Grant Writing for Clinicians in Training Files, D. Clark; Hume, Patrick S.; Krall, Jennifer ...
Chest,
April 2020, 2020-04-00, Volume:
157, Issue:
4
Journal Article
There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a ...curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and observations of practice, the study traces what novice teacher educators learned 5 years after enrolment in a doctoral course, and how this learning shaped their teacher education practice over time. The analysis illuminates conceptual and practical tools as well as unanticipated learning that were salient for novice teacher educators' learning and practice.
Fiqh material requires a special skill for an educator in delivering it, let alone intersect with the problem of delivering material that considered taboo by both educators and students. Like ...delivering material about the purification of the big hadas (Mandi Junub), also conveyed the material of the request prayer, and fasting (Haid, Nifas Jimak). The skills of a teacher are needed in order to convey taboo material in Fiqh to level students elementary school in proportion. This article aims to analyze the skills of an educator in delivering Fiqh material which is taboo provide understanding to elementary school students. This article will studied using descriptive qualitative research methods by going directly to the field searches for data and narrates the data with a theory that concerned. The results of this study educators need special skills in teaching in order to be able to convey Fiqh material that is considered taboo to level students elementary school properly and in proportion. Conclusions from this research skills delivering Fiqh material from educators can provide understanding to participants educate on Fiqh material which is considered taboo
•The COVID-19 pandemic has introduced new stressors for early educators•Early educators generally agreed the pandemic affected their well-being•Changes in well-being varied by provider type and ...several other provider factors
Early educator well-being is increasingly understood as a critical ingredient of high-quality early education and care. The COVID-19 pandemic has threatened educator well-being by exacerbating existing stressors and introducing novel stressors to all aspects of early educators’ lives, and early educators have had differential access to resources to cope with these new circumstances. Using survey data collected between April and June 2020 with a sample of 666 early educators in community-based center, family child care, Head Start, and public school prekindergarten programs across Massachusetts, we document the pandemic's initial influence on educators’ sense of well-being. Adopting an ecological perspective, we consider educator-, program-, and community-level factors that may be associated with reported changes in well-being. Most educators indicated that their mental and financial well-being had been affected. These changes were not systematically associated with most contextual factors, although there was clear evidence of variability in reported impacts by provider type. These findings underscore the need to support educator well-being, as well as to create policy solutions that meet the heterogeneous needs of this essential workforce.
The role of research in teacher education is a widely discussed topic by policymakers as well as by researchers and practitioners. At the policy level, there seems to be a general claim that teacher ...education shall be research based (OECD, 2005; European Commission, 2013; Finnish Ministry of Education and Culture, 2021; Norwegian Ministry of Knowledge, 2020). The claims are strong, however, the interpretation and the operationalisation of the role of research in teacher education is, to say it mildly, vague. In this paper, I will briefly present voices of some international researchers with the purpose of illuminating the complex roles research plays in teacher education. A major part of this paper will present an example of how Norway has attempted to operationalise the complexity of balancing between teacher educators' researcherly and pedagogical dispositions by funding the National Research School in Teacher Education (NAFOL). The overall goal of the research school is to develop "researching teacher educators" with equal value of all the three words.
This research aims to determine the extent to which the quality of educators and the quality of educational staff influence student satisfaction with the services they receive at an educational ...institution. The research method used is a quantitative research approach. The survey and research subjects included 85 education staff and 278 Indonesian Business and Computer Institute students who were randomly selected from the Indonesian Business and Computer Institute. Data was collected through a questionnaire using a Likert scale. To ensure the reliability of the data, validity and reliability tests were carried out, and the results showed that all data followed a normal distribution. The research results reveal that the quality of educators has a significant influence on the level of student satisfaction with the services they receive. Besides that, The quality of educational staff also has a significant influence on the level of student satisfaction with these services. These results confirm that both the quality of educators and the quality of educational staff play an essential role in shaping student perceptions and satisfaction with the services provided by educational institutions. Furthermore, this study also measured the coefficient of determination (R)2, which revealed that the quality of educators and educational staff strongly correlates with student satisfaction with services. In other words, these variables can explain most of the variation in student satisfaction levels. These results highlight the importance of the quality of educators and education personnel in creating an adequate and satisfying educational environment for students.
Failing to understand the perspectives of educators, and the constraints under which they work, is a hallmark of many educational technology innovations' failure to achieve usage in authentic ...contexts, and sustained adoption. Learning Analytics (LA) is no exception, and there are increasingly recognised policy and implementation challenges in higher education for educators to integrate LA into their teaching. This paper contributes a detailed analysis of interviews with educators who introduced an automated writing feedback tool in their classrooms (triangulated with student and tutor survey data), over the course of a three-year collaboration with researchers, spanning six semesters' teaching. It explains educators' motivations, implementation strategies, outcomes, and challenges when using LA in authentic practice. The paper foregrounds the views of educators to support cross-fertilization between LA research and practice, and discusses the importance of cultivating educators' and students' agency when introducing novel, student-facing LA tools.
•Institution-wide learning analytics implementation requires educator involvement.•Learning analytics relevant for classroom practice yields improved educational outcomes.•Educator agency in co-designing learning analytics for their students encourages usage.
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