Teacher Research

Traditionally regarded as the Cinderella sector, further education (FE) is not yet recognized for its research potential and, if researched at all, tends to be 'researched on' rather than proactively enabled to carry out research itself. Although Britain's Learning and Skills Council's FE and Post-16 sector encompasses around six million learners, four thousand providers and £7.3 billion worth of provision, little research in the sector uses the extensive data-rich client base it serves. Few, if any, in-house research findings inform its professional practice. The Learning and Skills Development Agency Research Network and LSC Research Centre have begun to address this gap, mapping out a new blueprint for research developments in the sector, and raising a new capacity for in-house FE-focused research. These exciting national developments form the foundation for this book, which builds on the key importance of research to strengthen the role of further education as the main bridging sector between school and higher education at a time of Britain's increased national investment in raising achievements. This groundbreaking core text in a new field identifies and constructs a new theoretical framework for a specialist FE research culture, recognizing the unique contribution to research of FE practitioner-researchers. The book identifies good practice in this field through a series of in-depth case studies linked to appropriate and innovative research methods. The theoretical framework outlined links the concept of the critical reflective practitioner with the development of knowledge management techniques specific to Further Education research. This book will enable its readers to: 1. Recognize the value of undertaking research in their sector 2. Draw upon their current practice to develop research questions 3. Identify appropriate research questions and design appropriate research techniques accordingly 4. Interrogate other research, from associated fields 5. Undertake literature searches and derive information for a variety of sources 6. Use research -- their own or others' -- to inform their professional practice 7. Have the confidence to create, use and evaluate their sector specific research.

More details
Empowering Researchers in Further Education
By Yvonne Hillier and Jill Jameson
Contributor: Introductory Chapter by Andrew Morris
Published by Trentham Books, 2003
ISBN 1858562856, 9781858562858
194 pages

"Trainee teachers following the three-year undergraduate BEd course at the University of Wolverhampton undertake a final-year research study. This project requires each individual to investigate an aspect of teaching and learning within an early years or primary school setting.

Reflections on Research presents, in publication, a selection of these final-year projects completed by trainee teachers in 2008 and 2009.

The students themselves have looked back upon the project to critically evaluate the positive and not so positive elements of their investigation. They also considered how what they did as student teachers remains relevant to what they do now as qualified professionals working in the classroom.

See also ‘A Beginner’s Guide to Doing Your Education Research Project’, published by SAGE: http://bit.ly/IrLHvD, and on FACEBOOK: http://on.fb.me/QsLY2Q"

Lesson observations are one of the most hotly contested interventions to affect teachers over the last two decades. Yet surprisingly there has been very little empirical research carried out on this important area of practice. This talk draws on findings from the largest and most extensive research study in the English education system to date into the use and impact of lesson observation on the professional lives of staff working in the Further Education (FE) sector. In discussing the impact of differing models of observation on improvements in teaching and learning and teachers’ work, the views of thousands of FE staff working in a wide range of contexts and institutions will be explored.  As a starting point, the talk will seek to address the following questions:

•What do we know about current approaches to lesson observation?
•How have we got to where we are now?
•What do FE practitioners think about current approaches to lesson observation?
•How might the education sector as a whole make best use of this important intervention in the future?
•What needs to change in order for this to happen?

Savremeno društvo visoko vrednuje kreativnost, a obrazovanju se prigovara da ne radi dovoljno na ostvarivanju ovog vrednog cilja. Mišljenja nastavnika o ispoljavanju i razvoju kreativnosti imaju značajan uticaj na to u kojoj meri će oni prepoznati značaj kreativnosti i biti spremni da je podrže u svom radu. U članku se prikazuju rezultati ispitivanja mišljenja nastavnika o tome kako se kreativnost ispoljava na osnovnoškolskom uzrastu i kako škola može doprineti razvoju kreativnosti učenika. Nastavnici osnovnih škola iz Srbije (N=144) ispitani su upitnikom, a podaci su analizirani kvalitativno i kvantitativno. Utvrđeno je da nastavnici opisuju kreativnost preko kreativnih aktivnosti, originalnosti, intelektualnih sposobnosti, motivacije i osobina ličnosti. Većina nastavnika smatra da škola može u velikoj meri da doprinese razvoju kreativnosti učenika. Prostor za podsticanje kreativnosti nastavnici vide prvenstveno na nivou časa, a potom i na nivou obrazovnog sistema i društva u celini. Zaključeno je da nastavnici najčešće opažaju kreativnost učenika preko njihovih aktivnosti i karakteristika ličnosti, dok ulogu škole u razvoju kreativnosti vide u domenu sopstvenog delovanja u učionici. Rezultati istraživanja pokazuju da se nastavničke koncepcije kreativnosti u velikoj meri poklapaju sa ekspertskim. U završnom delu je diskutovano zašto nastavnici pozitivan i aktivistički odnos prema kreativnosti ne „pretaču” u školsku praksu, kao i koji su preduslovi koje je potrebno ispuniti da bi se to ostvarilo.

The purpose of this study was to explore students’ perceptions of how the curriculum and teaching strategies in a graduate action research course that incorporated a social justice education approach prepared them for social justice advocacy. Ten practicing and prospective teachers were interviewed and class documents analyzed. Findings indicate that conducting AR that was meaningful and relevant to their lives, critically reflecting on their practice, learning about tools and a process for change, and being involved in a collaborative, participatory, and supportive classroom community were key factors in preparing teacher candidates for social justice advocacy. The findings reflect the pedagogy used in the course. However, students did not indicate that learning about issues of access, equity, power and privilege as key factors in preparing them for social justice advocacy. Implications for teaching action research are discussed. SOCIAL JUSTICE ADVOCACY 3 Introduction Due to ongoin...

ABSTRACT
This study aims to identify the difficulties experienced by Buddhist Education teachers in Tangerang and DKI Jakarta.The method used in this study is descriptive quantitative. Data collection techniques use the survey method. The instrument used to retrieve data consists of 125 items which are divided into 4 aspects, namely: 1) Scope of Curriculum 2013; 2) preparation of learning; 3) implementation of learning; and 4) evaluation. To guarantee the validity in the form of expert judgment, while the reliability of the Alpha Cronbach achievement index, which is equal to 0.989. The results obtained from this study are: 1) the difficulty level of Buddhist Education teachers in implementing 2013 Curriculum at 58.10%; 2) the difficulty level of Buddhist Education teachers in implementing 2013 Curriculum on aspects around the 2013 Curriculum by 61.06%; 3) the difficulty level of Buddhist Education teachers in implementing 2013 Curriculum on aspects of learning preparation amounting to 59.91%; 4) the difficulty level of Buddhist Education teachers in implementing 2013 Curriculum on the aspects of learning implementation is 55.32%; and 5) the difficulty level of Buddhist Education teachers in implementing 2013 Curriculum on aspects of learning outcomes by 58.24%, which are divided into three indicators: a) attitude size of 59.02%; b) the amount of knowledge is 57.71%; and c) the number of skills is 58.51%;

Publikacja przygotowana i sfinansowana w ramach projektu nr 1.R.06 pt.: Pozytywne i negatywne elementy psychospołecznego środowiska pracy w szkole a przemoc w relacji nauczyciel – uczeń; zrealizowanego przez Instytut Medycyny Pracy w Łodzi; kierownik projektu: dr Jacek Pyżalski; finansowanego z Programu Wieloletniego Narodowego Centrum, Badań i Rozwoju pn. „Poprawa bezpieczeństwa i warunków pracy”, koordynowanego przez Centralny Instytut Ochrony Pracy – Państwowy Instytut Badawczy

Existing migration research has framed ‘middling migrants’ mainly in terms of transnational fluidity and flexibility, thus overlooking the issue of integration. This article adds to a burgeoning scholarship advocating a more locally embedded perspective (e.g. Meier, 2015b. Migrant Professionals in the City: Local Encounters, Identities, and Inequalities. New York and London: Routledge) by investigating the integration of immigrant teachers working in mainstream primary and secondary schools in the Asian city–state of Singapore. It is found that these immigrant teachers faced differentiated formal inclusion with respect to legal settlement, whereas their professional integration experiences also diverged between those who embodied certain ‘mainstream’ characteristics and those who did not. In negotiating professional integration, ‘non-mainstream’ immigrant teachers adopted a spectrum of strategies, but on the whole prioritised the pragmatic imperative to ‘fit in’, resulting in what may be termed muted diversification. In terms of broader ethnic and migration scholarship, this account serves to highlight the ways in which locally specific institutional and sociocultural conditions differentially shape middling migrants’ experiences in respect to settlement and work. With regard to the Singaporean context, this article fills an empirical gap in migration research while also reflecting on the accommodation and management of diversity in education.

Critical Language Teaching (CLT), based on Critical Pedagogy, sees teaching as a cultural, moral, social and political practice. Its goal is to engage students in questioning taken-for-granted worldviews, becoming aware of their role in society, and of their potential as agents of change. CLT aims at teaching languages through questioning dominant ideologies, re64258;ecting on these questions and on individual’s roles in society and potential action (Chun, 2016).
However, the nexus between critical pedagogical theories and L2 classroom practices is underresearched (Crookes, 2013). Thus, this presentation hopes to be a space where critically oriented
researchers and practitioners can dialogue and bridge theories and actual approaches.
I share my experience teaching English to Japanese students in Hawai’i within a critically oriented curriculum, which included potentially controversial topics (i.e., the attack on Pearl Harbor). Tasks were designed to prepare students to engage in and develop linguistic, cognitive, and socio-emotional skills. Students were asked to take pictures during a fieldtrip to USS Arizona Memorial (aka Pearl
Harbor); these student-generated pictures were used as springboard to explore students’ knowledge, beliefs, and emotions related to this event. Classroom audio recordings and students’ journals indicated
feelings of guilt for home country’s past actions, questioning of country’s current stance, and desire to never forget.
Implications include using student-generated pictures to engage students in critical thinking, and to facilitate meaningful, authentic discussions. In addition, student-generated pictures can ” help create
dialogic spaces for students to explore and create newer ways to make meanings, enabling their agentive roles as knowledge producers in their own right.” (Chun, 2016, p. 3)

Sınıf içi ili
kilerde öretim ve yönetimin etkili olabilmesi için olumlu dil kullanılması
ara
tırmalar sonucunda ula
ılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle öretmenin
sınıfın yönetimi esnasında kullandıı olumlu dil, örenci davranı
larını ve dolayısıyla sınıf atmosferini
olumlu yönde etkilemektedir. Sınıf ortamında örencilerin davranı
larını yönetmenin önemli bir boyutu
duyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya
çıkmasına neden olan öretmen davranı
larının mümkün olduu kadar ortadan kaldırılmasıdır. Sınıfta
istenmeyen örenci davranı
larının önemli bir kısmı örencinin dersin i
leni
i ile ilgili tepkilerinden
ortaya çıkıyor olması bilinse de, bazı davranı
larda bizzat öretmenin
ahsına kar
ı tepki olarak ortaya
çıkmaktadır. Bazı durumlarda örenciler öretmeni zor durumda bırakmak için kasten çok farklı

ekillerde istenmeyen davranı
lar sergilemektedirler. Bu davranı
lar öretmenden kaynaklanan
istenmeyen örenci davranı
ları olarak isimlendirilirler. Bu örenci davranı
ları dier istenmeyen örenci
davranı
ları gibi yönetilemezler. Çünkü örencinin bilerek ve isteyerek yaptıı davranı
lardan
olu
maktadırlar. Bu yüzden istenmeyen örenci davranı
larını örencilerin kasıtlı olarak yaptıkları ve
herhangi bir kasıt olmadan dikkatin daılması ve dersin monotonla
masından kaynaklananlar olarak iki
ayrı bölümde ele almak mantıklı olabilir.
Bu yüzden ara
tırmada örencilerin bilerek ve isteyerek öretmeni sınıfta zor durumda
bırakmak amacıyla yaptıkları davranı
lar ve kullandıkları yöntemler incelenmi
tir. Ara
tırmada betimsel
yöntem kullanılmı
ve ilköretim örencilerinin bilerek ve isteyerek öretmenleri zor durumda bırakmak
için kullandıkları yöntemler ya da dier örencilerin kullandıkları yöntemler açık uçlu soruların olduu
nitel görü
me formuyla belirlenmeye çalı
ılmı
tır. Ara
tırmadan elde edilen verilere göre örenciler
öretmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve
böyle olduunu da itiraf etmektedirler. Bazı durumlarda sadece elence olsun diye veya kendilerini
çevrelerindeki arkada
larına ispatlamak için öretmeni sınıfta gülünç ya da zor durumda bırakacak farklı
yöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları
unlardır; Sürekli
öretmenin sözünü kesmek, dersle alakası olmayan sorular sormak, dei
tirilmi
ve tuzak sorular sormak,
sürekli anlamadıını söyleyerek zaman kaybettirmek, dersten sıkıldıını belli edecek sesler çıkararak
öretmenin dikkatini ve motivasyonunu bozmak.
Anahtar Kelimeler: Öretmeni Zor Durumda Bırakmak, Örencilerin Kasıtlı stenmeyen
Davranı
ları, Örenci Davranı
ları, Sınıf Yönetimi.


Abstract
One of theimportantcomponents of management of studentbehavior in theclassroom is
managingtheiremotions. Theeasiestwaytomanageemotions is
removingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is
knownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’
reactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.
Inthatsituation, students can behaveundesirablyto put teachers in a
difficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can
not be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of
consciousandintendedbehaviors.
That is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto
put teachers in a difficultposition in theclassroom. Descriptivemethod is used in
thisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.
Accordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased
on reasonablegroundsandtheyalsoadmit thisfact.
Insomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an
embarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as
interruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time
bysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of
theirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.

Keywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’
Behaviors, to Put Teachers in a DifficultPosition

ABSTRACT

The Internet as a worldwide literacy practice environment has created a new situation in communication, providing a new dynamic field for research. On the basis of the two articles under discussion, this commentary develops three main aspects of the Internet: as an informal learning environment for English as a second/foreign language; as a discursive space where identities are formed and social relationships are negotiated; and, as a space where the intermingling of the global and the local gives rise to hybrid language varieties. Taking into account that electronic environments are not neutral literacy practice environments but are involved in a complex nexus of power structures and relations that also need to be explored, this paper briefly addresses issues related to theoretical and methodological approaches for the study of language varieties in the Internet.

The relationship of implicit bias to perceptions of teaching ability: examining good looks, race, age, and gender A relação entre preconceitos implícitos e as percepções sobre a capacidade de ensino: examinando boa aparência, raça, idade e sexo La relación de los prejuicios implícitos y las percepciones sobre la capacidad de enseñanza: analizando la buena apariencia, raza, edad y sexo Abstract Education leaders consistently make quick decisions that have substantial impacts on the students and educators, with whom they work, often based on ambiguous and incomplete information. Thus, in this fast-paced, imperfect decision-making environment, implicit, unconscious biases can influence their decisions. To become better decision-makers, education leaders must learn to identify their implicit biases and then minimize their negative influences. In this study of 1,751 U.S. participants, we examine perceptions of teaching ability based solely on a person's appearance and how this initia...

Zusammenfassung:
Im Längsschnitt einer Kohorte ehemaliger Gymnasiasten zwischen dem 15. und 43. Lebensjahr wird gezeigt, dass Lehrerurteile mit prognostischem Anspruch vermittelt über die Erfolgserwartungen der Schüler deren Entscheidungen bezüglich ihres weiteren Bildungsverlaufs zu beeinflussen vermögen und dadurch zu einer Self-Fulfilling Prophecy im Sinne Mertons (1948) werden können. Ursprünglich unzu-treffende Lehrerurteile können durch die Pfadabhängigkeit und Kumulativität des Ausbildungs- und Berufsverlaufes indirekt noch das Berufsprestige im 43. Lebensjahr beeinflussen. Die hier vor¬legten Analysen belegen zugleich, wie sich die Längsschnittperspektive der Lebens¬ver¬laufs¬for¬schung frucht¬bar mit der handlungstheoretischen Perspektive einer Wert-Erwartungstheorie ver¬knüpfen lässt.

Teachers’ Evaluations over the Life Course: Valid Prognosis or Self-Fulfilling Prophecy?
Abstract:
In a longitudinal study of former German high school students between age 15 and 43 it is shown that teachers' evaluations with prognostic claims may influence the students' educational decisions by shap-ing their success expectations. Thus initially false teacher evaluations may work like a self-fulfilling prophecy in the sense of Merton (1948). Because of the path dependency and cumulativity of educa-tional and occupational career processes they still affect the occupational prestige at the age of 43 indi-rectly. Finally, the following analyses offer prospects in terms of fruitfully connecting the longitudinal perspective of life course research to the action-theoretical perspective of a theory of subjective expected utility.

RESUMEN
Este trabajo es parte de un proyecto de investigación del CONICET que desde 2011 estudia la formación docente continua. La presentación tiene por objeto dar a conocer una investigación en curso que se propone explorar el desempeño del rol de coordinación y el desarrollo de habilidades vinculadas a ella. Con este fin se diseñó un dispositivo que consistía en el acompañamiento bajo la forma de supervisión de dos profesoras psicodramatistas que se entrenarían como coordinadoras en un grupo que invitaría a docentes en ejercicio a trabajar con los conflictos de su práctica. El corpus se conforma con los 10 encuentros del grupo de docentes coordinados por estas dos profesoras al que llamaron "Entre docentes", que aún está en curso, 6 entrevistas a ellas y las 10 situaciones de supervisión posteriores a los encuentros. En este trabajo se describen el dispositivo de investigación y el dispositivo "Entre docentes" coordinado por las dos profesoras en formación y se presenta un avance del análisis realizado por una de las coordinadoras acerca de su proceso de formación hasta el momento, con foco en la co-coordinación. Se identifican 4 funciones diferentes que parece haber cumplido "el otro" en su proceso de formación.
Palabras clave Formación de formadores-Co-coordinación grupal-Psicodra-ma-Práctica docente
ABSTRACT
This paper is part of a CONICET research project that has been studying continuous teacher training since 2011. The purpose of this presentation is to share an ongoing research that aims to explore the performance of the coordination role and the development of skills linked to it. To this end, a device was designed to accompany through supervision two psychodramatist teachers who would train as coordinators in a group that would summon practising teachers to work with conflicts of their practice. The corpus is made up of the 10 meetings with the group of participants coordinated by these two trainee teachers called "Entre Docentes" (Among teachers), which is still in progress, 6 interviews with them and the 10 supervision sessions after the meetings. This paper describes the research procedure and the device "Entre docentes" coordinated by these two trainee teachers and presents part of the analysis carried out by one of the coordinators about her training process so far, focusing on cocoordination. 4 different functions which seem to have been fulfilled by "the other" in the training process.

The aim of this study is to describe there is significant between
students’ writing skill in descriptive text before and after being taught by using
picture of the first year students of SMAN 1 Karangrejo. The design of this study
is quantitative design. The research was students of X-3 class that consists of 38
students. The instrument of this research was test that consists of pre-test and post
test. The result is known that there is significant difference before and after being
taught by using picture. It means teaching writing descriptive text by using picture
of the first year students of SMAN 1 Karangrejo is effective. It is recommended to
the teacher to use picture as a medium in teaching descriptive writing and to
increase the students writing skill.

We form part of a collaborative project between education and anthropology that is studying household and classroom practices within working-class, Mexican communities in Tucson, Arizona. The primary purpose of this work is to develop innovations in teaching that draw ...

This study explored the impact of instructional interventions with four Middle School English Language Learners in Science. The initial focus was to determine the impact of explicit academic vocabulary instruction, including cognates, and small-group guided discussions in order to facilitate the acquisition of cognates, academic vocabulary, and comprehension of scientific concepts. To accomplish this, various methods were implemented to gather data: observational and reflective field notes, a cognate-circling task, along with group and individual interviews. Upon the initial data analysis, an emerging question surfaced which added an additional dimension to the research, and shed light on the complexity of the teacher/research role. Thus, data analyzed and reflected both original and emerging questions, uncovering various patterns that impacted students’ learning. It also provided insight into how a researcher’s roles can affect the types and quality of data. Implications are provided for researchers, classroom teachers, bilingual teachers, professional development providers, and university programs developing new teachers.

Successive governments in England have regarded classroom observation as an essential tool for monitoring and improving teacher performance. Despite its importance in national policy for teacher development, the impact of classroom observation on individual teachers, and on improving quality and standards in teaching and learning, remain under-researched areas. Further Education (FE) in general and FE teachers, in particular, have received sparse attention. This paper adopts a theoretical framework grounded in aspects of assessment theory to explore some of the consequences of using observation to assess, monitor and raise standards of classroom performance in the FE workforce. It draws on findings from a mixed-methods study, involving questionnaires and semi-structured interviews, conducted in ten FE colleges situated across the West Midlands region of England. The paper concludes by situating the findings against the broader backdrop of research into teachers’ continuing professional development and, in so doing, raises questions about the fitness for purpose of prevailing observation assessment regimes in FE and the extent to which these systems are able to achieve their purported goals.

Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers" creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance"s (2008) test of creativity, Hackman and Oldham"s (1980) teacher motivation scale, Bandura"s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson"s (1981) Burnout Inventory-were utilized. The results of the study showed that there is a significant positive correlation between teachers" motivation and self-efficacy, on the one hand, and their creativity, on the other. Moreover, a significant negative correlation was found between teacher burnout and creativity. The implications of the findings are discussed throughout the paper.

In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a "transcultural" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap "from the bottom up"—one classroom at a time.

Jednym z narzędzi reform oświatowych są zmiany dokonywane w dokumentach programowych, wynikające z ponownego (do)określania
przez władze oświatowe obrazu podmiotów edukacji: dzieci/uczniów,
rodziców, nauczycieli. Podjęte w artykule rozważania dotyczą formalnych oczekiwań wobec edukacji dzieci w wieku przedszkolnym, określanych w polskich aktach urzędowych w trakcie kolejnych reform
oświaty. Zamierzeniem naszym jest głos w dyskusji, toczącej się obecnie w związku z wprowadzaną reformą w polskim systemie oświaty. Celem artykułu jest zwrócenie uwagi na negatywne mechanizmy funkcjonowania edukacji w Polsce, co czynimy na przykładzie sposobu wprowadzania podstawy programowej wychowania przedszkolnego. Wybór pola problemowego podyktowany został kilkoma czynnikami. Przede wszystkim, jak wynika z przedstawionej analizy literaturowej, wychowanie przedszkolne jest najczęściej pomijanym etapem edukacji przy okazji dyskusji dotyczących kolejnych reform oświatowych w Polsce. Ponadto zauważamy, że permanentność zmian w polskim prawie oświatowym nasila koncentrację na dydaktycznej funkcji edukacji przedszkolnej, odwracając uwagę od znaczenia aktywności społecznej dziecka odnajdującego swoje miejsce w środowisku i w kulturze. Z tego względu w artykule poszukujemy odpowiedzi na pytanie o zasadność zmian wprowadzanych w programowych założeniach edukacji dzieci w wieku przedszkolnym.

This volume was conceived as a "best practices" resource for assessment in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices.

The book opens with an introduction that reviews many key assessment terms and concepts.

The myths examined in this book are:

Assessment is just writing tests and using statistics.
A comprehensive final exam is the best way to evaluate students.
Scores on performance assessments are preferable because of their accuracy and authenticity.
Multiple choice tests are inaccurate measures of language but are easy to write.
We should test only one skill at a time.
A test’s validity can be determined by looking at it.
Issues of fairness are not a concern with standardized testing.
Teachers should not be involved in preparing students for tests.
Implications for teaching and an agenda for needed research are discussed in a conclusion.

Offering clear strategies rooted in research and expert recommendations, First Aid for Teacher Burnout empowers teachers to prevent and recover from burnout while finding success at work. Each chapter explores a different common cause of teacher burnout and provides takeaway strategies and realistic tips. Chapter coverage includes fighting low morale, diminishing stress, streamlining grading, reducing workload, leveraging collaboration, avoiding monotony, using technology to your advantage, managing classroom behavior, advocating for support from your administration, securing the help of parents and community, and more. Full of reflection exercises, confessions from real teachers, and veteran teacher tips, this accessible book provides easy-to-implement steps for alleviating burnout problems so you can enjoy peace and success in your teaching.

This study investigates K-12 teachers’ ICT competencies levels, the differences in teachers’ ICT competencies based on their demographic characteristics, and factors that have impact on their ICT competencies. The data were collected from 1,429 K-12 teachers by means of a questionnaire. The findings of the study indicate that the majority of the participants do not perceive themselves as competent in basic and advance ICT. Gender, prior preservice education ICT courses, and computer ownership are related significantly to the perceived ICT competencies of K-12 teachers. Personal interest, possession of a home computer, and family and friends were rated as the most influential factors in acquiring ICT competencies.

In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants were 14 third-year university students who were enrolled in the French Language teaching department, but had a basic knowledge of the related languages that was sufficient to read and write. All the students had taken CALL classes at university level, and had previous experience of website evaluation and assessment. As a result of the analyses of the language teaching websites, we observed that they were lacking physically, contextually and pedagogically. Consequently, we built a model foreign language website frame considering the feedback that we received from the subjects. We believe that our website evaluation checklist and model website frame might greatly serve the CALL field.

In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, “An Exploratory Sequential Design” a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, the researcher respectively followed two steps. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as “teacher communication”, “personal characteristics”, “professional development” and “supporting students in different ways”. Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be o model for teacher candidates.
Keywords: Education, teaching, inspiring teacher, teacher candidate, grounded theory.

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

Value-added estimates of teacher or school quality are increasingly used for both high-and low-stakes accountability purposes, making understanding of their limitations critical. A review of the recent value-added literature suggests three concerns with the state of the research. First, the issues receiving the most research attention have not always been the concerns of greatest importance to theorists or critics. Second, there has been insufficient research on the interactions among various issues or assumption violations. Third, some of the big issues in value-added modeling have been challenging to address and may require educators to step back and answer some underlying philosophical questions about the nature of teacher and school quality.