help prospective teachers navigate the world of student teaching, state standards, exams and teacher interviews. A pupil teacher is a college, university or graduate student who is teaching under the supervision of a certified teacher in order to qualify for a degree in education. Internship is an integral part of his professional preparation. Internship in teaching includes practice – teaching and wide variety of field experience under the guidance of a competent or expert supervisor. The internship is very essential for todays teacher because it gives proper training to the pupil-teacher for better understanding of all the students. It builds confidence among the pupil-teachers. The present study aimed at finding out the significant difference of gender, stream and qualification in the attitude of pupil teachers towards internship. For this purpose the investigator used Attitude Scale prepared by the investigator himself. The data was collected from 80 pupil teachers from District Valsad . In order to analyze the data the investigator used three-way ANOVA. The main findings of the study were, there exist significant difference in the attitude of male and female pupil teachers towards internship. There existed significant triple interactional difference of gender, stream and academic qualification in the attitude of pupil teacher towards internship. There found no significant difference of stream, qualification, gender and stream, gender and qualification and stream and qualification in the attitude of pupil teacher towards internship as a part of B.Ed. curriculum. The findings of the study have significant implications to the teachers, supervisors, principals and policy makers who directly or indirectly involved in the system.

Curricular Contradictions: Negotiating Between Pursuing National Board Certification and an Urban District’s Direct Instruction Mandate

In this article, Travis J. Bristol and Joy Esboldt examine the supports and constraints teachers at one midsized urban school serving predominately Latinx students encountered during school-based professional development aligned with becoming a National Board Certified Teacher (NBCT). Research has established that Black and Latinx students have less access to NBCTs when compared to White students, yet few studies offer insight into the organizational conditions that influence urban school teachers’ capacity to earn certification. Drawing on two years of ethnographic observations, interviews, and artifact analysis, this study finds that district and school-based factors constrained teachers’ capacity to earn National Board Certification, reporting that participants believed there was a misalignment between the district’s vision for instructional improvement, which focused on Direct Instruction, and the National Board for Professional Teaching Standards.

EFFECTIVENESS OF TEACHER CERTIFICATION IN IMPROVING SERVICE PROFESSIONAL SERVICE IN MADRASAH ALIYAH STATE OF JAMBI PROVINCE

The purpose of this study was to find out the factors that resulted in the inability of the effectiveness of teacher certification in improving teacher professional services in the Madrasah Aliyah Negeri Jambi Province, how effective the certification of teachers in the Madrasah Aliyah Negeri Jambi Province, how teacher professional services in the Madrasah Aliyah Negeri Jambi Province, and how the effectiveness of teacher certification in improving teacher professional services in Madrasah Aliyah Negeri Jambi Province. The research approach used is a qualitative approach where data collection techniques are carried out by means of observation, interviews, and documentation. This study results in findings that the effectiveness of teacher certification in the Madrasah Aliyah Negeri Jambi Province has not been able to optimally improve teacher professional services due to inconsistent recruitment procedures for teacher certification candidates, weak implementation of government regulations on government employees discipline, the absence of regulations that bind certified teachers, and the actualization of certified teacher actualization. The effectiveness of teacher certification has not been implemented properly due to the operational guidelines and technical guidelines for teacher certification which only lead to the fulfillment of administrative obligations and have not touched on the impact and results of the teacher professional allowance. Teacher professional services in Madrasah Aliyah Negeri Jambi Province prioritize the fulfillment of non-substantive aspects. The effectiveness of teacher certification in the improvement of professional care services in Madrasah Aliyah Negeri Jambi Province is more pragmatic. So that certified teachers are more concerned with meeting economic needs rather than updating in the teaching and learning process.

Introduction of a patient communication course to postgraduate oncology training in Russia.

11022 Background: Communication skills are an obligatory part of postgraduate oncology education in European and Western countries and its benefits for doctors, patients, and the healthcare system are well-known. However, teaching efficient patient communication is challenging in developing countries where the paternalistic model is still spread and medical professionals are unaware that these skills are lacking. We hypothesize that a short simulation-based course for oncology residents introduces communication skills and raises awareness about its value. Methods: A 2-day communication course based on the Calgary-Cambridge model was taught to a cohort of PGY2 oncology residents. Lectures, seminars, and clinical simulations emphasizing a patient-centered approach, including open questions, active listening, identifying patient concerns, empathy, summarizing, and bad news delivery were conducted by certified teacher. A simulation exam was administered to those who completed the communication course and those who did not complete the course. Scores (max. 130) from two clinical scenarios assessed by the examiner, actors, and participant were compared between groups. Results: Ten PGY2 residents completed the course and seven did not complete the course. Medians scores for the first scenario given by the examiner, actor and resident were 99 (IQR: 90 – 122), 125 (IQR: 122 – 127) and 102 (IQR: 91 – 108) for course participants and 15 (IQR: 7-35), 18 (IQR: 12-34) and 61 (IQR: 41-83) for non-participants, respectively. Medians scores for the second scenario were also higher in participant group: 113.5 (IQR: 100-117), 107 (IQR: 98-118) and 104 (IQR: 99-112) vs. 22 (IQR: 12-50), 18 (IQR: 10 - 44) and 66 (IQR: 43-81), respectively. Four (40%) course participants and seven (100%) non-participants evaluated themselves higher than the examiner and actor. Conclusions: A short patient communication course for young oncologists effectively improves communication skills and provider self-awareness in developing countries.

THE EFFECT OF CERTIFIED TEACHER AND PRINCIPAL LEADERSHIP TOWARD TEACHERS’ PERFORMANCE

This study aimed at determining the influence certified teachers and principal leadership either partially or simultaneously toward teachers’ performance in primary school Palembang. The research was conducted in several public primary schools in Gadus, Palembang. The research method was ex post facto with 125 certified teachers while the sample wer 56 respondents. The data were collected by using questionnaires and analyzed by using t-test and F-test. The results of this study concluded that there is significant influence of certified teachers and principal leadership either partially or simultaneously toword teachers’ performance of primary school in Palembang.

Promoting Retention of Alternative Certified Teachers Through Professional Development

Due to the nature of alternative preparation paths to classroom teaching and the unique challenges these teachers face, alternative certified teacher quality and retention are questionable. The purpose of this study was to investigate school leaders’ knowledge of the challenges of these teachers, the support provided in light of that knowledge, and the potential impact of the support on teacher retention. Alternative certified teachers need increased, differentiated professional development opportunities that support classroom performance, resulting in retention and student achievement.