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Education is a nation building task and the process of education is largely lies in the hands of teacher. In the formal education system, infrastructure, finance and community support was provided by Government and stakeholders of education. But the process of molding the future citizens of India depends upon the quality of teacher. Effective teaching is a par excellence attribute of quality education. An effective teacher may be understood as one who helps in the development of basic skills, understanding, proper work habits, desirable attitude and value judgment. Teacher effectiveness concerns with these outcomes and the objectives of education. This study has the focus on the gap between the teacher effectiveness and quality education at secondary level. A sample of 300 higher secondary teachers from Vellore district has been selected for this study. Teacher Effectiveness Scale by Umme Dixit (1993).It is a five point scale and the reliability value of the tool was found as 0.89, and the validity was found to be 0.94. The data were analyzed for (i) gender (ii) type of management (iii) nature of school (iv) location of school and (v) marital status. The findings are the teacher effectiveness of higher secondary teacher's shows that there is no significant difference with respect to the gender, type of management, nature of school, location of school and marital status.

The primary purpose of this study was to construct and test a model of the influences affecting teachers' job satisfaction. To test the model, a representative sample (N = 512) of early-career (those with less than seven years teaching experience) public school teachers in the Commonwealth of Virginia was used. The path model proposed is a set of structural equations that consider the job satisfaction of a teacher to be a function of four exogenous variables--the teacher's sex, age, years of teaching experience, and socioeconomic status of family of origin--and three endogenous variables--the teacher' s scholastic achievement, the school climate where the teacher is employed, and the teacher's commitment to staying in teaching. Because of possible interactions caused by differing parameters between blacks and whites, the model was analyzed separately for white teachers and for black teachers. Results of the LISREL analyses indicated that teachers' perceptions of the school climate where they are employed and teachers' commitment to staying in teaching were the two most important influences on teacher job satisfaction. For white teachers, females tended to be more committed to teaching than did their male counterparts. For the black teachers, no such distinction was evident. Also, white females tended to be more satisfied than the white males; black females tended to be less satisfied than the black males. Perhaps most importantly, the lower achieving whites tended to be more satisfied in their teaching positions than did higher achieving whites. For blacks, no differences in the effects of achievement level were noted. These differences illustrate that the process leading to teacher job satisfaction is similar for whites and blacks, but there are critical differences within the model itself in how the variables interact with one another. Recommendations for future research include further work with broader based populations of teachers as well as follow-up with teachers now under study. A look at politically feasible ways to improve the "quality of life" for teachers is also encouraged. ; Ph. D.

Das Buch ist Fragen gewidmet, die sich heute in der Sozialgerontologie stellen, wenn es um die Bestimmung ihres wissenschaftlichen Status und um die politische Relevanz ihres Forschens geht. Ihr Gegenstand, das Altern, ist in ungeahntem Maße ein öffentliches Thema geworden, das vielschichtige und widersprüchliche Behandlung erfährt. Eine Mischung aus Idealisierung und Abwertung, aus Zweckoptimismus und Defizitangst durchzieht die vielen Diskussionen und Publikationen über das Altern. Von den Brüchen und Widersprüchen in den gesellschaftlichen Einschätzungen bleibt auch die Sozialgerontologie selbst nicht unberührt. Insbesondere dann nicht, wenn sie sich den Fragen von Nutzen und Kosten, Privilegien und Benachteiligungen, Chancen und Gefährdungen zuwendet. Gegenüber der ersten Auflage sind Weiterungen, Ergänzungen und neue Themen und Methoden aufgenommen worden, in denen die Heterogenität der gesamten Themenstellung zusätzlich offenbar wurde. Der Inhalt Sozialgerontologie.- Demografischer Wandel und Altern. - Potenziale des Alter(n)s.- Bildungsaktivitäten im Alter.- Zukunft des Alters.- Kritische gerontologische Sozialforschung.-Verwirklichungen des Alters. Die Zielgruppen WissenschaftlerInnen auf dem Gebiet der Demografie und Gerontologie.- SoziologInnen.- AlternssoziologInnen.- FamiliensoziologInnen Die Herausgeber Dr. Anton Amann ist Professor i. R. für Soziologie und Sozialgerontologie an der Universität Wien. Dr. Franz Kolland ist außerordentlicher Univ. Prof. für Soziologie an der Sozialwissenschaftlichen Fakultät der Universität Wien

This research is carried out from the fact that the competency profile of social study teachers has not been optimal despite they have taken the teacher certification training. There is a gap between the training participant which tend to obtain a welfare improvement and the government expectation which expect to the teacher profile competency improvement. The research objective is to conduct a deep analysis related to the effectiveness of the Teacher Competency Learning and Training (PLPG) implementation to the competency profile of social studies teacher. The quantitative approach with a survey method is carried out in this study while the study design is grouped to the descriptive and verification study. The data is analyzed using Structural Equation Model (SEM) analysis. The Population and sample are 95 social studies teachers who have taken the certification training in the district 134 University of Pasundan Bandung in 2012. The result of the descriptive analysis shows that the learning process in the teacher certification training has low effectiveness influence to the profile competency of social studies teacher. The instructor is suggested to stress the andragogy learning concept in the learning process to achieve the training goal effectively. Therefore, it is also suggested to perform a training implementation result evaluation to be a feedback for the next training implementation.

Cover -- Half Title -- Title -- Copyright -- Contents -- Acknowledgments -- Introduction -- Part One: Origins and Erasures: The Emergence of a Boasian Circle -- 1 Transformation Masks: Recollecting the Indigenous Origins of Global Consciousness -- 2 Franz Boas in Africana Philosophy -- 3 Expressive Enlightenment: Subjectivity and Solidarity in Daniel Garrison Brinton, Franz Boas, and Carlos Montezuma -- 4 "Culture" Crosses the Atlantic: The German Sources of The Mind of Primitive Man -- Part Two: Worlds of Enlightenment: Boasian Thought as Process and Practice -- 5 Rediscovering the World of Franz Boas: Anthropology, Equality / Diversity, and World Peace -- 6 Of Two Minds About Minding Language in Culture -- 7 Why White People Love Franz Boas -- or, The Grammar of Indigenous Dispossession -- Part Three: Routes of Race: The Transnational Networks of Ethnicity -- 8 Utter Confusion and Contradiction: Franz Boas and the Problem of Human Complexion -- 9 The Death of William Jones: Indian, Anthropologist, Murder Victim -- 10 Woman on the Verge of a Cultural Breakdown: Zora Neale Hurston in Haiti and the Racial Privilege of Boasian Relativism -- 11 "A New Indian Intelligentsia": Archie Phinney and the Search for a Radical Native American Modernity -- Part Four: Boasiana: The Global Flow of the Culture Concept -- 12 The River of Salvation Flows Through Africa: Edward Wilmot Blyden, Raphael Armattoe, and the Redemption of the Culture Concept -- 13 A Two-Headed Thinker: Rüdiger Bilden, Gilberto Freyre, and the Reinvention of Brazilian Identity -- 14 Seeing Like an Inca: Julio C. Tello, Indigenous Archaeology, and Pre-Columbian Trepanation in Peru -- List of Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y -- Z

Distance education systems have been developing rapidly in the field of education. Since the beginning of FATIH (Opportunities to Increase and Technology to Improve Motion) Project applications, educational softwares and the concept of e-learning have been important concerns. Besides the lack or insufficiency of softwares for tablets or smart boards, the education content websites which already exist have been struggling to take part in this field. As a result, it is inevitable that there has been a competition between government supported applications and private sector. Vitamin Teacher Portal is an application that serves as a teacher training program. It is a distance education website designed for teachers to improve their both personal and professional skills. It includes live courses, forum, shares, teachers' resources and educational videos. It is a synchronous application with Vitamin Education website which is designed for students.In this study, qualitative research method has been used. It is conducted with teachers who use Vitamin Teacher Portal to have valid results. The aim of this study is to work out the sufficiency level of this application from the point of view of teachers. By this means, it could be work out whether it is sufficient enough to meet the needs of teachers or not. We also to find out how effectively teachers, what they acquired from the portal in class.

Although many schools are developing teachers as leaders, researchers have not sufficientlyinvestigated the leadership behaviors of these individuals. Therefore, using data collected from teacherleaders and their principals, I addressed three questions in this study:1. What are the leadership practices of teacher leaders, as perceived by the teacher leaders and theirprincipals?2. Are there significant differences between the perceptions of teacher leaders and principalsregarding the leadership practices of teacher leaders?3. Are selected demographic variables of teacher leaders, specifically age, years of experience,educational level, and gender related to the leadership behaviors of teacher leaders?

Abstract
Teacher beliefs play an important role in addressing the issue of teacher training. Teaching philosophy has long been a question of great interest in a wide range of fields in teacher education. There is a growing body of literature that recognises the importance of what teacher trainees or teachers in general think, believe and do in teaching. Studies over the past two decades have provided important information on the possible factors that may impact the formation of teacher beliefs. The paper attempts to explore the relationship between previous school experience and the formation of teacher beliefs among teacher trainees who can provide viewpoints of a teacher and a student at the same time. Moreover, the paper examines teaching methods and techniques that the trainees apply in their teaching as a result of what they believe in as teachers. Data were obtained from semi-structured interviews conducted with pre-service teacher trainees as a part of feedback sessions during teaching practice. By employing qualitative approach, the research contributes to a deeper understanding of the formation and manifestation of teacher beliefs in teaching.

This is a descriptive study. Objectives of the research included: examination of modern tendencies in Teacher Education and find out the breaks and give ideas for improvement of Teacher Education Programs of the region. The population of the research was all teacher education organizations of the province. The sample comprised 55 Course instructors of these institutions. The device of the research analysis was a questionnaire. The data was analyzed and the result was shown in percentage in tables. The literature review explored diverse directions of the concern and reflected the requirements of Teacher Education and Transformations, teachers Quality, Teachers Competencies and Policy. The traditional trend is in practice and the pursuit of quality scares teaching. It is recommended in the research report that technology integration in Teacher Education. The research suggests that the government should take timely notice of the need and importance of the use of modern technologies.

This is a descriptive study. Objectives of the research included: examination of modern tendencies in Teacher Education and find out the breaks and give ideas for improvement of Teacher Education Programs of the region. The population of the research was all teacher education organizations of the province. The sample comprised 55 Course instructors of these institutions. The device of the research analysis was a questionnaire. The data was analyzed and the result was shown in percentage in tables. The literature review explored diverse directions of the concern and reflected the requirements of Teacher Education and Transformations, teachers Quality, Teachers Competencies and Policy. The traditional trend is in practice and the pursuit of quality scares teaching. It is recommended in the research report that technology integration in Teacher Education. The research suggests that the government should take timely notice of the need and importance of the use of modern technologies.

Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

We are facing a lack of skilled and certified STEM (science, technology, engineering, and math) teachers confined to schools with specific characteristics, such as working conditions and neighborhoods. It is essential to understand teachers' decision-making processes that affect teacher turnover rates to enable schools to retain and motivate STEM. This study hypothesizes that lower job satisfaction concerning location and opportunities for advancement and independence is positively associated with voluntary leave from a school to another school or job switched from the K-12 teaching profession to other industries. We utilized a logit analysis for internal mobility if teachers remained in K-12 teaching but switch schools and external mobility if employed in non-education sectors using the National Survey of College Graduates data. The results varied by teacher experiences and mobility type. For novice STEM teachers, more opportunities for career advancements are needed to prevent external attrition. Internal mobility can be addressed via the overall improvement of the urban education environment and teacher compensation. Administrative support for experienced teachers' career advancement should be considered. Government policies on STEM education need differentiated support considering teachers' work experiences and working conditions.

Critical media literacy (CML) is vital for students to navigate the current proliferation of misinformation and disinformation. Despite what is known about the influence of teacher beliefs on classroom practice, little research to date has looked at what teachers perceive about the importance of CML. The researchers administered a survey to teachers throughout the U.S. (N = 362) on their perceptions of the importance of teaching CML as part of their instruction. Using quantitative methods, the researchers found CML as the primary factor underlying the survey data and a strong awareness of the importance of teaching CML to students. While years of teaching experience, subject areas, being a primary, elementary, or middle school teacher, geographic area, and being politically conservative or progressive were not significant predictors of CML factor scores, three covariates showed significant differences—gender, educational level, and being a high school teacher. Implications for teacher education programs and professional learning initiatives and other suggestions for improvement are included in the discussion.