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This research explores the seldom-addressed question of whether teacher-student racial congruence conditions the impact of teacher perceptions on performance. Multipopulation LISREL models (utilizing data from the NELS) compare the effect of white teachers' perceptions on African American standardized test performance to the corresponding effect among white students. Parallel models compare the impact of African American teacher perceptions across races. Preliminary models gauge whether the match/mismatch of teacher's & student's race shapes teacher perceptions of African American & white students. The impact of teachers' perceptions on test performance shows signs of being pronounced in the racially dissonant white teacher-black student context -- the very context where teacher perceptions seem especially likely to be unfavorable. This research provides new insight on the relevance of teacher perceptions to the black-white performance gap. Racial congruence seems primarily consequential to African American test performance -- shaping both teacher perceptions & (somewhat less so) the impact of such perceptions on performance. 2 Tables, 1 Appendix, 33 References. Adapted from the source document.

Running a charity is a unique and exciting challenge. All you need is drive, passion - and this book. Teach Yourself: Running a Charity is the complete practical guide for anyone who is involved with setting up or running a charity. So whether you are a worker or colunteer in the third sector, a charity trustee, or are considering starting a charity yourself, this book will tell you everything you need to know, right from the beginning. It includes bang-up-to-date advice on charity registration and governance, proven tips for fund-raising and publicity, and practical insight into the day-to-da

The essential question of education policy is neither complex nor vague. In fact, it is quite simple: What works? This collection of research brought to you by the Pacific Research Institute and the Hoover Institution will do much to help schools and parents answer this question. The contributors, some of the brightest minds in education research, have studied the most pressing questions about teacher quality and practices. They have reviewed thousands of education studies, closely examined state test scores, and explored education theories of the past thirty years in order to assess where we are and where we ought to be

Educational progress depends upon the quality of teachers. Unfortunately most of the persons whoenter teaching profession do not like their jobs at all. They are here because they could not be selectedfor any other profession, Hence, quite a number of rejected and dejected university degree holdersseek admission in training colleges and become teachers. Their inner-self never wanted to become ateacher. Many teachers take no pleasure in the teaching and simply pass their time. They do not careto set worthwhile goals before their pupils. They never care for what the students say about them. Theyare easy-going and do not take pains in discharging their duties. Today's education is concerned withthe development of whole personality of an individual. How can we leave our children in the hands ofthese half-hearted teachers?

This chapter focuses on the key components of the curriculum of Initial Teacher education (ITE) and the ways in which it has been changing over the last years internationally. In particular, it analyses the place and role of the educational studies, subject matter studies, pedagogical studies (sometimes following a more didactic perspective) and practicum in initial teacher education programmes. The aim of the chapter is twofold: (1) to identify and contrast the ways in which the different key components are articulated in the curriculum of ITE programmes; (2) to analyse the rationale and underpinning assumptions of given models of teacher education, particularly the views and focus of the curriculum itself and the government intervention in the design of ITE programmes. It is argued that, in many contexts, teacher education curriculum has been subject of a rather restricted view in line with policies that point to a narrow perspective of school curriculum. However, it is also possible to identify programmes that integrate the key components of ITE curriculum, in particular theory and practice, subject knowledge and educational studies as well as practicum, in a more explicit way, through a research based design. ; CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal; National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562 ...

In the 21st century, teaching has changed from the past since the era of information and communication technology (ICT) has progressed and come to play an important role in people who live in a knowledge-based society. Therefore, society needs members with the ability to use ICT to solve problems, in collaboration, communication and creation effectively. To prepare all students to meet the said needs, the learning process must be modified to emphasize the role from teacher-centered to focus on student engagement for constructing their own knowledge through ICT. The key element of this learning process is a "teacher". Thus, all teachers need to adjust the paradigm of learning and teaching and need to develop the ability to integrate ICT in teaching and learning process effectively. Although several years ago, the government and the relevant authorities have invested in the development of infrastructure and allocation of budget for ICT training, all reports have shown that the teachers still lack of the ICT skills in teaching and learning. So,in this article,the author has synthesized and summarized the idea to develop skills in using ICT in teaching and learning by focusingon the foundation of "pre-service teacher" through "Studio TEACH" at the pre-service teacher institute. By doing this, when a pre-service teacher graduates, he/she will become a "professional teacher", who has the ability to integrate ICT in teaching and learning in the future. The institutions involved in the production and development of teachers can be used as a guide for policy makers to lead to concrete action to continue. Keywords: pre-service teacher development, ICT skills, integrating ICT in teaching and learning