Suchergebnisse

Ukraine Alive is a digital resource built to support elementary education and available at http://ukrainealive.ualberta.ca. The site features contemporary cultural material from Ukraine and is rich in interactive units where students can explore content, play games, and perform tasks online. Google Analytics shows that Ukraine Alive (and its related Alive sites) are popular with teachers and used throughout Alberta and beyond. The creators of Ukraine Alive are working on more sophisticated games to test if gaming can teach culture effectively.Ukraine Alive is also used to teach students at the university level. By generating content for the Alive series of sites, university students learn how to write for publication online, producing formal text and combining it with visuals and audio. Teaching university students the humanistic aspect of formal composition for presentation online is an area of instruction that is only now being recognized.

In the end of 2015 is the time for Indonesia to enter the ASEAN Economic Community (AEC) that will integrate with 10 Southeast Asia countries. AEC itself is expected can bring Indonesian economy to be better by expanding the market share. The applicability of AEC not only affects the free trade sectors, but also makes a various workers from ASEAN countries can compete to fill a variety sectors across the ASEAN countries. To be able to compete with other ASEAN countries, Indonesia must have qualified human resources. One of the ways that could be done is through the development of education in Indonesia in order to make high quality human resources. Meanwhile there are still a lot of inequality in Indonesia, both educational inequality and economic inequality itself. This study aims to determine the inequality of education and economic development within the framework of the preparation of AEC. The research methods used are descriptive statistics and statistical inference to know the relationships between the variables. The variables are Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER), Dropout Rate, Natioal Exam Score, and the Literacy Rate, on the other variables: School Operational Assistance, government expenditure in education sector, Specific Allocation Funds of education, deconcentration fund, GDRP per capita, School-Pupil Ratio, Teacher-Pupil Ratio, and the Teachers' Competency Test. The study was conducted in 33 provinces in Indonesia in 2012-2013. From the results of the estimation using Eviews 7 software, are known that GER inequality, Dropout and Literacy rate inequality variable influenced by economic inequality and education inequality in different directions.

Megan Thompson's Teaching Portfolio captured on May 3, 2019. This capture includes screenshots of the various portfolio pages found on Megan's webpage (https://meganthompson50.wixsite.com/teachingportfoliomeg). Where possible, copies of the documents found on the pages have been included as Additional Files. Some of the pages are links to videos and these links are listed below. The portfolio contains the following layout: Home History Graduate Certificate Portfolio Defense Presentation = https://youtu.be/deuxHfpGH5E Primary Source Analysis History 501: Classical World of Greece and Rome Athanasius Research Annotated Bibliography Lesson Plan = https://youtu.be/NWg-NwWxvvU History 581: Civil Rights in the 20th Century A More Perfect Union Paper Research Presentation = https://youtu.be/gu_lOA75d5w Lesson Plan History 532: The Modern Middle East DBQ Lesson Plan Unit Plan Primary Source Synthesizing Essay Secondary Source Analysis History 581: Civil Rights in the 20th Century Essay Lesson and Free-Response Question (Classroom Application) Lesson and Free-Response Question (Classroom Application) History 532: World History Selected Topics: Aztecs, Incas, Maya Reading Response Discussion Rubric Maize and Political Authority in Maya Culture History 694: Alternative Plan Paper Reading Response Project Lesson Secondary Source Synthesizing Essay Interpretation and Synthesis History 532: The Modern Middle East The Debate about 1984 In Their Minds, on Our Heads Ataturk and Women's Rights in Turkey = https://sheg.stanford.edu/history-lessons/ataturk-and-womens-rights-turkey History 581: Civil Rights in the Twentieth Century The Golden Rule The Fight for Justice First Amendment in Schools = https://youtu.be/Pu2yXzum7Zs History 501: Classical World of Greece and Rome Dinner Party Host: Celebrating Passover and Easter Annotated Bibliography Hail Seizer!: Imperial Instability in Ancient Rome Interpretation and Synthesis Essay More Resume Education Experience Leadership Roles Contact

This study provides an analysis of data collected from Chihuahua, Mexico, and Ontario, Canada, educators on how United States (U. S.) policies are taught and discussed in their classrooms. Teachers and administrators were interviewed with regard to their respective curricula and classroom discussions. The researcher sought to gain insight on how historical and current U. S. policies are addressed. Participants responded to questions regarding how much time was devoted to U. S. policies in classroom discussions, how much open discourse exists in classrooms, what ideological differences are evident, and why Americans should be informed of perspectives in another country's social studies classrooms. The researcher uses border pedagogy and meliorism to analyze how educators present geographic, historic, socioeconomic, and political issues as they relate to U. S. classrooms. Addressed are implications for integrating perspectives in U. S. classroom discussions and, in turn, broadening the social studies curriculum in American schools. Moreover, this study seeks to provide additional insight for those who educate on common issues in U. S. classrooms.

In recent years, progress has been made to integrate the gender perspective into university curricula. Despite this, the lack in university degrees for initial teacher training is especially remarkable. This is because, together with families, teachers have the co-responsibility of educating new generations for the future. Issues such as the low presence of concepts related to gender in teaching guides or the lack of interest of teachers regarding their inclusion in classes lead to defining research to know and understand the conceptions of a sample of 162 teachers in the initial teacher training of a Bachelor's degree on Early Childhood and Primary Education and a Master degree of Secondary Education on the incorporation of feminist thought in education. This research is a part of a broader doctoral dissertation and a research and development project. In general terms, from a quantitative, non-experimental approach, a questionnaire is designed and sent. The analysis includes a descriptive phase and a factorial phase that allows researchers to discover latent relationships between variables. Among the main conclusions, despite showing a relatively high knowledge of feminist theory, they confuse equity and equality. Students recognize the importance of having female references with whom to identify and they consider that feminist thought is a transversal content in education ; : APC was funded by Science Policy Plan 2022 of Research Center on Contemporary Thought and Innovation for Social Development (COIDESO) [Universidad de Huelva]; Faculty of EducationTeacher Training Center [Universidad Complutense de Madrid]. This paper presents the results of research from a doctoral dissertation and it is linked to the EPITEC2 Research project, "Controversial heritages for the eco-social formation of citizenship. An investigation of heritage education in formal education" (PID2020-116662GB-I00). Funding Entity: Ministry of Science and Innovation. Government of Spain

This research investigates the changes in knowledge, attitudes and actions related to teachers' unions and the defense of public education that emerge for workshop facilitators through participation in the Peru Project, a solidarity initiative of the British Columbia Teachers' Federation and the Peruvian national teachers' union. Interpretivist, feminist and decolonizing epistemologies guided this qualitative research, which considered learning through the theoretical lenses of Social Movement Unionism, Social Movement Learning and Libertarian Education. Thematic analysis was applied to examine data collected from semi-structured interviews with three Peruvian and three British Columbian Peru Project workshop facilitators. The degree to which Peru Project participation contributed to participants' increased awareness of threats to public education, improved attitudes towards their unions, and increased engagement in activities in defense of public education differed between British Columbian and Peruvian participants. A number of factors contributed to these variations, including the nature and scope of learning opportunities provided during the Peru Project, support for democratic member participation, participants' awareness of project goals, and their pre-existing perceptions of public education and their union. Application of recommendations based on these findings could improve the outcomes of the Peru Project and similar solidarity projects and allow participants to engage more fully in Social Movement Unionism. Findings suggest the advantage of delivering professional development through teachers' unions' international solidarity programs as well as the potential of such projects to contribute to a wide scale movement in defense of public education. ; Education, Faculty of ; Educational Studies (EDST), Department of ; Unreviewed ; Graduate

A pedagogical formation certificate is required to become a teacher in secondary schools in Turkey. This certificate program, which is required to obtain in addition to a bachelor's degree from any faculty other than the education faculties, aims at providing the knowledge, capabilities and attitudes required by the profession of teaching. This study aims at determining the perceptions of prospective teachers attending the pedagogical formation program about the properties of a good teacher. Data were collected using a survey comprising an open-ended question and content analysis was conducted to obtain the themes in this study, which adopted a descriptive method. Based on the properties of a good teacher, expressed by the prospective teachers, the themes "personal characteristics", "enforcement of teaching process", "establishing a democratic classroom environment" and "assessment and evaluation" are obtained. © 2019 Institute of Advanced Engineering and Science. All rights reserved.

El presente artículo tiene como propósito describir la forma en que se desarrolló la oferta de formación continua a distancia para docentes en servicio de educación básica en México, propuesta por el Estado de 1944 hasta 2018. Para integrar el documento se realizó una revisión de bibliografía, en la que se sistematizaron diversos documentos oficiales emitidos en diferentes periodos presidenciales, así como información ofrecida por la literatura relacionada con el tema. A través de este recuento, se encontró que es posible identificar un avance paralelo entre los propósitos de la formación continua asociada al estatus de la profesión docente y los recursos tecnológicos empleados. Se concluye que las necesidades de formación continua de los docentes se complejizaron a medida que se elevó el grado de estudio del magisterio. En relación con el avance tecnológico, se ha desarrollado una oferta cada vez más sofisticada, la cual ha pasado del empleo de medios impresos hasta la creación de ambientes virtuales de aprendizaje. ; The purpose of this article is to describe the continuous distance training programs for basic education teachers in Mexico proposed by the government that have developed from 1944 to 2018. To integrate the document, a bibliography review was carried out, in which various official documents issued in different presidential periods were systematized, as well as information offered by the literature related to the subject. It was found that it is possible to identify a parallel advance between the purposes of continuous training associated with the status of the teaching profession and the technological resources used. It is concluded that the continuous training needs of teachers became more complex as the degree of study of the teaching profession increased. In relation to technological progress, an increasingly sophisticated offer has been developed, which has gone from the use of printed media to the creation of virtual learning environments. ; Este estudio realizó con el apoyo de la convocatoria de Ciencia Básica de CONACyT México (Proyecto no. A1-S-29890)

Addressing current issues in English Language-Arts education, this study analyzes teacher perception of the paradoxical relationship between the Georgia Performance Standards and high-stakes testing accountability measures. This study examines teacher response to the implementation of Georgia Performance Standards and the oppression of federal accountability measures. This study also investigates whether Georgia Performance Standards can, in fact, promote equity through a multicultural and democratic pedagogy. This study further investigates whether or not standardized assessment serves to squelch equity and enforce power structures of bureaucracy through superseding the state curriculum in English-Language Arts. A mixed methods study was created to measure differences in teachers' attitudes regarding their perceived freedom of pedagogical practice within implementation of Georgia Performance Standards and high stakes testing accountability measures. Ninety-two participants were invited to participate in this mixed methods research study. A total of 70 surveys were returned for a response rate of 76 percent during a time period of two weeks. Participants' responses indicated that there was a strong relationship between the impact of high-stakes testing accountability and perceived independence within pedagogical practice. Participants also indicated through their responses that they felt that the Georgia Performance Standards in English-Language Arts provided them with pedagogical opportunity and freedom. Ultimately, this study suggests that if one is to hope for a transformative pedagogy, teachers must be provided the freedom to teach democratic ideals to their classes. If teachers are not provided the freedom to teach democratically, how might we ever be able to encourage awareness of democratic ideals within our students? For there to truly be hope for our educational system, a grassroots movement must ensue which encourages freedom of pedagogical practice and the opportunity for transformation.

Twenty years ago, Pescosolido and Milkie (1995) reported that 50 percent of U.S. and Canadian sociology graduate programs offered formal teacher training. Despite pronouncements that offerings have increased substantially, no similarly thorough and direct investigation has been published since. In this time of dramatic change and increasing scrutiny of higher education, graduate teacher training is arguably more important than ever before. Thus, we seek to provide a new baseline of teacher training in the discipline. Using a 2013 survey of U.S. and Canadian sociology graduate programs ( N = 173), we find that 94 percent involve graduate students in teaching, almost 68 percent provide formal training for graduate student instructors, and 54 percent provide formal training for teaching assistants. We discuss the kinds and frequency of teacher training, as well as the type of graduate programs most likely to offer teacher training, and we provide suggestions for future research.