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RETRACTED: The effect of using innovative technologies on the formation and development of competences of primary class students
See the retraction notice E3S Web of Conferences 538 , 00001 (2024), https://doi.org/10.1051/e3sconf/202453800001
Journal Article
College teaching at its best : inspiring students to be enthusiastic, lifelong learners
\"This book is a practical guide for professors who are interested in being more effective teachers\"-- Provided by publisher.
Book
Transforming education: exploring the influence of generative AI on teaching performance
The emergence of Generative Artificial Intelligence (AI) marks a revolutionary advancement in education. This study explores the profound impact of implementing Generative AI on teachers' teaching performance, with a focus on enhancing teaching effectiveness and pedagogical practices. This research uses a survey methodology, employing a proportionated stratified random sampling technique. A total of 466 participants, consisting of teachers, were involved in this study, with questionnaires serving as the primary tool for data collection. The primary data analysis method used in this study was the Structural Equation Model (SEM). Research indicates that Generative AI significantly enhances teaching performance by improving ease of use, usefulness, and learning. Teacher perceptions of AI's usability influence its integration into student-focused learning, learning material development, and teaching practice enhancement. Additionally, the ease of learning is crucial for its adoption. Alongside these promising opportunities, the study also highlights challenges that need to be addressed for successful AI integration in education, such as technical limitations and the necessity for teacher training. By exploring the application of Generative AI in depth, this research offers valuable insights into leveraging technology to foster more inclusive, personalized, and practical education in the digital age.
Journal Article
Collective Impact
In Collective Impact, authors Jenni Donohoo and Glenn Forbes identify barriers that impede collective teacher efficacy and detail effective strategies school leaders can use to overcome these obstacles. With reflective prompts and tools for implementation, this book will help school leaders in developing the capability to lead successful and sustainable improvement and realize more positive outcomes for students.
K12 teachers and leaders can use this book to:
Reframe deficit thinking to recognize opportunities and to embrace challenges
Foster the belief that everyone in an educational setting has the individual and collective capability to impact positive outcomes
Create a collaborative culture that promotes innovation and teamwork
Build strong, supportive teams in which everyone can grow and contribute professionally
Establish mutual goals and visions to guide committed teams toward collective efficacy and collective impact
Contents:
Introduction
Part 1: Persuasion
Chapter 1: Feedback Over Blame
Chapter 2: Perspective Over Magnitude
Chapter 3: Commitment Over Compliance
Part 2: Positive Emotions
Chapter 4: Positivity Over Negativity
Chapter 5: Psychological Safety Over Judgment
Chapter 6: Well-Being Over Uncertainty
Part 3: Mastery Experiences
Chapter 7: Action Over Avoidance
Chapter 8: Criteria Over Comparison
Chapter 9: Empowerment Over Hierarchy
Part 4: Vicarious Experiences
Chapter 10: Interdependence Over Isolation
Chapter 11: Consensus Over Ambiguity
Chapter 12: Focus Over Fragmentation
Epilogue
Appendix: Summaries of the Micro-Moves
References and Resources
Index
eBook
Evidence-based Teaching
This book provides a critical overview of evidence-based teaching, with balanced and reflective consideration given to arguments supporting various approaches to increasing the use of evidence in teaching and arguments that raise doubts about, or problems with, these approaches. It offers practical advice on how to implement evidence-based teaching and help with reflectively evaluating its success.
eBook
Rich pickings : creative professional development activities for university lecturers
\"Rich Pickings: Creative Professional Development Activities for University Teachers offers both inspiration and practical advice for academics who want to develop their teaching in ways that go beyond the merely technical, and for the academic developers who support them. Advocating active engagement with literary and nonliterary texts as one way of prompting deep thinking about teaching practice and teacher identities, Daphne Loads shows how to read poems, stories, academic papers and policy documents in ways that stay with the physicality of words: how they sound, how they look on the page or the screen, how they feel in the mouth. She invites readers to bring into play associations, allusions, memories and insights, to examine their own ways of meaning making and to ask what all of this means for their development as teachers. Bringing together scholarship and experiential activities, the author challenges both academics and academic developers to reject narrowly instrumental approaches to professional development; bring teachers and teaching into view, in contrast with misguided interpretations of student-centredness that tend to erase them from the picture; claim back literary writings as a source of wisdom and insight; trust readers' responses; and reintroduce beauty and joy into university teaching that has come to be perceived as bleak and unfulfilling This book does not attempt to construct a single, coherent argument but rather to indicate a range of good things to choose from. Readers are encouraged to explore the overlaps and the gaps\"-- Provided by publisher.
Book
Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis
Teachers experience and express various emotions of different qualities and intensities. They also adopt emotion regulation strategies to increase teaching effectiveness and maintain professionalism. Previous reviews of teachers’ emotion regulation have focused on their emotional labor (i.e., deep and surface acting)—a subdimension of emotion regulation. The present review aims to incorporate multiple perspectives and conceptualizations, hence affording a more comprehensive understanding of teachers’ emotion regulation by examining antecedent- and response-focused strategies. The present meta-analysis included 87 articles investigating the relationships between teachers’ emotion regulation and seven related environmental, personal, instructional, and well-being factors (i.e., work-role interaction expectations, school context, classroom context, personal characteristics, motivation, teaching effectiveness, and teacher well-being). Antecedent-focused strategies demonstrated more adaptive associations with the related factors than response-focused strategies. More specifically, teachers who receive school support, have engaged and disciplined students, and possess favorable personal characteristics (e.g., conscientiousness) tend to adopt antecedent-focused emotion regulation; these teachers also have greater well-being. In contrast, teachers who work at unsupportive schools or who have relatively unfavorable personal characteristics (e.g., neuroticism) tend to use response-focused strategies; these teachers also have poor teaching effectiveness and well-being. Additional moderating analyses found differences concerning the conceptualizations of emotion regulation and cultural backgrounds.
Journal Article