Frequency Of Teachers Research Articles

Occupational differences in a Dutch sample of patients with primary progressive aphasia, behavioral variant frontotemporal dementia, and Alzheimer’s dementia

Background Cognitive reserve is a potential mechanism to cope with brain damage as a result of dementia, which can be defined by indirect proxies, including education level, leisure time activities, and occupational attainment. In this study we explored the association between dementia diagnosis and type of occupation in a retrospective Dutch outpatient memory clinic sample of patients with primary progressive aphasia (PPA), behavioral variant frontotemporal dementia (bvFTD), and Alzheimer’s Dementia (AD). Methods We included data from 427 patients (bvFTD n = 87, PPA n = 148, AD n = 192) and compared the frequency of occupations (11 categories) between patients and data from the Dutch census using Pearson Χ 2 tests and we calculated odds ratios (OR) by means of multinomial logistic regression analyses. We also investigated patient group differences in age, sex, education, disease duration, and global cognition. Results The frequency of teachers in patients with PPA was significantly higher than the frequency of teachers in patients with bvFTD [OR = 4.79, p = .007] and AD [OR = 2.04, p = .041]. The frequency of teachers in patients with PPA (16%) was also significantly higher than the frequency of teachers in the Dutch census [5.3%; OR = 3.27, p < .001]. The frequency of teachers in both bvFTD and AD groups were not significantly different from the frequency of teachers in the Dutch census (p = .078 and p = .513, respectively). Conclusions A potential explanation for our results is the so called “wear and tear” hypothesis, suggesting that teachers have a communication-wise demanding occupation – and therefore are at higher risk to develop PPA. Alternatively, teaching requires continuous communication, hence teachers are more sensitive to subtle changes in their speech and language abilities. Our findings broaden our understanding of the relationship between occupational activity and cognitive reserve in the development of dementia.

Assessment literacy and practices of Literature-in-English teachers in Nigeria

The study investigated Literature-in-English teachers' assessment literacy and practices in Nigeria. The mixed method design was adopted, and the participants were 47 secondary school teachers selected from 47 schools in the Ibadan metropolis, Oyo, State, Nigeria. Teachers’ Assessment Literacy Test (r=.78), Class Assessment Checklist, and Interview Guide were used to collect quantitative and qualitative data. The quantitative data were analyzed using the descriptive statistics, and the qualitative data were content analyzed. Analysis of data exposed teachers' inadequate knowledge of assessment and total neglect of assessment in their teaching-learning process. The frequency of teachers' practice of assessment was very low. Only 2% of the lessons taught within 10 weeks were guided with adequate formative or summative assessment; and 82% of the lessons were delivered with no assessment. Teachers used very few and easy methods of assessment that may not serve improvement purposes. They also have misconceptions about assessment. The results have implications for effective Literature-in-English pedagogy

Questions that Fuel the Mind: Exploring the Associations between Teacher-Child Higher-Level Interaction and Preschoolers’ Development of Executive Functions

ABSTRACT Recent research has provided mixed evidence on the promise of classroom-based interventions for supporting young children’s development of executive functions (EF). To advance intervention efforts, it is necessary to identify specific types of interactions that might support the development of EF in early childhood. Through a correlational design, this study explores the relationship between higher-level, teacher-child interaction in Head Start classrooms and children’s EF. Higher-level interaction was measured using both global and fine-grained approaches. Children completed task-based assessments targeting individual components of EF at the beginning and end of a preschool year. Research Findings: Hierarchical linear modeling revealed that the frequency of teachers’ higher-level questions was significantly associated with a spring composite EF score and spring cognitive flexibility, controlling for fall scores and other covariates. A global measure of higher-level interaction was negatively associated with spring inhibitory control, controlling for fall scores. Neither measure of higher-level interaction was associated with spring working memory. Practice and Policy: This study has methodological implications for the value in measuring teacher-child interaction using more fine-grained approaches in order to reveal important associations with child outcomes. In relation to practice, this study suggests that intervention efforts to support teachers’ use of higher-level interaction strategies may support children’s development of EF.

Influences on Teachers’ Use of the Prescribed Language of Instruction: Evidence from Four Language Groups in the Philippines

In 2009 the Philippines introduced a mother tongue-based multilingual education language policy requiring the “mother tongue” as the language of instruction (LOI) in kindergarten through grade 3. Using teacher classroom language data collected from four LOI groups in 2019, we compared the frequency of teachers’ use of the target LOI in different contexts, including urban versus rural classrooms, classrooms with relatively homogeneous student language backgrounds versus more heterogeneous classrooms, and classrooms with materials in the target language versus classrooms without. We also examined language usage against characteristics of the teacher populations, including language background, years of experience, training, and beliefs about the best language for initial literacy. The results strongly suggest that the most influential levers for increasing teacher usage of a designated LOI in these contexts are ensuring that teachers are assigned to schools where the LOI matches their own first language and providing teaching and learning materials in the target LOI, especially teacher’s guides. These two factors were more strongly and more consistently correlated with teacher use of the LOI than all other variables examined. The linguistic homogeneity of the student population also showed a statistically significant though lower impact on teacher language usage.

How Teacher Leaders Influence Instruction

ABSTRACT This study focuses on the impacts of programs designed to develop and support teacher leaders to improve instruction in their schools. Using surveys of teachers in 45 schools in four districts and interview data, we found that the frequency of teachers’ work with a teacher leader on professional growth, instructional planning, and observations/feedback were all significantly related to teacher leader influence. Higher levels of teacher leader influence were also associated with teacher reports of change in practice. The study provides evidence of what types of teacher leader activity are perceived as influential by teachers and how teacher leadership influences instruction.

The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons

This study examined 69 Chinese preschool teachers’ use of feedback strategies in their math lessons. Guided by the Initiation-Response-Follow-up (IRF) framework, math lessons were coded using quality feedback strategies in CLASS (CLASS-PreK; Pianta et al., 2008). Specifically, the frequency of teachers’ feedback strategies as well as their effectiveness of engaging children in higher-order thinking were examined. Results showed that teachers were quite familiar with the use of feedback strategies such as recognition, back-and-forth exchanges, and teacher persistence. Moreover, in terms of promoting children’s critical thinking, teachers were ineffective when scaffolding and querying children’s responses and actions.

The Impact of Personal Values, Gender Stereotypes, and School Climate on Homophobic Bullying: a Multilevel Analysis

IntroductionSchools are among the most homophobic social contexts, where students who do not conform to gender norms are at high risk of stigma and discrimination.MethodUsing a multilevel approach, the aim of the current was to examine whether adolescents’ engagement in homophobic bullying behavior was associated with personal values and stereotyped victim-blaming attributions at individual level, and perceptions of school as a community and frequency of teachers’ reaction to bullying incidents at classroom level. Data were collected in 2010. The sample consisted of 2718 Italian middle and high school students (53.2% females; mean age = 15.36, SD = .85) from 144 classrooms.ResultsResults showed that self-transcendence values reduced the risk of engaging in homophobic bullying, whereas both self-enhancement values and stereotyped victim-blaming attributions were positively associated with homophobic bullying. At classroom level, only negative perceptions of school as a community had a unique positive contribution on homophobic bullying, over and above other individual and contextual factors. Two cross-level interactions were found, indicating that self-transcendence values had a significant effect in decreasing homophobic bullying in classrooms where teacher support was perceived as low, whereas stereotyped victim-blaming attributions had a significant effect in increasing homophobic bullying in classrooms where teacher support was perceived as high.ConclusionThese findings provide further support to the social-ecological perspective as a useful guiding framework for understanding the complexity of factors predicting homophobic bullying.Policy ImplicationsEfforts should be made to develop clear anti-bullying school policies explicitly dealing with the issue of homophobic bullying.

Empirically Based Practices to Address Disability Stigma in the Classroom

Stigmatization of students with disabilities relates to adverse long-term effects. Research provides evidence that the majority of students maintain negative cognitive and affective attitudes toward peers with disabilities. As these attitudes begin to develop in childhood and directly affect students in the educational context, schools are responsible for addressing this stigma. In order to increase the acceptance of students with disabilities, research supports the use of programs focusing on education, social contact, or advocacy. As the frequency of teachers’ use of empirically-based practices to increase acceptance of students with disabilities is limited, research carries implications for teachers as well as school psychologists, administrators, and educational institutions in providing the appropriate support for teachers to successfully implement strategies to reduce stigma. This article aims to review research on empirically-based practices to address disability stigma in the classroom, inclusive of studies revealing ineffective practices, and discuss practical applications for school psychologists in the school setting.

Preschool teachers’ science practices: associations with teachers’ qualifications and their self-efficacy beliefs in science

ABSTRACT Regular science practices in preschool are crucial for children’s learning in science. Yet, preschool teachers may only offer science learning opportunities if they are and feel sufficiently qualified to teach early science. The present study investigates the relation between teachers’ qualifications, their self-efficacy beliefs in science and the frequency of teachers’ science practices based on 348 German preschool teachers. Regression results showed that teachers’ practices were associated with their science-specific educational training and their participation in professional development in science, but not with their general educational degree. Furthermore, results from structural equation modelling revealed that the relation between professional development and teachers’ science practices was mediated by their self-efficacy beliefs in science. These results underline the relevance of teachers’ science-specific qualifications as well as teachers’ self-efficacy beliefs for their science practices.

Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.

A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.

A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.

Teachers’ informal feedback seeking towards the school leadership team. A social network analysis in secondary schools

Teachers’ feedback seeking is considered as important for their professional learning. This study aims to investigate which school leaders are sought out for informal feedback by teachers and what leadership characteristics might influence this choice in secondary schools in Flanders, Belgium. Data from 436 teachers of 14 secondary schools are used for social network analysis and multilevel regression analyses. In these schools, the average size of the leadership team is eight, consisting of principals, assistant principals and teacher leaders. Results indicate that the frequency of teachers’ informal feedback seeking towards their leadership team is rather low. However, teachers turn the most towards their principals for informal feedback. Multilevel regression analyses show that transformational leadership seems to be the most influential characteristic for this choice. Instructional leadership is only influential for the informal feedback seeking from principals, while transformational leadership shows to be important for all three leadership categories (principal, assistant principals and teacher leaders). The article identifies several pathways for further research to extend our knowledge about informal feedback seeking of teachers in schools. Also for leadership development programmes implications are formulated including the needed attention on the topic of feedback provision for teachers.

Iranian EFL Learners’ Perception of the Importance and Frequency of Teachers’ Motivational Strategies

The purpose of this article is to study the perception of Iranian EFL learners of the importance and frequency of their teachers’ motivational strategies. Preceded by a few similar studies, this research study was conducted in the cultural milieu of Iran where learners have different characteristics compared to their counterparts in other areas of the world. A total of 168 students took part in the study and completed a Likert scale questionnaire on both importance and frequency of the motivational strategies in their language classrooms. The descriptive and correlational analyses revealed that there is relative congruence between what the students regarded to be important and what their teachers performed in the classrooms. Besides, the students’ choice of the strategies shows that they consider the teacher as the major model and source of confidence. The results are discussed with particular attention to the cultural context of Iran

Okul öncesi öğretmenlerinin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik içerik bilgileri arasındaki ilişki

Bu araştırmanın amacı okul öncesi öğretmenlerinin pedagojik matematik içerik bilgileri ile sınıf içi uygulamalarında kullandıkları matematik dili arasındaki ilişkiyi tespit etmektir. Araştırmanın örneklemini, Eskişehir ilinde İl Milli Eğitim Müdürlüğüne bağlı anaokullarından uygun örnekleme yöntemiyle seçilmiş iki bağımsız anaokulundaki 21 öğretmen oluşturmaktadır. Öğretmenin sınıf içinde matematik dilini kullanma sıklığını belirlemek için Klibanoff ve diğerlerinin (2006) kategorileri kullanılmıştır. Ardından veri toplama aracı olarak “Okul Öncesi Matematiksel Pedagojik İçerik Bilgisi (OMPİB) Ölçme Aracı” kullanılmıştır. Elde edilen veriler frekans, parametrik olmayan testlerden Kruskal Wallis Testi ve Sperman Korelasyon Testi ile analiz edilmiştir. Araştırma sonucunda öğretmenlerin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik puanları arasında anlamlı olmayan düşük bir ilişki olduğu sonucuna ulaşılmıştır. Öğretmenlerin pedagojik matematik puanları ve matematik dilini kullanma sıklıklarının mesleki deneyimlerine göre değişmediği bulunmuştur. Ayrıca öğretmenlerin daha çok sayma ve sayı sembollerine ilişkin matematik dili kullanmayı tercih ederken, hesaplamaya yönelik matematiksel dilin kullanılmadığı görülmüştür. Öğretmenlerin deneyim yıllarına göre sınıf içinde matematik dilini ilk yıllarda az, 6-10 yıllar arasında daha çok kullanıldığı ve ilerleyen yıllarda yeniden bu kullanımın azaldığı bulunmuştur.

Relation Between Frequency of Teachers’ Help-Seeking Behavior and Levels of Cooperation Among School Counselors and Teachers

Relation Between Frequency of Teachers’ Help-Seeking Behavior and Levels of Cooperation Among School Counselors and Teachers

Teachers' reported practices for teaching writing in England.

To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers’ approaches to the teaching of writing in a sample of English primary schools, using the ‘simple view of writing’ as a framework to examine the extent to which different aspects of the writing process are addressed. One hundred and eighty-eight staff from ten different schools responded to an online questionnaire. Only the data from class teachers (n = 88) who responded to all items on the questionnaire were included in the final analyses. Respondents enjoyed teaching writing and felt prepared to teach it. However, despite feeling that they were effective in identifying approaches to support students’ writing, nearly half reported that supporting struggling writers was problematic for them. Overall teachers reported more work at word level, occurring several times a week, than with transcription, sentence or text levels, which were reported to occur weekly. Planning, reviewing and revising occurred least often, only monthly. For these variables no differences were found between teachers of younger (age 4–7) and older students (age 8–11). By contrast, an examination of specific aspects of each component revealed differences between the teachers of the two age groups. Teachers of younger students focused more frequently on phonic activities related to spelling, whereas teachers of older students focussed more on word roots, punctuation, word classes and the grammatical function of words, sentence-level work, and paragraph construction.

Effects of a Video-Feedback Intervention on Teachers’ Use of Praise

The purpose of this study was to examine the effects of a video-feedback intervention on the frequency of teachers’ use of (a) general group praise, (b) general individual praise, (c) specific group praise, (d) specific individual praise, (e) negative comments directed toward the entire class, and (f) negative comments directed toward an individual student. The video-feedback intervention involved teachers watching video-recordings of their own teaching and self-evaluating their use of praise. A multiple-baseline across subjects single-case design was used across four secondary-level teachers to examine the effect of a video feedback intervention on teacher’s use of praise. Frequency data was collected for all types of praise and negative teacher comments. While further study is warranted, results indicate that video-feedback may be an effective method for increasing teacher’s use of praise in classroom settings.

Identifying Physical Education Teachers' Perceived Competence and Necessity Regarding Implementation of Alternative Assessment Methods and Their Frequency of Use

This study aimed at finding out secondary school physical education teachers' overall perception and perceived competence regarding implementing of alternative assessment methods along with frequency of using them. Study participants were comprised of 142 physical education teachers from state schools in Trabzon province during the 2012-2013 education–instruction year. "Teacher Competency" questionnaire developed by Bano?lu (2008) was used. The five-item scale is comprised of four parts. Part one includes demographic data about participants, part two is about "teachers' overall perceptions regarding implementation of alternative assessment methods" (not necessary-quite necessary), part three includes "teachers' perceived competence regarding alternative assessment methods" (unsatisfactory-very satisfactory), and the last part is about "frequency of teachers' using alternative assessment methods (neverquite often)". Data analysis was done at significance level of 0.05 by using "SPSS for WINDOVS 20". in data analysis, frequency, percentage and arithmetic mean were calculated from participants' responses in all of the three parts. Arithmetic mean range was calculated with the logic of 5 columns and 4 ranges. Value of each range was found as 4/5=0,8. Arithmetic mean for teachers' overall perceptions regarding using of alternative assessment methods was found as X= 3.17. According to teachers, alternative assessment methods are moderately necessary as seen from range values obtained from the questionnaire. Portfolio (x=26.1) was found to be the leading alternative assessment method teachers consider not necessary. It was followed by(x=20.4) concept maps. As for the methods considered rarely necessary; performance task (x=17.6) and peer assessment (x=12.7) were found. Under moderately necessary methods, project (x=22.5) and group assessment (x=26.1) were found. Check list (x=49.3) and self assessment (x=43) were listed as necessary methods. Lastly, quite necessary methods were reported as rubric (x=21.1) and check lists (x=14.8). It was understood that mostly teachers regard themselves competent about alternative assessment methods (x=3.53). They find themselves incompetent mainly in relation with concept maps (3.16) and portfolios (x=3.30). The teachers regard themselves competent about check lists, rubric, project, performance tasks, peer assessment, self assessment and group assessment (3.42-4.22). The study revealed that teachers mostly use alternative assessment methods at moderate level (x=3.06). Performance task was found the most frequently used method (x=3.41). It could be inferred from range degrees in questionnaires that according to overall mean of frequency of teachers' using alternative assessment methods (x=3.06), the frequency is low (2,62-3.41). Thus, it could be suggested "frequency of teachers' using alternative assessment methods is mostly not at desired level".

Learning Word Meanings from Teachers’ Repeated Story Read-Aloud in EFL Primary Classrooms

This study used a quasi-experimental design to determine the effects of teachers’ story read-aloud on EFL elementary school students’ word learning outcomes. It specifically examined whether the word learning was enhanced by teachers’ repeated story read-aloud and word-meaning explanations and further determined whether the learning outcomes were related to children’s English proficiency. Two native English-speaking teachers read a story to their fourth-grade classes four times. The results showed that increasing frequency of story read-aloud yielded greater word-learning gains across time. The EFL children, on average, learned approximately half of the target words by the third read-aloud. While both high- and low-proficiency groups showed significant vocabulary gains with the frequency of teachers’ read-aloud, the high-proficiency children consistently outperformed their low-proficiency peers, especially on the L1 meaning-matching vocabulary test. The overall findings were quite encouraging and showed empirical evidence that teachers’ repeated story read-aloud can be an effective way to facilitate elementary school children’s word learning in a context where English is a foreign language.