Educators

A mail questionnaire study involving 3,000 Texas educators was undertaken to describe the effects of certain Texas education reform policies as they relate to teacher burnout. Focus was on determining how the production of teacher-required paperwork and mandated student achievement testing influence teacher burnout. An initial mailing resulted in 700 responses. In response to a second mailing to 230 of the non-respondents, 97 additional responses were received. Scales incorporated into the study included the Mandated Tests Scale, Paperwork Scale, Burnout Scale, Pupil Control Ideology, and Locus of Control. The study also included a telephone interview component. Fifty-one psychological and demographic predictor variables were added to the regression equation to account for variance in the Emotional Exhaustion Factor of the Teacher Burnout Scale. Results indicate that: (1) paperwork is a factor in burnout of Texas teachers; (2) educators are not totally opposed to the mandated testin...

This research study aims to examine the relationship of social
psychological well-being of public secondary school teachers towards their
career orientation with the help of some indicators in terms of (a) demographic
profile; age, gender, and civil status (b) social psychological well-being; job
satisfaction, teachers’ self-efficacy, work-life balance, stress levels, and burnout
(c) career orientation; career aspiration, career exploration, professional
development, leadership potential, and commitment to the teaching profession.
It stated that the null hypothesis was, there is no significant relationship
between social psychological well-being and career orientation.
This study used descriptive-correlational design, Pearson-r correlation
to measure the relationship between the two main variables, random sampling
method with the population of 60 public secondary teachers. The data were
gathered through the use of survey questionnaires.
This research study found that there is a significant relationship between
social psychological well-being of public secondary teachers towards career
orientation. Based on the general findings, The majority of the respondents are
37-42 years old teachers, predominantly female and married. Their career
orientation was moderately evident while on the other hand, social
psychological well-being among public secondary school teachers were
moderately observed.
Keywords: Social Psychological Well-Being, Career Orientation, Public
Secondary School Teachers

Introduction. Pedagogy’s interest in game is conditioned by its abilities to achieve the value orientations
of modern education and solving actual problems in educational practice. The purpose of this article is to
present the results of the theoretical study of concepts in pedagogical discourse regarding the game in the
educational process and experimental data on the state of game-technical competence of an educator.
Materials and methods. The methods of questionnaire survey (self-assessment of the respondents of the
diagnosed positions) and observation of lessons on the application of game technologies were used to
identify the state of the educator’s game-technical competence and the influence of the training program on
its development. The homogeneity criterion χ2
was used to determine the reliability of the research results.
Results of the study. Educators are unanimous in their opinion about the possibilities of games in increasing
students’ motivation, improving emotional background, developing communication skills and involving
students in the learning process. The group of educators who do not see an opportunity to improve subject
educational results in gamification has been identified.
The statistically insignificant influence of short-term and time-distributed training on the interest (χ2
exp
= 1.627, α=0.05) and focus (χ2
exp =1.962, which is less than χ2
crit = 5.991, at the significance level α=0.05)
of educators on the application of gamification was revealed. However, the expansion of the range of
game techniques used in lessons was noted (χ2
exp = 7.467 при χ2
crit = 7.815). Educators’ self-assessment
of gamification competence revealed that skill level scores exceeded knowledge level scores.
Conclusion. The results of the experimental research have revealed both positive attitudes of educators
related to the application of the game in the educational process and unevenness of development
of structural components of game-technical competence of educators, which can be eliminated by
targeted training.

Contrary to government and parental expectations, many students are still performing poorly in library and information science programme at the university level in Nigeria. This has been linked with low level of teaching effectiveness of educators. This paper, therefore, examines the contribution of cognitive styles, information needs, and utilization of library information resources to teaching effectiveness of educators in library and information science schools in Nigeria. Total enumeration technique coupled with a questionnaire was used to collect data on a population size 265 lecturers in 24 universities in Nigerian, out of which 200 responded given a response rate of 76%. The study found that cognitive styles, information needs, and utilization of library information resources had significant relationship with teaching effectiveness of the respondents. In addition, cognitive styles, information needs, and utilization of library information resources significantly predict teaching effectiveness of the respondents. More so, each of the independent variables: cognitive styles, information needs, and utilization of library information resources have relative contribution and significantly predicts teaching effectiveness of the respondents. The paper concludes that more focus needs to be on the practice of teaching at the university level. Consequently, it is recommended that the university authorities should consider cognitive styles, information needs, and utilization of library information resources for teaching effectiveness of educators.

cc I the bodies of the learners are healthy, then their minds Will be more f receptive to learning. By ensuring the health and education of your people, you are ofiring them the strongest tool of a11 for the eradication of poverty. The FRESH initiative is in this respect not only a majorfiagship programme in working towards education and health for a11 but also in fostering the role of education in building a more caring and equitable world?' Carol Bellamy, Executive Director, the United Nations u Schools mu st have adequate hygiene and sanitation facilities, needed health Unicef and nutrition services, and school policies which guarantee physical and "nited Nat1ans Childre"'s mn* mental health, safety, and security.. .And above all, children must end up learning what they are meant to, and need, to leur-r? Dr. Gro Harlem Brundtland, Director-General, World Health Organization, cc WHO's domain is health. But it is clear that withoutproper education, health su.ers. And without proper health, good education is notpossible. In this our work is linked and it depends on each other.. . .An efiective school health programme, consisting of four tore components-health-related policies, water and sanitation, skills-based health education services-cari be one of the most cost-efiective investments a nation simultaneously improve education and healttin and school health cari make to James D. Wolfensohn, President, the World Bank c(We are committed to the centrality of education in the development process. But we cannot look ut education in isolation. It needs to be looked ut within the framework of a comprehensive approach. You need to have equity and justice. You need to have governance. You need to have health cure, and we have programs-the FRESH Start program, for example, where the linkage between health and education is SO cleain

The presence of factors that intervene with the welfare human do the definition of the quality of life of the people; the voice is one of these factors. The aim of this paper is to compare vocal quality of educators (public infantile education) and indices of quality of life and voice. It had participated of this study 93 teachers, whose permit that a vocal sample was register to establish vocal quality with a perceptual-auditory analysis by GRBASI scale; to observe the relation of voice and quality of life the teachers responses a questionnaire standardized of quality of life and voice, to establish the vocal impact in the routine of these professionals. Its was possible to observe that the majority of the educators presented voice disorders from discrete to severe grades, and reference of interference of the voice in the quality of life in all the types of voices occurred. Than the voice seams to be an element of quality of life of the educators.

Faculty development programs help in building and reconstructing the growth of teachers
professionally and academically. The researcher in this article highlights the outcomes of faculty
development programs in India its role in providing Continuous professional development (CPD)
to teachers. There is a shift in learning and teaching as one can do these courses online. In this
Article a brief review of the objectives CPD and understanding the learners. For upgrading new
skills according to the desired need teacher has to be upgraded with the technology and
continued learning is the only option. For this NEP-2020 had shed light on CPD. Since the
environment in which we live and work is changing quickly, we must all be ready for the
unknowable future. Therefore, in order to promote the entire development of learners, educators
and students alike must cultivate the 21st century skills and critical competences in education.

This paper examines reasons for poverty among women and the failures of educational, government, and private sector organizations alone to address the problem. It suggests that collaborative learning in adult education and training programs provides contextualized job knowledge and changes conditions that perpetuate poverty. It examines partnerships with government and Non-Government Organizations that have reduced poverty and commends models that combine education with social and organizational interventions to produce lasting change.

Introduction. Value relations are an integral component of the personality of older preschool children and characterize
the sphere of reality that is most significant for them. It should be noted that the works related to the study of value
relations of preschool children are extremely insufficient. This greatly complicates the effectiveness of spiritual and
moral education of preschoolers. The purpose of the article is to investigate the value relations of older preschoolers
to the surrounding reality, to identify their features, to justify the need for the formation of value relations of older
preschoolers as the basis of spiritual and moral development of personality.
Materials and methods. The study involved 417 children of senior preschool age (without emphasis on gender
manifestations of preschoolers), educators in the number of 32 people and parents of children in the number of 397
people. The bases of the study were 28 preschool educational organizations of Magnitogorsk, Chelyabinsk region.
The main method of studying the value relations of older preschoolers was the method of conversation. Diagnostic
methods for teachers and parents included questionnaires aimed at obtaining data on the peculiarities of adult
understanding of modern preschool children and their problems. Statistical methods (reference tables, diagrams) were
used to process the results obtained.
The results of the study. The analysis of the value relations of preschool children carried out in the study showed
the preservation of a traditionally high level (46%) of the value attitude of children to themselves, to peers and close
adults (parents and educators); to the upcoming schooling, to educational activities – 42%. An increased interest (56%
of preschoolers) in material values was revealed, and 49% of preschoolers showed a high level of value attitude and
ability to use modern electronic means. At the same time, children demonstrate a low level of spiritual choices (41%):
children's preferences in the field of fiction, musical art, and more.
Conclusion. The novelty of the conducted research lies in determining the features of the value attitude of preschool
children to the world around them today. The analysis of the value relations of preschoolers is supplemented by the
assessments and comments of their parents, as well as kindergarten teachers. The results obtained can be used as
recommendations in the planning and organization of the educational process in order to form the value relationships
of children during preschool childhood.

‘The Angel in the House’ was a poem written in 1858 by Coventry Patmore as a homage to his widow, and serves as a description of how devoted wives should behave in Victorian times. Such wives were to be industrious, humble, unpaid, virtuous, loving, caring, charming, available, free of fancy, courteous, naturally talented, innocent, truthful, attractive, and of course, invisible and uncomplaining. While these notions may seem like relics from a bygone era, a closer examination of Government approved documents which guide and shape the work done in the early childhood education and care (ECEC) sector, such as standards, frameworks and curricula, shows that when it comes to the way in which educators’ talents, interests and wellbeing are considered, they are not so far away after all.

Engineering is a problem-based practically oriented discipline, whose practitioners aim to find effective solutions to engineering challenges, technically and economically. Engineering educators operate within a mandate to ensure that graduate engineers understand the practicalities and realities of good engineering practice. While this is a vital goal for the discipline, emerging influences are challenging the focus on 'hard practicalities' and requiring recognition of the cultural and social aspects of engineering. Expecting graduate engineers to possess communication skills essential for negotiating satisfactory outcomes in contexts of complex social beliefs about the impact of their work can be an unsettling and challenging prospect for engineering educators. This project identifies and addresses Indigenous engineering practices and principles, and their relevance to future engineering practices. PURPOSE This Office of Learning and Teaching (OLT) project proposes that what is known/discoverable about indigenous engineering knowledge and practices must be integrated into engineering curricula. This is an important aspect of ensuring that engineering as a profession responds competently to increasing demands for socially and environmentally responsible activity across all aspects of engineering activity. DESIGN/METHOD The project addresses i) means for appropriate inclusion of Indigenous students into usual teaching activities ii) assuring engineering educators have access to knowledge of Indigenous practices and skills relevant to particular engineering courses and topics iii) means for preparing all students to negotiate their way through issues of indigenous relationships with the land where engineering projects are planned. The project is undertaking wide-ranging research to collate knowledge about indigenous engineering principles and practices and develop relevant resource materials. RESULTS It is common to hear that such social issues as 'Indigenous concerns' are only of concern to environmental engineers. We challenge that perspective, and make the case that Indigenous knowledge is an important issue for all engineering educators in relation to effective integration of indigenous students and preparation of all engineering graduates to engage with indigenous communities. At the time of first contact, a rich and varied, technically literate, Indigenous social framework possessed knowledge of the environment that is not yet fully acknowledged in Australian society. A core outcome of the work will be development of resources relating to Indigenous engineering practices for inclusion in engineering core curricula. CONCLUSIONS A large body of technical knowledge was needed to survive and sustain human society in the complex environment that was Australia before 1788. This project is developing resource materials, and supporting documentation, about that knowledge to enable engineering educators to more easily integrate it into current curricula. The project also aims to demonstrate the importance for graduating engineers to appreciate the existence of diverse perspectives on engineering tasks and learn how to value-and employ-multiple paths to possible solutions.

The school is permeated by a variety of individuals with different sexual identities and gender distinct from the heterosexual model, but sexual diversity is not included effectively in this social instance. Therefore, this qualitative study aimed to analyze the role of educators in the inclusion of sexual diversity in schools. For this, we used the method of thematic categorical content. The results showed that teachers were not trained in initial and continuing training to deal with sexual diversity, however, they highlight the need for a collective effort to host sexual diversity in schools and suggest teaching methodologies. So is cautioned that the undergraduate urgently need to include this subject in the curriculum, so that teachers are able to promote continuous actions along with the school community, contributing significantly to the inclusion of sexual diversity.

The quality of field experience training is vital for the preservice teachers' professional development. However, limited research works on field experience training programs limits the formation of optimised educational policies in the UAE. Further, proper understanding of the stakeholders' perceptions is essential for forming suitable educational policies. Therefore, this study employed a mixedmethods model to investigate the perceptions of pre-service teachers and instructors about their field experience training. The pedagogic standards set by Danielson was used as the framework for assessing the perceptions of the participants regarding their pedagogy. Further, 'Bem's selfperception theory' was applied while making detailed assessments on the perceptions of participants. By using a random sampling method, 113 pre-service teachers and 15 instructors were recruited. Descriptive as well as inferential statistics was used for the quantitative assessments whereas thematic analysis was used in the qualitative phase. Quantitative analysis suggested that most of the respondents perceived that they are wellprepared for the professional teaching career. However, some respondents indicated that stakeholders have little role in the decisionmaking process and there is a lack of opportunity to interact with the parents/community. The qualitative analysis also affirmed the lack of stakeholders' involvement. Other significant factors include: insufficient coordination , conflicts with mentors, inadequate training, and lack of exposure to research. Consequently, this study has made suggestions for rectifying these issues. It is anticipated that findings of present research will add on to the essential knowledgebase for achieving the goals set for education sector, as per UAE's Vision 2030.

Ethnomathematics explores the relationship between mathematics and culture, highlighting how different cultural groups understand, articulate, and utilize mathematical concepts. This paper delves into the historical development, theoretical foundations, and educational implications of ethnomathematics, emphasizing its role in promoting cultural diversity and inclusivity in mathematics education. By examining various cultural practices and their mathematical underpinnings, this study aims to broaden the understanding of mathematics as a universal yet culturally situated discipline. The paper also discusses the potential of ethnomathematics to transform mathematics education by making it more relevant and engaging for students fr om diverse backgrounds.

It is a common misconception among students that following graduation there will be an abundance of job opportunities, and by simply earning a degree, they will be competitive in the job market. Through a review of relevant literature, this article examines college graduate employment statistics and the skills employers desire most in new hires. Using this literature as a contextual lens, the benefits of experiential learning as a way for college students to maximize their degree is discussed. The research shows that these types of learning opportunities are essential in helping students grow, learn, realize their potential, explore different career paths, gain professional experiences, network, and become more prepared for their careers. Limitations and concerns are also addressed, and the article is concluded with a discussion outlining implications for educators that include helping students understand the value of experiential learning, providing students a range of experiential learning opportunities, and teaching students how to gain transferable skills that employers desire in new hires.

International evidence confirms that early childhood educators can enter professional practice unprepared for child protection due to inadequate pre-service preparation. This paper makes an original contribution by using the Child Protection Questionnaire for Educators (CPQE) to examine the pre-and post-intervention child maltreatment and protection knowledge of early childhood and primary teaching students. While students' knowledge increases significantly after participating in a child protection training programme, Pastoral Pathways, as part of their undergraduate study, post-intervention scores vary between groups. The study provides evidence of programme effectiveness and future training needs of pre-service educators. Findings are relevant to teacher educators and child care training providers in relation to programme content development and evidencing knowledge and skills acquisition.

Background and purpose Educators’ ethical competence is of crucial importance for developing students’ ethical thinking. Previous studies describe educators’ ethical codes and principles. This article aims to widen the understanding of health- and social care educators’ ethical competence in relation to core values and ethos. Theoretical background and key concepts The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. ...

vi 4.6 Perceptions on how preschool prepares children for school 4.7 Benefits of the free preschool year 4.8 Children with special educational needs and school readiness 4.9 Cultural diversity and school readiness 4.10 Exploring the concept of the 'ready school' 4.11 Role of the community in supporting school readiness 4.12 Professional development 4.13 Summary 5. The voice of the child-qualitative findings 5.1 'Big School' 5.2 Friendships 5.3 Summary 6. Quantitative findings from the online survey 6.1 Perspectives on school readiness of early years respondents 6.2 Perspectives on school readiness of primary school respondents 6.3 Comparison of perspectives on school readiness among educators in early years settings and in primary schools 6.4 Summary 7. Discussion 7.1 School starting age 7.2 Understanding of school readiness 7.3 School readiness indicators 7.4 Free preschool year 7.5 Communication 7.6 Adult-child ratios in junior infant classes 7.7 Curriculum in the early years 7.8 Play 7.9 Children with special educational needs 7.10 Children from different cultural backgrounds 7.11 School readiness and the role of the community 7.12 Summary 8. Conclusions and recommendations 8.1 Participants' concepts of school readiness 8.2 School starting age 8.3 Free preschool year 8.4 Curriculum continuity

(reporting that for every Black male enrolled in California public universities, there are five African American males in state correctional institutions). 6. See infra note 76 and accompanying text. 7. According to researcher Christina Johns, "There is no question that the enforcement tactics of the War on Drugs are focused on minority populations." CHRISTINA JACQUELINE JOHNS, POWER, IDEOLOGY, AND THE WAR ON DRUGS 73 (1992). See also Weatherspoon, supra note 2, at 30-31 (describing the War on Drugs as virtually "synonymous" to policing African American communities and Black males); Silton, supra note 2, at 61 (Gross racial disparities in drug cases "indicate that through the enforcement and prosecution of the drug laws, the United States is, in effect, waging a war on Blacks."); john a. powell & Eileen B. Hershenov, Hostage to the Drug War: The National Purse, the Constitution and the Black Community, 24 U.C. DAVIS L. REV. 557, 559 (199 1) ("[T]he war on drugs could more aptly be called a war on the minority populations").

Referring to this study, its purpose is to identify the level of knowledge of parents, citizens and professionals as well as educators regarding the level of recognition of children with autism. Objectives, aims of the work are: to know the level of engagement these classmates (learners) know and analyze the anxiety of young parents and professionals, how much they work with these children, and in this paper, we will analyze the weaknesses in the recognition of working methods with these children and the provision of contemporary methods during the teaching hours. Work analyzes have been done directly with the students in the classroom. Also within the framework of this paper are questionnaires and surveys directly with parents of these children and professionals dealing with this thematic of the problem, analyzed the encyclopedic dictionary research, to know the term autistic. During the study of literature and data processing developed during our research, we have concluded that: knowing autism as a phenomenon, but also as a term that is still widespread, shows that the integration of autistic children into a regular education system is very necessary and needs no education, and their integration into special schools. From the conclusions drawn from this paper, we think that we have to organize many workshops with the children with the parents of these children and with the responsible persons dealing with the education of these children to clarify what is autism and its characteristics, as the paper has concluded that there is a lack of information about these children.

As a research team, we collected 40 oral history interviews with teachers and support professionals across the state who meaningfully participated in the 2018 Oklahoma education walkouts. The teachers and staff we interviewed are voices not previously cited in local or national news or would be identified readily as prominent or powerful leaders in the strike-they are everyday folks, like many of the co-authors, whose vision and critical labor made the strike happen. Our collective analysis illuminates the limits in framing the event narrowly in terms of win-lose or as an anomalous event that began overnight with a statewide Facebook group in March and ended April 12th, when schools reopened. Instead, we draw from our interviews to suggest a framing that centers a constructively critical and indepth understanding of what educators, students, and their communities collectively began and continue to learn and create in preparation for, during, and in the afterlife of the strike. At the same time, we work to understand in our analysis when and how such collective grassroots work was stalled or challenged. Further, we suggest analyses of the historic event should be more discerning of who speaks for the state's educators and, alternatively, whose voices and perspectives exist only at the margins of the public record, if at all.

This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and ex...

HIV and AIDS have a disrupting impact on all businesses by increasing costs and decreasing productivity. This applies, in particular, to South Africa, a country faced with extremely high HIV and AIDS infection rates which, in turn, are exacerbated by social and economic inequalities and poverty. Service-intensive industries such as the hospitality industry are more likely to be directly affected by the effects of HIV and AIDS, as their employees are expected to work long and strenuous hours. This study confirms that the effective implementation of HIV and AIDS policies could mitigate the detrimental effects of the disease in the hospitality industry, and presents the empirical findings of a study conducted at a major South African hotel group. MIV en VIGS beleidsimplementering : die geval van 'n vername Suid-Afrikaanse hotelgroep MIV en VIGS het 'n ontwrigtende impak op alle besighede aangesien dit koste verhoog en produktiwiteit verminder. Dit is veral van toepassing op Sui...

Teacher-Writer Writing Groups Teacher-writer writing groups are a type of professional community growing in popularity. First, there have been teacher-writers for as long as there have been teachers, as teachers have always written to conduct their work and/or to communicate with colleagues near and far about their work; however, the idea of the "teacher-writer" has also developed over time into a distinct professional identity with accompanying professional activities (Whitney, Fredricksen, Hicks, Yagelski, & Zuidema, 2014). These teacher-writers sometimes form groups, either on their own or under the auspices of a National Writing Project site, university affiliation, or school/district. The writing groups meet virtually or inperson to share drafts and support one another in their writing goals (Hicks, Whitney, Zuidema, & Fredricksen, in progress; Smith & Wrigley, 2016). A teacher-writer writing group can offer a "breathing space" for teachers to be and become themselves in ways that their professional environments do not (Dawson et al., 2013). While teachers' writing, including work in writing groups, has been known to benefit their students (Fassinger et al., 1992; Whyte, 2011), we focused here on benefits to teachers themselves. For example, Dawson's group formed as "a writing group for teachers-not a space focused on instruction or lesson plans, but a space where we can write for our own purposes and audiences and give each other feedback" (Dawson et al., 2013, p. 94). This "breathing space" allows for "discussion" and "talk," and provide teacher-writers with a place where they may be able to "expand [their] notions of writing and [their] ways of being writers…writ[ing] to make sense, heal, escape, laugh, and play" (p. 97).

Based on an insight into relevant theoretical and research sources, it was established that external and internal motives influence motivational behavior in school learning. The aim of this paper has been to examine the motivation for school learning of primary and high school students based on the students' attitudes.
This research, by its very nature, is descriptive and non-experimental. Speaking of research methods, the method of theoretical analysis and the descriptive-analytical survey method were used. The theoretical analysis method was used while forming the theoretical part, and the descriptive-analytical survey method was used for collecting, analysis and interpretation of the results. Survey was used as the research technique, and The Inventory of School Motivation - ISM (Ali & McInerney, 2005) was used as the research instruments.
The results of the research have shown that the motivation for school learning is higher in elementary school students for all subscales except for performing of school tasks, where motivation is visibly higher in high school students. In motivation for learning, there is a statistically significant difference in attitudes of male and female respondents on the following subscales: effort, competition, social power and reward, i.e. on the variables competition, social power and reward, male respondents showed a statistically significantly higher mean rank compared to female respondents, while on the variable effort, female respondents showed a significantly higher mean rank compared to male respondents.
It has been concluded that the obtained research results can be the basis for creating workshops for teachers that would enhance their capabilities to motivate students in the educational process.
Keywords: motivation to learn, intrinsic motivation, extrinsic motivation, motivational behavior

Canada is becoming one of the most diverse places in the world. According to Statistics Canada, over half of the students in this countries speak a different first language other than English and by 2031, it is predicted that over 50% of the Canadian Children over the age of 15 will either be born outside of Canada or have parents who were born outside of Canada (Statistics Canada, 2017). In recent years, muslim have become the fastest growing group of newcomers, and it is predicted that by 2036, 7% of the Canadian population will be Muslims (Statistics Canada, 2011). In Toronto Ontario alone, 47% of the students speak a different language as their mother tongue (TDSB, 2011). With such a high volume of diversity among the student population in Canada, it is common sense to assume that the teaching population is also highly diversified. However, that is not the case. This paper will dive deeper into this matter.

We lived in an assumptive world until COVID-19 told us that all forms of coziness and security seem to have vanished. By focusing on three basic assumptions about worldview, that the universe is compassionate, that the world is important, and that the world is worthy of itself, we explore how to cope with trauma and sophisticated emotional information. We focus on teachers and their relationship with young children as both groups try to develop strategies to handle their own trauma-teachers helping children cope and teachers managing their own trauma. We worked in a preschool that supports a large number of children that have experienced trauma. Our work focused on 10 teachers and 100 children. The Seasonal Model (2019) was implemented, and groups ran over a 10-week period. Outcomes showed positive trends toward helping teachers develop a deeper understanding of "big behaviours" and managing them, enabling them to help children build strategies to handle their trauma and emotions. Additionally, outcomes showed that teachers were better equipped to handle their own trauma, whether personal or related to "taking in" the traumatic experiences of the children they were working with. Here is an attempt to knit together the assumptions of educators and young children through the language of art and social work. A conversation is carefully re-crafted around the concept of the assumptive world. This attempt also intends to see how else we can build a world with those who have survived and help them attain their well-being whilst dealing with and coming to terms with their losses.

The ineffective learning in higher institution in the previous revolutions has been attributed to nonprofessionalism of educators mostly in exploring modern technologies. It then becomes imperative that professionalism of educators in the society 5.0 is a must, so that education sector will not remain a dumping ground for the product of society 5.0 technologies. This study therefore, examined the professionalism of educators in society 5.0. The descriptive research design of survey type was used for the study. A sample of 450 professional educators were drawn from 2930 educators from three universities in South West Nigeria using a multistage sampling procedure. The researchers developed and used a questionnaire titled “Professionalism of educators in society 5.0”Questionnaire” (PES5.0Q) with a correlation coefficient of 0.74. The study employed Chi-square and Pearson moment of correlation in the data analysis; while the null hypotheses formulated for the study were tested at 0.05 l...

The role of the principal is very important, a principal must be able to plan and implement work programs, and conduct regular evaluations of the educational process. Learning is essentially a process of interaction between students and their environment, and emphasizes practice. Religious education in schools has an important role in fostering the generation of the Indonesian nation, both in creating humans with moral values ??and having a high spiritual level. The results of this study: 1) The school principal always monitors the teaching staff in carrying out the tasks that have been provided to be implemented according to their fields, the school principal also always provides motivation to the teaching staff at every opportunity and always supports the teaching staff who want to improve their abilities and creativity by trying fulfill what is needed to support the abilities and creativity of the teaching staff under the auspices of the institution they lead. In addition to moti...

Many engineering technology departments have four general areas that are used for evaluation of tenure and promotion. These areas include teaching, research and scholarly activities, service, and other professional activities. Although teaching is the primary mission in most engineering technology programs, external funding as part of the research area is playing a larger role in tenure decisions at many universities. Many faculty members in engineering technology programs come from an industrial background and do not have a specific research area of interest and contacts within the research community. These faculty members must look at other avenues to develop the external funding necessary for tenure. Departments and faculty must think in an entrepreneurial way to consider and value all types of external funding options. One possibility that produces a wide range of ancillary benefits is continuing education programs. This paper describes a model that was developed for continuing education programs in an engineering technology department. It details the problems associated with the implementation of the model for the first series of courses and outlines future plans to implement additional course series.

This study explores educators' understanding of the rationale for Civic Education to be taught as a compulsory subject to learners in secondary schools in Zambia, as enshrined in the national policy on education. The study was conducted in all secondary schools of Kabwe district, guided by the Advocacy Coalition Framework Theory (ACF). Using a mixedmethod approach within a pragmatic research paradigm, data were collected from 239 participants. Quantitative insights were derived from 215 respondents across 32 selected schools, including head teachers, heads of Social Science departments, heads of Civic Education sections, and Civic Education teachers who completed an online questionnaire. Qualitative data involved interviews with 24 educators and 2 Ministry of Education officials, supplemented by document analysis of national policy and curriculum frameworks. Findings underscore a robust awareness among educators of Civic Education's role in fostering informed citizenship and preparing learners for democratic engagement, focusing on four themes: (1) cultivating informed learners, (2) promoting good citizenship and social cohesion, (3) preparing learners for political engagement, and (4) enhancing critical thinking skills. Additionally, findings may inform policy and practice. Recommendations include enhancing professional development through targeted training programs, ensuring curriculum alignment with national policy frameworks, promoting interdisciplinary collaboration among departments, and establishing mechanisms for ongoing program evaluation to ensure effectiveness and continuous improvement. These recommendations aim to strengthen compulsory Civic Education implementation in Kabwe District, Zambia, fostering a knowledgeable and engaged citizenry capable of contributing positively to society.

We describe the design, construction and validation processes of a instru-ment aimed to the evaluation of teaching skills of the Catholic University of Colombia’s undergraduate level teachers. The instrument evaluates seven skills that are basic to the exercise of teaching: curriculum planning, appropriate usage of methodological designs and organization of teaching activities, scientific technological competence, appropriate interaction with students, evaluative competence, tutorial skills, and self-reflection on tea-ching practices. The indicators of teacher’s competence were thus construc-ted, and the test was validated by the opinion of 60 expert judges. The results of this process were used to design the final instrument, which once adjusted, was applied to 20 teachers of the Catholic University of Colombia.

I n recent years American public universities have come under increased pressure to be accountable to taxpayers. The level of scrutiny of universities by the public, state legislatures, governing bodies and coordinating commissions has led university administrators to evaluate and prioritize programs (Arneson & Arnett, 1998). Some major journalism and mass communication programs have been eliminated (Fedler, Carey, & Counts, 1998). Many communication departments have been pushed to measure outcomes of classroom instruction as part of the assessment movement (Parker & Drummond-Reeves, 1992). Assessment can be a positive force in educational reform (Diez, 1997). Strickland and Strickland (1998) suggest that assessment of student learning is a process that is more involved than simple grading and evaluation: Assessment refers to a collection of data, information that enlightens the teacher and the learner, information that drives instruction ... Good teachers assess and adjust their teaching based on their assessments ... Assessment is ongoing and is a collection of information-data, facts that help teachers put the pieces together (p. 19).

The SARS-CoV-2 (COVID-19) pandemic has resulted in changes to the working arrangements especially for education sector in the country. From primary school up to tertiary level, education sector has to shifted temporarily from traditional teaching and learning process to online teaching and learning process. Many educators were struggling to continue with their new routine and try to be mentally strong with the new adjustment. Some of them have little knowledge and were unable to cope with the changes. Even though Malaysia has move to the endemic phase, the education industry has started to shifted the delivery

Uneori activitatea şcolară nu se poate desfăşura la parametrii optimi din cauza unor surse de distorsiune, numite şi bariere sau blocaje în comunicare. Unii elevi nu manifestă interes față de școală și astfel închid canalul de comunicație. Cauzele pentru care elevii se implică prea puțin sau deloc în dialogul școlar sunt uneori obiective, întemeiate, iar alteori subiective, nejustificate. Chiar și atunci când este vorba despre cauze subiective, simpla constatare a acestui fapt nu este capabilă să rezolve problemele.

Findings fournit un compte-rendu des études opérationnelles,économiques, et sectorielles en cours par la Banque mondiale et ses Etats membres de la Région Afrique. Il est publié périodiquement par le Knowledge and Learning Center au compte de la Région. Les opinions exprimées dans Enquêtes sont celles de l'auteur/des auteurs et ne devraient en aucun cas être attribuées au Groupe de la Banque mondiale. http://www.worldbank.org/afr/findingsrésultats résultats Combattre le Tueur Insidieux De jeunes adolescents africains se battent contre le VIH/SIDA par les TIC

x consultation process with key stakeholders. Second in line will be the development of adequate teacher performance assessment instruments closely coupled with the Teacher Standards Framework. These instruments will need to be trialed and key MoEYS personnel at district, provincial, teacher development and inspectorate offices trained for their application. The Teacher Standards Framework ought not to be conceived as an instrument of "rewards and punishment," but rather as a tool for the identification of teacher strengths and weaknesses that can then be linked to a capacity development plan to enhance teacher performance. This will require, in turn, revamping pre-and in-service curricula, modernizing TTCs and improving the technical capacity of TTC trainers and MoEYS administrative personnel while instituting a flexible and responsive in-service teacher development system, widening its scope and improving the quality of teacher support and supervisory functions at school, district, provincial and central levels. Truly functional continuous monitoring and accountability systems-provided by school principals, MoEYS administrative inspectors, school support committees and parents-can then ensure that teacher standards are consistently applied and translate into visible improvements in education service delivery.

This study aimed to investigate the referrers (including educators) and reasons children were referred to an audiology clinic for central auditory processing (CAP) evaluation, to identify a referral pathway for listening problems and professional development needs. A case file audit was used to examine the intake questionnaire completed by 150 parents whose child was diagnosed with central auditory processing disorder (CAPD). School staff were the most common referrers, followed by medical/allied health professionals, and family members. The most common concerns leading to referral were literacy, speech, language, and academic underperformance, followed by hearing, listening, and processing difficulties and emotionalbehavioral issues. Significant correlations were observed between the referral sources and concerns. Results suggest that CAPD is primarily conceptualized as part of a more general educational concern. Continuing education and informational counseling is required to ensure that CAP referrals continue to be appropriately made.

Kindergarten (TK) is the very important phase in child education to develop the next generation of the nation. Therefore, kindergarten teachers play an important role in the student learning. Kindergarten teachers should not only excel in conventional learning, but also in innovative learning, starting with blending Information Technology in student learning process. The purpose of the Community Partnership Program (PKM) is to improve the human resource quality in the implementation of Information Technology in administration and student learning process. The skill improvement focuses on the training of Google Applications such as Google Docs, Google Form, Google Slide, Google Sheet, and social media as well as Blogger to publish school's updated information to public.The consideration of partnering with TK Bina Anaprasa is because of the lower accreditation in C rank for over 23 years of establishment, and the lower understanding in Google and Internet application. In addition,...

La primera infancia es una etapa decisiva en el desarrollo del ser humano y cuidar su salud una estrategia de impacto. Los centros preescolares permiten la aplicación de medidas educativas-preventivas. Objetivos:-evaluar el conocimiento de los educadores sobre higiene buco-dental,-comparar los datos de dosificación del dentífrico con un estudio similar de Porto Alegre (Brasil). Se trabajó con 72 educadores de 8 Centros de Atención a la Infancia y la Familia (CAIF)-Instituto del Niño y Adolescente (INAU) del Uruguay; los datos fueron recogidos a través de una encuesta. Resultados: a) 59% utilizan el dentífrico fluorado a partir de los 2 años b) 88% dosifica el dentífrico según patrón preestablecido.

The ineffective learning in higher institution in the previous revolutions has been attributed to nonprofessionalism of educators mostly in exploring modern technologies. It then becomes imperative that professionalism of educators in the society 5.0 is a must, so that education sector will not remain a dumping ground for the product of society 5.0 technologies. This study therefore, examined the professionalism of educators in society 5.0. The descriptive research design of survey type was used for the study. A sample of 450 professional educators were drawn from 2930 educators from three universities in South West Nigeria using a multistage sampling procedure. The researchers developed and used a questionnaire titled “Professionalism of educators in society 5.0”Questionnaire” (PES5.0Q) with a correlation coefficient of 0.74. The study employed Chi-square and Pearson moment of correlation in the data analysis; while the null hypotheses formulated for the study were tested at 0.05 l...