Total Number Of Teachers Research Articles

A REGIONAL DELPHI STUDY OF THE PERCEPTIONS OF NVATA, NASAE, AND AAAE MEMBERS ON CRITICAL ISSUES FACING SECONDARY AGRICULTURAL EDUCATION PROGRAMS

This study utilized the expertise of secondary agriculture teachers, state supervisors and agriculture teacher educators to identify critical issues that secondary agricultural education programs will face over the next five years. This study was conducted using a four stage Delphi technique. The population for the surveys included secondary agriculture teachers, state supervisors and teacher educators throughout the Western Region of the American Association for Agricultural Education (AAAE). The national officers of AAAE, NASAE and NVA TA were also included in the study. The total number of teachers, supervisors and teacher educators included in the study was 82. The respondents to survey one listed over 400 critical issues. The top 20 categories were then used in the second survey. Only two categories: funding focal agricultural education programs and recruitment and retention of secondary agriculture teachers were ranked as extremely important issues in survey two. In surveys three and four respondents determined their level of agreement with specific critical issues. An AN0 VA found that there was a significant difference in the way teacher educators and state supervisors ranked the importance of the reduction in state supervisors. Teacher educators indicated the issue was very important while state supervisors indicated it was extremely important

Professional preparation and advancement of deaf teachers. 1941.

A consideration of the problem of the preparation and advancement of the deaf teacher must of necessity wait upon such questions as these: Do conditions indicate a need for the deaf teacher? If so, is the need a sporadic or a stable need? To what extent has the need been a fluctuating one? Happily, the answers to these questions are at hand, All we need do is turn to the following simple figures, indicating the ratio of deaf teachers to the total number of teachers in public residential schools for the deaf in the United States. We are here leaving out the public day-schools as well as the private and denominational schools, since the number of deaf teachers on the staffs of these schools is negligible. We find as follows: We have taken these figures from successive issues of the January number of the ANNALS. We may note here these essential points: 1. For the present it appears that one out of every five teachers of the deaf is a deaf person. 2. The demand for the deaf teacher seems to indicate an established need, that is, it has not declined over a period of the past twenty-five years-a pretty good test of the permanence of the need. As a matter of fact, the trend seems to be one of increase. This becomes more significant when one considers the present-day emphasis on oral teaching in our schools, the rising tide in enrollment of hard-of-hearing children, and the enormously accelerated interest in auricular work in our schools. Having established the fact that there is a continuing demand for deaf teachers, our next query is, What is the source of supply? Though there are no precise figures at hand, we know it to be true that the residential schools at times take up graduates of their own, particularly where special talent has been shown in vocational lines. Sometimes graduates are employed for supervision and then reach the rank of classroom teachers. But by far the great bulk of deaf teachers in our residential schools are graduates of Gallaudet College. With this acknowledged we must now turn to an arrangement of tabular information to determine the relation between Gallaudet College and the demand for deaf teachers. The questions that arise here are, first, To what extent is the college a teacher supplying-agency? and, second, To what extent is the college providing the necessary training and preparation for those of its graduates who obtain appointment in our residential schools? Going back for the past twenty-five years, we made careful check of each succeeding graduating class, excluding the Normal Department for hearing men and women, and determined the number in each class who at one time or another found employment as instructors in our residential schools for the deaf. In this number we counted only those for whom we had knowledge as to their subsequent activity, and for this reason our information must be regarded as having a lean toward the conservative. Nor did we include those who obtained teaching places even before they graduated from Gallaudet College. Our table as finally constructed gives the following data: The number in each graduating class, the number obtaining teaching positions, the percentage this was in each class, and the number of men and women respectively who obtained places. (The final column indicates information we have already considered, namely, the ratio of deaf to hearing instructors.) Examination of Table II reveals a number of telling points. 1. Out of 422 graduates in the twenty-five year period between 1915 and 1950, 228, or 54.0 per cent-were called back to the schools to serve as teachers of deaf children. This does not mean that all of the number remained in their appointments over an extended period of time. The point to remember is that despite marriage among the women, or the lure of more promising employment elsewhere, or occasional dismissal, the graduates of Gallaudet College continue to be sought as instructors. …

Kenya 1975‐1995: an introductory note on educational expansion

Expanding school enrolment in Kenya was given the highest priority in the leverage of development. The number of pupils has grown from 2.9 to 5.56 million in the 20 years since 1975. There has been a similar expansion at the secondary level. And the expansion at the university level has been even faster, which is more than four times than that in 1984/85. But still the increase in enrolments was not enough to absorb pent‐up demand. The female enrolment has significantly improved, and female teachers constitute 39.5% of the total number of teachers. The imbalance is vast between the educational supply and economic demand (employment). The question is whether the growth can be maintained; whether it is enough.

Teachers' Attitudes Toward the Use of New Information Technologies

In the course of dealing with problems of the adoption of new information technologies in the educational process, we found a contradiction that needs to be resolved as swiftly as possible. On the one hand, teachers are showing a great deal of interest in mastering the tools of new information technologies. Thus, according to the findings of a sociological survey that was carried out in three schools of Cheboksary, 68 percent of the teachers would like to use computers in their classes. All of the interested teachers in those schools were offered that opportunity, but not more than seven or eight teachers in each school took advantage of it (constituting approximately 8 percent of the total number of teachers). But even among that relatively small number of volunteers, only three or four teachers in each school actually began to use a computer in their classes.

An Investigation of the Conditions of Young Teachers

In recent years, the number of young teachers in the colleges and universities at the capital (Beijing) has rapidly increased. Today, the number of young faculty members under the age of thirty-five has already reached approximately one-third of the total number of teachers. These teachers make up the future, and the hope, of our country's higher education. Their political and professional quality will to a certain degree determine the quality and standards of China's higher education for the next ten to twenty years. The "fault" in the ranks of teachers and professors created by the ten years of chaos and turmoil, and the invasion of the wave of bourgeois liberalization, have made the task of grasping the construction of the ranks of young teachers and professors a major lesson that requires urgent attention and resolution.

The Karachi plan master design for compulsory education in Asia

In 1960, UNESCO convened its Asian member nations in Karachi, Pakistan, to consider the needs for education in this part of the world. Out of this meeting came one of the most important documents in postwar Asian education, the Karachi Plan. The Plan, in its simplest terms, provides for free and compulsory primary education of seven years by 1980 in 15 Asian member states, excluding Japan, which has already exceeded the goal. The magnitude of the Karachi Plan is staggering. Anticipating growth in populations, student enrollments at this primary level must increase from 66 million in 1960 to 277 million in 1980, representing 20% of the total population compared to 8.5% of the population attending primary school in 1960.1) India most dramatically manifests the dimensions of the Plan. In 1965 she planned for an approximate enrollment of 50 million children in this 7-year age bracket. To reach the goal of the Plan, she must provide for 119 million children in these 7 grades by 1890, an increase of nearly 70 million in 15 years. The enormous increase of students during the 20-year operating period of the Plan anticipates the same magnitude of increase in teacher demands, buildings, textbooks, and teaching materials. Here, again, the statistics are overwhelming. To provide a ratio of 35 students per teacher, there will be an increased demand for teachers at these seven grade levels only from 1.8 million in 1960 to 6.7 million in 1980, a 268 per cent growth. This, in turn, will require an addition in teacher educators from a known figure of 19,000 in 1955 to 142,000 by 1980. School buildings present a major obstacle. It was assumed that about half of the buildings for the 1960 student population of 66 million would require replacements in twenty years. This means that additional new school buildings will be required to accommodate the extra 171 million children by 1980. The same estimate was made for equipment. For the many new teacher training institutions, provisions for hostels, classrooms, libraries, laboratories, staff quarters, equipment and teaching aids must be provided. It was also assumed that housing for 50 per cent of the total number of teachers will be necessary, a common perquisite for rural teachers in Asia.

Federally employed teachers face major status change

A major change in the status of federally employed teachers is scheduled to go into effect beginning with the 1962-1963 school year. The exact number of professional persons which will be affected in the change-over is not known by the writer but an estimate of the total number of teachers employed in federal schools within the United States and abroad is placed at approximately 6,000. A small percentage of this group is already on civil service status but the vast majority has been classified as federal civilian employees rather than civil service employees. According to the results of a survey of more than a dozen federal school systems in six southern states, plans are now underway to bring most, if not all of the professional personnel employed in federally operated schools under civil service status at the beginning of the 1962-1963 school year. On the basis of information received from fourteen federal school systems scattered throughout the states of Kentucky, Virginia, North Carolina, South Carolina, Georgia, Florida, and Alabama, teachers in three of the systems answering the questionnaire are already covered by civil service or some modified type of civil service. Of the eleven systems not under civil service regulations during the 1961-1962 school year eight indicated that it is being made mandatory that teaching personnel go under civil service status effective July 1, 1962. This would leave teaching personnel in three of the fourteen school systems covered in the survey on their present status as federal civilian employees during the next school year, unless the systems merely failed to report the expected change. Although the survey covers only a small portion of the schools or school systems now being operated in the U. S. and abroad at defense installations it is safe to say that the results indicate a move by those in authority to place most, if not all, of federally employed teaching personnel under

THE TABLE OF STATISTICS OF COLLEGES.

On pages 566 and 567 will be found a table, giving the states containing medical colleges, the name of each college, the population of the city in which the college is located, the number of men and women registered as students during the session of 1904-05, and also the graduates (men and women) of 1905, the total number of teachers in each college, and the number of weeks in the college year. The suffixes, R., H., E., Ph.M., stand for regular, homeopathic, eclectic and physio-medical. Much of the information to be derived from this table has been set forth in the editorial on Medical Education in the United States, page 536. On page 552 we present, in abstract form, essential facts of all medical colleges arranged by states, and on pages 565 and 566 will be found the requirements of the regular, homeopathic, and eclectic medical college associations, also a