Teacher talk has been found to significantly affect children's early language development during shared book reading; however, the mechanism of such influence remains unclear. The current study has ...zoomed in on vocabulary development in Mandarin as a heritage language (HL) in Singapore kindergartens, 1) exploring the linguistic features (i.e. lexical diversity and syntactic complexity) of these teachers; and 2) investigating the mediation effects of the significant linguistic feature(s) in teachers' qualifications (i.e. degree, experience, and language proficiency) and children's Mandarin vocabulary growth. 31 Mandarin teachers and 441 English-Mandarin bilingual children (4-5 years old) were investigated during their shared book reading sessions. Teacher talkwas transcribed with CHAT and two indicators of language complexity (D and Mean Length of Utterance in word) were calculated with CLAN. The mediation effects of teachers' language complexity were explored using a path model. Results showed that after controlling for the children's initial vocabulary, maternal education, nonverbal intelligence, and gender, teachers who used more complex syntax were found to be associated with children's higher growth in Mandarin receptive vocabulary over a school year. Teachers' qualifications (i.e. experience and Mandarin proficiency) had no direct influence on children's language growth, but demonstrate their impact via teachers' syntactic complexity.
The study examined the relationship between teachers' qualifications and dyslexia identification in primary schools in Oyo State, Nigeria. Data were collected through the use of a well-structured ...questionnaire - the Teacher Dyslexia Awareness Checklist - administered to 147 primary school teachers in the state. Data were analysed using descriptive statistics, Principal Component Analysis (PCA), ANOVA and correlation coefficient. Demographic characteristics of teachers reveal that more female than males are engaged in the teaching profession with majority holding a National Certificate of Education (NCE) with more than 20 years teaching experience. The PCA shows that the level of knowledge of dyslexia among the teachers is low, as only 31% were knowledgeable about dyslexia. Results further show that the relationship between teachers' qualifications and teaching experiences is weak implying that teachers' qualifications and teaching experience are independent of each other. Thus, teachers' knowledge about dyslexia is not in relation to their qualification or teaching experiences. It is recommended that teachers undergo periodic in-service training on the manifestation and management practices for learning disabilities at least once a term and formal testing to assist them in identifying different types of psychological issues affecting pupils, as early identification of learning disabilities (such as dyslexia) is the best way to curtail their lifelong effects.
Helping student succeed Nádia de Abreu Bengo
Revista portuguesa de investigação educacional (Em linha),
09/2022
23
Journal Article
Recenzirano
Odprti dostop
For years, the Angolan government addresses the overcrowded classrooms, teachers' poor qualifications, lack of proper facilities, and supplies challenges that impact the students´ writing, reading, ...and mathematics proficiency. Based on that, this emic approach study reflects on the strategy that eight Cabinda public primary schools implemented to promote students' academic success. The finding indicates (1) to address overcrowded classrooms challenges; the schools selected games and quizzes to improve students' proficiency. However, in-classroom, teachers mainly use the blackboard and the textbooks to share information. So, the researcher suggested the usage of grouping strategies, personal or local stories and games; (2) Related to teachers' poor qualifications, the teachers skip the biweekly Zones of Pedagogical Influence meetings for family reasons or already knowing the content. To change that, in a group, teachers can discuss and lesson plan, as well as practice games; (3) Related to proper school facilities and school supplies, the schools keep supplies, such as storybooks and games inside closed boxes. So, to revise the content, the researcher suggested taking aside some time for the students to read the storybooks or play games.
Measuring Macroeconomic Uncertainty to Brasil Marcos Vinicio Wink Junior; Felipe Garcia Ribeiro; Stefano Florissi
Economia aplicada,
08/2017, Letnik:
21, Številka:
2
Journal Article
Recenzirano
Odprti dostop
This paper measures the impact of cultural capital of teachers on the proficiency of 5th grade students in Portuguese and Mathematics. Through the instrumental variables method our results indicate ...that cultural capital of teachers has a positive effect only for children’s learning in portuguese. An additional standard deviation in the teacher culture index increases, on average, 0.15 standard deviation to proficiency. We found that the mechanisms for the findings is that the teachers with high cultural capital levels encourage children to demand cultural goods and services and to read books inside the classroom.
If every child is to have a fairly even chance of a good education, every child must have a fairly even chance of being taught by high-quality teachers. However, high levels of social segregation in ...UK schools concentrate disadvantaged young people in some schools creating conditions that may deter many teachers. This study investigates whether higher qualified new teachers are deterred from working in challenging schools by examining the average entrance requirements of teachers' degree subject combined with the university grade teachers achieved of all newly qualified teachers in the UK over three recent years (n = 37,039) and relating these qualifications to the results and socio-economic make-up of schools they sought and found employment. Higher qualified teachers were found to be most attracted to schools with high attainment, next most to those that achieve greater progress, next most to schools with more affluent pupils and least of all to schools that achieve greater progress accounting for pupils' socio-economic background. Higher qualified new teachers were also found to prefer schools that achieve low progress with affluent pupils to schools that achieve high progress with disadvantaged pupils. Further analysis finds that recruitment imbalances were large as the top quartile highest qualified new teachers were over-represented in higher attaining schools by around a fifth of the new teacher workforce. These results suggest that without steps to increase recruitment of higher qualified teachers into challenging schools, recruitment market forces are likely to prevent challenging schools from being be able to narrow the gap.
Introducción: La suspensión temporal de la docencia presencial, a raíz de la COVID-19 ha impulsado la transformación urgente de los procesos de enseñanza-aprendizaje en el contexto universitario, y ...la adaptación de la programación. Objetivo: Destacar las consecuencias generadas por la COVID-19 y el confinamiento en el alumnado universitario, y describir las experiencias docentes en dos asignaturas y sus respectivas estrategias evaluativas en dos universidades catalanas. Método: Descripción de la experiencia en las adaptaciones de la docencia y la evaluación de dos asignaturas, a consecuencia de la pandemia, que han contribuido a la transformación de la docencia en el ámbito de la educación superior, flexibilizando y adaptándose a las necesidades del alumnado en el último semestre. Conclusión: Las modificaciones y adaptaciones en las metodologías docentes y los procedimientos de evaluación han contribuido al afrontamiento de la situación adversa, y la evaluación de los procesos de enseñanza-aprendizaje en un escenario de alta complejidad.
This paper measures the impact of cultural capital of teachers on the proficiency of 5th grade students in Portuguese and Mathematics. Through the instrumental variables method our results indicate ...that cultural capital of teachers has a positive effect only for children’s learning in portuguese. An additional standard deviation in the teacher culture index increases, on average, 0.15 standard deviation to proficiency. We found that the mechanisms for the findings is that the teachers with high cultural capital levels encourage children to demand cultural goods and services and to read books inside the classroom
Biology Conceptual Knowledge Septiani, Vina; Paidi
Proceedings of the 4th International Conference on Learning Innovation and Quality Education,
09/2020
Conference Proceeding
SKL of primary and secondary education set each graduate to have cognitive knowledge (factual, conceptual, procedural, and metacognitive). The teacher must improve their ability to carry out the ...learning process. This study aimed to determine the biology conceptual knowledge at XI grade of state senior high school students in Padang on the subject of the human digestive system based on the teachers' qualifications. This research is quantitative descriptive with the survey method. The population in this study is a hypothetical population that includes all biology teachers XI grade of state senior high school in Padang 2019/2020 school year. The sample representing the hypothetical population is a convenience sample consisting of 6 biology teachers. The technique of collecting data used essay and multiple-choice test forms which was the instrument of the research. The collected data are analyzed descriptively and inferentially. Data inferential analysis technique used Kruskal Wallis Test. The result of descriptive analysis showed the conceptual knowledge of the students very low. The result of the inferential analysis showed that p= 0,018 (p <0,05), so there was a significant difference between students taught by S1 (S. Pd.), S2 (S. Si., M. Pd.), S2 (M. Pd.), and S3 (Dr., M. Si.). The conceptual knowledge of students taught by S3 (Dr., M. Si.) is higher than with students taught by S1 (S. Pd.), S2 (S. Si., M. Pd.), S2 (M. Pd.), with the mean score S1 (S. Pd.)= 21,28, S2 (S. Si., M. Pd.)= 23,91, S2 (M. Pd.)= 20,40, S3 (Dr., M. Si.)= 25,09.
We examined standards used by Canadian universities and British Columbia school districts to verify the language competence of French Immersion (FI) teachers in a time of teacher shortage, confirmed ...by 56 per cent of school districts surveyed. Parents and Directors of Human Resources agreed on their minimum expectations about French teachers' qualifications in FI schools. We found no guarantee for this level of teachers' competence because of heterogeneity in universities and school districts language measures and lack of validity and reliability for many of those measures. This may result in lowering teaching quality in FI programs. /// Nous avons examiné les standards utilisés par les universités canadiennes et les commissions scolaires de Colombie-Britannique pour vérifier la compétence linguistique des enseignants d'immersion française (IF) alors qu'une pénurie d'enseignants a été confirmée par 56% des commissions scolaires interrogées. Les parents et les directeurs des ressources humaines ont des attentes minima similaires au sujet des qualifications des enseignants en IF. Cependant, le niveau de compétence n'est pas garanti à cause de l'hétérogénéité des mesures employées et de leur manque de validité et de fiabilité dans bien des cas. La qualité de l'enseignement dans les programmes d'IF pourrait s'en ressentir.
The No Child Left Behind Act of 2001 requires that every classroom be staffed with a "qualified teacher." A growing literature is focusing on what causes teachers to leave their jobs and/or the ...teaching occupation, rather than solely on factors influencing teacher recruitment. This article uses nationally representative data from the 1999-2000 Schools and Staffing Survey to address teacher attrition in a multilevel analytic framework, accounting for the clustering of teachers within schools within states. Drawing from a theoretical framework rooted in occupational wage theory and social identity theory, we find teachers are more likely to leave if (a) they are specialized instructors (especially foreign language); (b) they have a probationary teaching certificate; (c) they are less experienced; (d) the racial composition of the students is heavily minority; (e) the students' racial composition is less matched to their own race/ethnicity; and, for teachers of some races, (f) the teaching staff's racial composition is more matched to their own race/ethnicity.
PDF
