Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
208,884
result(s) for
"elementary school teacher"
Sort by:
Developing the Expertise of Primary and Elementary Classroom Teachers
Developing the Expertise of Primary and Elementary Classroom Teachers challenges many current assumptions about primary education. Tony Eaude draws on the experiences of teachers at a range of career phases to show how primary classroom teachers need a wide repertoire of strategies and a flexible, reciprocal and intuitive approach to planning, assessment and teaching. He explores the way in which a deep understanding of how young children learn is needed, and an ability to create an inclusive environment, caring relationships and teachers attuned to children are essential. He shows that many of these elements are learned over time, through regular, sustained, contextualised opportunities, relating theory and practice, with the years soon after qualification particularly significant. Eaude argues that the constraints on manifesting expertise, many of which are emotional, must be overcome to develop qualities such as confidence and resilience, encourage informed intuition and create a secure professional identity. He highlights that the professional knowledge and judgement required in complex, changing situations is acquired and refined mainly through guided practice and experience backed by reflection and engagement with research. He emphasises the need for supportive professional learning communities and for policy to enable rather than constrain primary classroom teachers’ enthusiasm, creativity and willingness to innovate, and an enriched apprenticeship model – using a mixture of processes, including observation of other teachers, practice, mentoring, case studies and discussion in professional communities.
eBook
Language, literacy and learning in primary schools
'Language, Literacy, and Learning in Primary Schools' is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.
eBook
Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA
This international study investigated Chinese and American elementary school teachers’ perceptions of effective teaching. The sample comprised Chinese (
n
= 108) and US (
n
= 110) participating teachers. The Effective Teaching Quality Survey (ETQS) was adopted for this comparative education research, an instrument that operationalized Stronge’s effective teaching theoretical framework. Research questions that guided this study were as follows: (1) what are the differences between the USA and China’s elementary school teachers’ perceptions regarding effective teaching? And (2) when comparing teaching experience, school location, and effective/ineffective teachers, what are the differences between the USA and China’s elementary school teachers’ perceptions on effective teaching? Statistically significant results were found when comparing nationality, teaching experience, school location, and effective/ineffective teaching. How these results related to the US and Chinese educational contexts with respect teaching and learning are discussed.
Journal Article
Training to teach in primary schools : a practical guide to school-based training and placements
With guidance on adapting to work in school, teaching on placement, securing the first teaching job, and succeeding in the NQT year, this book is a must-have for primary trainees on school experience, whether they are in a school-based or university-based teacher training programme.
eBook
Who's teaching your children?
Many of the problems afflicting American education are the result of a critical shortage of qualified teachers in the classrooms. The teacher crisis is surprisingly resistant to current reforms and is getting worse. This important book reveals the causes underlying the crisis and offers concrete, affordable proposals for effective reform.Vivian Troen and Katherine Boles, two experienced classroom teachers and education consultants, argue that because teachers are recruited from a pool of underqualified candidates, given inadequate preparation, and dropped into a culture of isolation without mentoring, support, or incentives for excellence, they are programmed to fail. Half quit within their first five years. Troen and Boles offer an alternative, a model of reform they call the Millennium School, which changes the way teachers work and improves the quality of their teaching. When teaching becomes a real profession, they contend, more academically able people will be drawn into it, colleges will be forced to improve the quality of their education, and better-prepared teachers will enter the classroom and improve the profession.
eBook
Elementary school teachers knowledge and attitude towards attention deficit-hyperactivity disorder in Gondar, Ethiopia: a multi-institutional study
Background
A child suffering from attention deficit hyperactivity disorder (ADHD) faces many difficulties in social as well as academic performances. School teachers’ knowledge and attitude towards ADHD play a vital role in early detection and referral of the child to treatment centers. Few existing reports, however, indicate the alarming rate at which the problem is highly neglected in sub-Saharan Africa. The present study is designed to determine the knowledge, attitude, and factors that affecting elementary school teachers about ADHD.
Methods
An institutional-based cross-sectional study design was conducted in Gondar town and other towns nearby Gondar from February 24 to March 24, 2020. Data were collected through structured self -administered questionnaires using the Knowledge of Attention Deficit Disorders Scale and ADHD-specific attitudes measurement tools. Then, it was entered into Epi-info version 7 and exported to SPSS version 20 for analysis. Bivariable and multivariate logistic regressions were fitted to identify factors associated with the knowledge and attitude of elementary school teachers. Variables having a p-value < 0.05 at 95% CI were considered statistically significant.
Result
Of 636 respondents, about 44.8% (95% CI 41.2, 48.4) and 84.1% (95% CI 81.0, 86.8) of elementary school teachers had good knowledge and a favorable attitude towards ADHD, respectively. Having a diploma and above (AOR = 3.028, 95% CI 1.630–5.625), reading ADHD leaflets (AOR = 2.035, 95% CI 1.391, 2.950) and search ADHD on the internet (AOR = 1.793, 95% CI 1.090, 2.950) were significantly associated with teachers knowledge to ADHD; whereas, working experience in teaching a child with ADHD (AOR = 1.852, 95% CI 1.195–2.87) and watching ADHD on mass media (AOR = 1.72, 95% CI 1.056–2.8) were positively predicts teachers attitude towards ADHD.
Conclusion
the proportion of teachers’ knowledge towards ADHD was low; in contrast, their attitude was relatively satisfactory. Strengthening teachers’ educational upgrading system, frequent and fair distribution of leaflets written to address ADHD, installation of an internet system to the schools, and continuous ADHD awareness creation programs through mass media are highly recommended.
Journal Article
Assessment of Knowledge, Emotion, and Attitude Levels of Kindergarten and Elementary School Teachers on the Disaster Management and Pediatric First Aid
This study's aim is to assess the disaster management and pediatric first aid-related knowledge, emotion, and attitude levels of of kindergarten and elementary school teachers, as the professionals that are first to provide interventions in the case of a disaster to children ages 0-8, who are considered to be among the vulnerable groups in the context of a disaster.
A total of 119 teachers working in the kindergarten and elementary schools located in the Gümüşhane province of Turkey were included in the study and were asked to fill in a questionnaire that comprises 3 sections. Data collection tools included a sociodemographic questionnaire, teachers' disaster management knowledge levels, and teachers' pediatric first-aid knowledge, emotion, and attitude levels.
Analysis of the scores obtained by the teachers from the questionnaire revealed that the teachers, who participated in the study, had a high level of disaster management knowledge and a moderate-to-high level of pediatric first aid knowledge.
It is suggested as a result of this study that the disaster risks and injuries or losses of life associated with disasters that may occur at schools may be reduced with disaster management and first-aid interventions.
Journal Article
The New Elementary Teacher's Handbook
Elementary school provides foundational development and education for students, and there is much that a new teacher must consider when taking on the responsibility of shaping young minds. In The New Elementary Teacher's Handbook, veteran educators give first-year teachers a multitude of classroom-tested strategies for those critical first days of school. New teachers need just as much guidance as students in order for everyone to come away with a valuable learning experience. This authoritative handbook gives teachers practical and thorough instruction on: · Organizing the classroom and preparing engaging and effective lesson plans · Teaching using technology and the Internet · Dealing with difficult parents and conducting conferences · Motivating students and increasing positive interactions · Balancing personal and professional matters With resources, samples, templates, homework contracts, strategies, checklists, and proven solutions to everyday challenges, this book shows teachers how to turn their plans into effective strategies in the classroom. Rest assured that you are not alone, and you will succeed!.
eBook