True Teacher Research Articles

Арутюн Христофорович Саркисов ― основоположник отечественной ветеринарной микологии и микотоксикологии (к 110-летию со дня рождения)

A.Kh. Sarkisov entered the history of science as the founder of veterinary mycology and mycotoxicology. Outstanding talent of the scientist was harmoniously combined in A. Kh. Sarkisov with the talent of a true teacher. For outstanding contribution to the development of biological science, the introduction of scientific achievements in the production and training of scientific personnel. A.Kh. Sarkisov was awarded the title of Hero of Socialist Labor. A. Kh. Sarkisov's scientific activity is a bright milestone in the history of science of the 20th century.

Педагогічні новації Йосифа де Каласанса (1557–1648) як «соціальна реформа» ранньомодерної доби

The article outlines the pedagogical achievements of Joseph de Calasanz – the founder of the first, in Europe, free school for children from the poorest layers of the population. It was discovered that it became the beginning and determined the main goal of the activity of the Roman Catholic monastic order of Piarists. It was found that the emergence of an extensive network of Piarists schools became a kind of reaction to those socio-political challenges, that were inherent Western Europe during the epoch of Counter-Reformation, in particular the need of renewal of the Roman Catholic Church, strengthening its position by gaining confidence in existing and potential adepts, and also creating the morality of its clergy and laymen. The pedagogical activity of Joseph de Calasanz became an attempt to make a peculiar social reform, intended not only to overcome the elementary ignorance of the masses, but also to give them an opportunity to take care of a decent life. Joseph de Calasanz developed and implemented in life his own educational concept, according to which the purpose of a true teacher was not only in mental, but also in moral development of pupils, what could be achieved only with providing the respectful attitude towards them. A special role in implementation of this educational concept was assigned to the teacher, who must love children endlessly , honor their dignity, limit punishment, and be a good example for them. It was summarized, that pedagogical innovations of Joseph de Calasanz deserve a comprehensive and detailed study, popularization, since they can serve as a source for inspiration and encourage the appropriate use today. It is, in particular, about the practice of individual approach to each student, fostering not only his knowledge and educational skills, but also proper moral development. Educational system, proposed by Roman Catholic monks of the monastic order of Piarists 400 years ago and practiced by them, is not anachronistic, because the postulates laid in its foundation have not lost their relevance to this day. On authors' belief, their realization in modern Ukrainian educational space would help optimize it, because it would make it possible to bring up a pupil as a decent, self-sufficient, intellectual, patriotic personality.

The School of Inge

These notes were written in relation to 80th anniversary of professor Sergey Inge-Vechtomov, who about 50 years is the head of laboratory of physiological genetics. Authors describe the amazing atmosphere of the scientific creativity that was cultivated by Sergey in his lab from the very beginning of its existence, recall the many people who worked there in the 60s and 70s, remember funny situations from the history of the laboratory. Sergey G. Inge-Vechtomov instilled in his students high standards of scientific research. Being a mentor is a special talent. Very few had such a strong impact on the lives and characters of his students like Sergey G. Inge-Vechtomov. Very few can be called a true Teacher.

Persian Poetry, Sufism and Ismailism: The Testimony of Khwājah Qāsim Tushtarī’sRecognizing God

AbstractKhwājah Qāsim Tushtarī’s recently discovered Recognizing God (Maʿrifat-i Khudāy taʿālā) is one of the only texts known to have survived from the early Alamūt period of Ismaili Muslim history. This article analyses the work in the context of the “new Invitation” (daʿwat-i jadīd) to the Ismaili faith that al-Shahrastānī (d. 548/1153) tells us was inaugurated by the Fāṭimid Imam al-Mustanṣir billāh (d. 487/1094) and championed by Ḥasan-i Ṣabbāḥ (d. 518/1124). The text emphasises that the ultimate purpose of human existence is to know God, and that the path to this knowledge is through the Imam of the Time. The concepts of the ‘true teacher’ (muʿallim-i ṣādiq) and ‘sage’ (ḥakīm) are examined and the literary culture fostered at the Ismaili fortresses, particularly Girdkūh, is explored. Significantly, the article draws attention to the position of Sanāʾī Ghaznawī (d.circa525/1131) in Persian Ismaili literature and to the very early development of pious, devotional and homiletic poetry as well as the “mathnawīmetre” in Ismaili environments, which may have helped set the stage for some of the most significant poetic achievements of mystical Islam: the writings of Farīd al-Dīn ʿAṭṭār (d.circa618/1221) and Jalāl al-Dīn Rūmī (d. 672/1273).

Understanding and evaluating the SAS® EVAAS® Univariate Response Model (URM) for measuring teacher effectiveness

Despite little attention or exposure in the evaluation literature, the two SAS® EVAAS®models for estimating teacher effectiveness are used by several states and districts, in some cases for high stakes policies regarding teacher tenure, retention, or incentive pay. The EVAAS approach involves using one of two distinct models, the Multivariate Response Model (MRM) or the Univariate Response Model (URM). In this paper, we discuss and illustrate advantages and disadvantages of the EVAAS URM relative to the other widely used and studied value-added methods. We perform simulations to evaluate their ability to uncover true teacher effects under various teacher assignment scenarios. We also use administrative data to illustrate the extent of agreement between the URM and other common value-added approaches. Although the differences are small in our administrative data, we show with theory and simulations that standard linear regression using OLS often performs at least as well as—and sometimes better than—the more complicated EVAAS URM.

КОНЦЕРТНА ДІЯЛЬНІСТЬ ПІАНІСТКИ ДАРІЇ ГОРДИНСЬКОЇ-КАРАНОВИЧ В КОНТЕКСТІ РОЗВИТКУ МУЗИЧНОГО МИСТЕЦТВА УКРАЇНСЬКОЇ ДІАСПОРИ США

The article covers the artistic activity of Dariya Hordynska-Karanovych – the Ukrainian pianist, teacher, long-time president of the Ukrainian Music Institute of America and student of Vasyl Barvinskiy. In addition, it reveals the palette of the concert life of the pianist, some particular features and individual characteristics of her performance.Dariya Hordynska-Karanovych was a prominent person,admired by the whole world. The composer Vasyl Barvinskiy, was the one, who became for the pianist a model of true teacher. He formed the aesthetic tastes and ideological beliefs, developed her performance technique and taught her to understand music deeply.The unique performing style of the pianist is distinguished by broad sound palette, virtuoso piano technique, an internal assemblage, sense of rhythm, phrases and dynamics. Although these skills allowed her to perform the works of any level of complexity, she always preferred the compositions, which she could interpret and tried to reveal the image of musical work as deep as possible.The concert programs performed by Dariya Hordynska-Karanovych had always attracted public attention by their exceptional expressiveness and openness, perfection and artistry. Her solo piano performances took place in prestigious concert halls of Austria, Germany, the USA, Canada, and others. The repertoire included the works of composers of different eras, genres and styles, but the most important place was always dedicated to the works of Ukrainian composers: V. Barvinskiy, L. Revutskiy, S. Lyudkevych, V. Kosenko, T. Mykysha, N. Nizhankivskiy, M. Fomenko, I. Sonevytskiy, V. Hrudyn, M. Kolessa, A. Rudnytskiy. Dariya Hordynska-Karanovych managed to make Ukrainian music as qualitative as the world-class by her talent, great work on herself and bright solo career.

Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve?

In this paper, we investigate how the precision and year-to-year stability of a teacher’s value-added estimate relate to student characteristics. We find that teachers serving initially higher performing students have more precise value-added estimates and in most cases have higher year-to-year stability levels than teachers with lower performing students. We also decompose the variation in value-added estimates into components that reflect persistent and transitory variation in true teacher performance as well as variation caused by imprecision in the estimates. We find that teachers with lower performing students have less precision in their estimates and more transitory variation in value-added from year to year than other teachers. Our estimates imply that if teachers serving initially lower performing students had levels of precision and transitory variation in their value-added estimates equal to those serving higher performing students, the year-to-year stability in their estimates would actually exceed that of teachers with initially higher performing students.

The Accuracy of Aggregate Student Growth Percentiles as Indicators of Educator Performance

Mean or median student growth percentiles (MGPs) are a popular measure of educator performance, but they lack rigorous evaluation. This study investigates the error in MGP due to test score measurement error (ME). Using analytic derivations, we find that errors in the commonly used MGP are correlated with average prior latent achievement: Teachers with low prior achieving students have MGPs that underestimate true teacher performance and vice versa for teachers with high achieving students. We evaluate alternative MGP estimators, showing that aggregates of SGP that correct for ME only contain errors independent of prior achievement. The alternatives are thus more fair because they are not biased by prior mean achievement and have smaller overall variance and larger marginal reliability than the Standard MGP approach. In addition, the mean estimators always outperform their median counterparts.

Doświadczenie w narracjach nauczycieli – imperatyw w formowaniu tożsamości dojrzałej

Głównym założeniem moich badań dotyczących samodoskonalenia nauczycieli, na podstawie ich doświadczeń zawodowych oraz związanych z realizacją powołania, jest ukazanie złożoności i zarazem niejednoznaczności charakteru nauczyciela we współczesnym świecie. Wyzwaniem, jakie podejmuję, jest wypracowanie odpowiedniej metodologii, pozwalającej ująć i opisać wpływ życiowego doświadczenia na formowanie się dojrzałej tożsamości osobowej wśród nauczycieli. Prezentowana praca jest zalążkiem „wykuwania się” tych sposobów ujęcia szczególnego rodzaju doświadczeń, o których piszę; tak też jest w przypadku badania każdej szczególnej egzystencji w nadziei na wydobycie konkretnych treści. Okazuje się, że badane osoby: nauczycielka szkoły średniej, nauczyciel akademicki i nauczyciel duchowny są niezwykle oddane swojej misji służenia radą i pomocą, szczególnie zaś właściwym inspirowaniem swoim przykładem. Najważniejszym wnioskiem, jaki płynie z moich badań, jest stwierdzenie, że każdy prawdziwy nauczyciel jest przede wszystkim indywidualną jednostką ze swą osobistą historią i z doświadczeniami, których nie sposób generalizować.

URGENSI GURU SEJATI DI SEKOLAH DASAR

True teacher, the substance is a true example of a teacher, tireless , hard work, struggleand sacrifice for the success of his students. Teachers have a minimum three main tasks,namely: (1) professional duties, (2) human duty, and (3) civic duties. Furthermore, withregard to who the true teacher? There are five important things attached as a trueteacher, namely: (1) the teachers are second parents, (2) the teacher is a motivator, (3)the teacher is the adventurous, (4) teacher, liberator and fighters, and (5) teacher, personalprophetic spirit. To be able to be a true teacher, five elements must be attached,namely: (1) responsibility , not a privilege, (2) the sacrifice, not the facility, (3) Workhard , not relaxed; (4) Authority, not authoritarian, and (5) Modeling. True teacher isfully teachers in goodness, not tempted by the glitter of the world. If teachers are temptedby the glitter of the world, they will ruin their students and even society. Hope all thechildren of this nation remains a good teacher or professional teachers who meet thecompetency of personality, pedagogic, social, and professional as well as the Holy Prophet(Siddeeq, trustworthy, sermons, and fathonah). They Eventually bring success for theglory of Indonesian education.

Teacher quality differences between teacher preparation programs: How big? How reliable? Which programs are different?

Sixteen US states have begun to hold teacher preparation programs (TPPs) accountable for teacher quality, where quality is estimated by teacher value-added to student test scores. Yet it is not easy to identify TPPs whose teachers are substantially better or worse than average. True teacher quality differences between TPPs are small; estimated differences are not very reliable; and when many TPPs are compared, multiple comparisons increase the danger of misclassifying ordinary TPPs as good or bad. Using a large and diverse dataset from Texas, we evaluate statistical methods for estimating teacher quality differences between TPPs. The most convincing estimates come from a value-added model where confidence intervals are widened by the inclusion of teacher random effects (or teacher clustering in large TPPs) and further widened by the Bonferroni correction for multiple comparisons. Using these confidence intervals, it is rarely possible to tell which TPPs, if any, are better or worse than average. The potential benefits of TPP accountability may be too small to balance the risk that a proliferation of noisy TPP estimates will encourage arbitrary and ineffective policy actions.

El pensamiento educativo de Jorge Bergoglio a partir de sus mensajes sobre educación desde 1999 hasta 201

In this paper we present the educational thought of Jorge Bergoglio from his messages to educational communities between 1999 and 2013, when he was Archbishop of Buenos Aires. In these, he reflects a humanistic conception of education and an optimistic and encouraging vision which contrasts with the predominance of technology and competitiveness in the current educational context and with the demotivation and discouragement of many teachers, parents and educators. Bergoglio describes the educational context and its serious challenges, he defines the nature and purpose of education, outlines the essential features of a true teacher and he explains the role that schools should play in the current social and educational context.

Unleashing the Power of Consciousness and Mindfulness for Effective Teaching and Learning: A Special Reference to Management Education

An operational definition of consciousness is not easy. Consciousness is something we never completely understand. The word ‘consciousness’ derives from two words: the Latin verb scire, which means to know, and the Latin preposition cum, which means with. Thus, consciousness, etymologically means “to know with”. Consciousness is also the totality of impressions, thoughts, feelings and awareness which make up a person’s conscious being. It may be even said that only man has real existence in this world in so far as he alone possesses consciousness and self-awareness. Without fellow human beings, we should experience a sense of enormous emptiness. Every improvement we make in our private world improves the world at large for everyone. In a way we all float on the collective level of consciousness of mankind so that any increment we add comes back to us. What we do to serve, life automatically benefits all of us because we are all included in that loop of life. We are life. But the individual is like a cork in the vast sea of consciousness - he doesn’t know where he is, where he came from, or where he is going, and he doesn’t know why. Human beings wander around in their endless conundrums, asking the same question century after century, and, failing a quantum leap in consciousness (Hawkins David, 2012). Against this backdrop, suppose we start asking a question: What of a true teacher? A true teacher explains how to advance consciousness of his students. Is there any substantial gain by being conscious? Can there be a conscious teachership and learning? How can a conscious teacher contributes to the creation of a congenial environment for learning? An attempt will be made in this paper to understand the power of mindfulness for effective teaching and learning. Mindfulness is both a process (mindful practice) and an outcome (mindful awareness). It begins with the simple act of paying attention with care and respect (Barbezat and Bush, 2014). Mindfulness is a particular degree and strength of awareness. Mindful awareness allows us to observe our mental state without over identifying with them, creating an attitude of acceptance that can lead to greater curiosity and better self understanding. Awareness is the feeling of seeing everything as though it was for the first time and the last time and at the same time. Mindfulness is, indeed, a capability we can all cultivate. As management education teachers, can we teach mindfulness in the classrooms as a human activity? Can we guide and support our management students to become good independent reflective thinkers and doers through consciousness and mindfulness? As teachers, how can we unleash the power of consciousness and mindfulness for effective teaching and learning? A modest attempt will be made to answer these questions in this paper.

CIVILIZATION-REFERRED VECTORS OF THE CONTEMPORARY LEARNING

The paper considered the civilization-referred criteria of the contemporary learning paradigm in the framework of glob-ally spread information, with the examples of destructive trends in the course of the contemporary geopolitics and information release, and outlined the ways to overcome these, in particular, by setting the new goals for cognitive-and-information resource. The study emphasized the part taken by the learning strat-egies aligned with the scale of values, those preselecting the altitude for the being of a personal imperative of the human as a creature endowed with the moral for construc-tive and transforming creativity. An existential phenome-non of creative work effected by a true Teacher being an important part to it, a person spiritually mature and capable of drafting social actuality in his/her mind and propagating fundamental knowledge accumulated over the period past.

Disentangling Disadvantage: Can We Distinguish Good Teaching From Classroom Composition?

This article investigates the use of teacher value-added estimates to assess the distribution of effective teaching across students of varying socioeconomic disadvantage in the presence of classroom composition effects. We examine, via simulations, how accurately commonly used teacher value-added estimators recover the rank correlation between true and estimated teacher effects and a parameter representing the distribution of effective teaching. We consider various scenarios of teacher assignment, within-teacher variability in classroom composition, the importance of classroom composition effects, and the presence of student unobserved heterogeneity. No single model recovers without bias estimates of the distribution parameter in all the scenarios we consider. Models that rank teacher effectiveness most accurately do not necessarily recover distribution parameter estimates with less bias. Since true teacher sorting in real data is seldom known, we recommend that analysts incorporate contextual information into their decisions about model choice and we offer some guidance on how to do so.

Dr. Julie's edification challenge - how to engage the disengaged college students?

Teaching is a blissful experience and a healthy appetite for those who are fervent and feel euphoric about it. Teaching in fact teaches. Students by being inquisitive act as catalysts motivating the teachers to be forever ready with oodles of knowledge on wide-ranging topics. Complacency amounts to stagnancy and has absolutely no place in the world of teaching. What happens when a true teacher wishes to nurture and groom her students but feels hopelessly frustrated seeing un-willing and disinterested recipients? Is it because the deliverer fails to understand the audience requirements or it is because of the lackadaisical attitude cropping up among the student community at large? This paper presents a case study which highlights the challenges faced by Dr. Julie (name changed) in her professional role as a college Professor and invites both students and teachers to examine the associated dilemmas and address the issues related to the same.

SURVEI TENTANG KOMPETENSI GURU PENJASORKES DI SMP SE-KECAMATAN DUKUHSETI KABUPATEN PATI TAHUN 2013

The purpose of this study was to determine the competence of teachers penjasorkes in Junior High School - District of PATI Dukuhseti district in 2013. This study is a survey research, the sample used for this study using sampling techniques porposive. Of the 9 secondary school - District of Dukuhseti researchers chose three SMP ie SMP N 2 Dukuhseti, junior BOPKRI 3 Dukuhseti and Mts. Miftahul Falah. The data collection method used observation, questionnaires, documentation and interviews. To test the validity of using the product moment and relabilitasnya using the formula alpha test and data analysis techniques using data analysis techniques Diskriptif percentage. The results of this study showed that of the three sampled showed 34% excellent, 35% good, 22% and 9% less very less. Conclusion The results of this study are penjasorkes teachers competent enough, but there are some things that have not been controlled by the teacher so that the teacher penjasorkes penjasorkes must learn in order to be a true teacher - really competent.

Giants of orthopaedic surgery: Carlos E. Ottolenghi MD (1904-1984).

Giants of orthopaedic surgery: Carlos E. Ottolenghi MD (1904-1984).

Online Learning through Moving Ensemble Teachers — An Exact Solution of a Linear Model —

Since a model in which a student learns from two or more teachers who themselves are learning has a certain similarity with actual human society, the analysis of such a model is interesting. In this paper, a model composed of a true teacher, multiple moving ensemble teachers existing around the true teacher, and a student, which are all linear perceptions, is analyzed using the statistical–mechanical method in the framework of on-line learning. The dependences of the generalization performance on the ensemble teachers’ learning rate, the student’s learning rate, and the number of ensemble teachers are clarified. Furthermore, it is shown that the generalization error can be reduced to the lower bound in the case of moving ensemble teachers, while there are unattainable generalization errors in the case of stationary ensemble teachers. These results show that it is important for teachers to continue learning in order to educate students.

Leadership: The Teacher's Imperative

There has been a great deal of discussion in recent years focusing on the need for teachers to have leadership responsibilities and to participate in the decision-making processes within their respective schools. Unfortunately, these discussions are often filled with suggestions and recommendations that completely miss the point about teacher leadership. Leadership for teachers has little to do with titles and responsibilities, yet it has everything to do with their performance in the classroom. A true teacher leader is one who can create a classroom environment that fosters high achievement among the students. Teachers that can influence and gain the respect of their students are in essence bona fide leaders.