Viewpoint Of Teachers Research Articles

INTERNATIONAL SCHOOL LEADERSHIP IN MALAYSIA: EXPLORING TEACHERS’ PERSPECTIVES ON LEADING IN A CULTURALLY DIVERSE ENVIRONMENT

International schools present a promising setting in the exploration of leadership in culturally diverse organisations.  Due to heightened global interconnectivity, the increasing number of international schools in the Asia Pacific region leads to the evergrowing formation of multicultural learning environments.  Aside from being one of the countries with the largest number of international school students in Southeast Asia, Malaysia offers a socio-culturally distinct venue for understanding the organisational dynamics of international schools in a heterogeneous society.  Hence, this study primarily aims to present the perspectives of international school teachers on the practices and programmes employed by school leaders with respect to cultural diversity.   Taking the viewpoints of school teachers, this case study focuses on how school leaders perform in the midst of the culturally diverse environment of an international school in Malaysia.  Thirteen teachers from a prominent international school in Kuala Lumpur were purposefully selected to participate in semi-structured interview sessions.  To substantiate the responses from the interviews, five teachers from the same school participated in a focus group discussion.  The data from the individual interviews and focus group discussion were triangulated with observation field notes and document analysis.  The collated data were thematically analysed using Atlas.ti.  The emerging themes revolve around the following:  leadership practices with respect to cultural diversity; programmes and policies promoting cultural awareness; and, leadership effects on the school community.  Having students and teachers coming from different socio-cultural backgrounds, international schools pose both opportunities and challenges for leadership.  Guided by the findings of this study, international school leaders and teachers may design their curriculum and initiate new co-curricular or organisational programmes promoting cultural diversity to benefit students and teachers.  More than identifying leadership practices and institutionalised programmes in managing cultural differences, this study calls for further introspection and action to harness the potentials of leadership in promoting harmony in diversity for societal development.&nbsp

Advocacy Duty of School Psychological Counselors from the Viewpoint of School Principals and Teachers

The purpose of this study is to determine thoughts of school principals and teachers about advocacy duty of school psychological counselors. In the study, phenomenological design, one of the qualitative research methods, was used. By using criterion sampling method, 12 secondary school principals and 12 branch teachers at secondary level; 24 participants contributed to the study. The data which was collected through interview method was analyzed with descriptive analysis method. All of the school principals and some of the teachers described their school as a fair environment. Teachers stated that students complain that they confront with unjust treatments. The participants, particularly school principals, stated that advocacy should be made with the cooperation of guidance service and classroom guidance teacher. Teachers stated that rights of the student must be defended by administrator and classroom teacher, student must defend himself/herself or student should be defended by school psychological counselor. The large part of directors stated that school psychological counselor should fulfill advocacy duty whereas others implied that advocacy of school psychological counselor could harm their neutrality. Almost all of the teachers stated that they support advocacy of school psychological counselors and they emphasized that their advocacy should be limited to school environment.

Improving communication for learning with students: expectations, feedback and feedforward.

This article was migrated. The article was marked as recommended. The aim of this paper is to draw together numerous strands from within the literature and our own practice to provide advice for improving communication about learning with students in undergraduate medical education. There is an assumption within higher education that assessment drives learning and, as such, assessment forms the focal points for communication between teachers and students. However, a broader approach is required to avoid misunderstandings and maximise the successful engagement with learning of everyone involved. It is important to plan a clear communication strategy that incorporates and enables identification with the unique values of the particular school. Where communication about learning is overtly discussed there are three main areas to consider: (1) management of expectations (sometimes referred to as feed up or feed in) that needs to include not only the use of authentic formative assessments, but also the viewpoints of both teachers and students. (2) Feedback and (3) Feedforward, both need to be considered from the perspectives of student and teacher. All communication needs to be inclusive, it's structures must provide scaffolding for respectful exchanges of information, and this will have clear practical consequences for the activities within the school.

An evaluation of the developed physical education curriculum from the viewpoint of teachers at the governorate of Irbid, Jordan

An evaluation of the developed physical education curriculum from the viewpoint of teachers at the governorate of Irbid, Jordan

The Role Practiced by Female Principals in Dealing with Student Behaviors as Perceived by Female Teachers within Irbid First Educational Directorate

The role practiced by school principals is multifaceted. As an educational leader, the school principal has an influential power and ethical authority enable him/her to manage the values, organizational culture and the prevailing practices in school. The purpose of the current study is to identify the role practiced by school principals in dealing with student behaviors from viewpoint of teachers at schools attended by female students within Irbid First Educational Directorate. The present study attempts to answer the following questions: What is the degree of female teacher's estimates of the role practiced by female principals in dealing with female student behaviors? Does the degree of female teacher's estimates of the role practiced by female principals in dealing with female student behaviors vary by the academic qualification, experience years and school level? Population consisted of all female teachers (n=4095) at the public schools within Irbid Educational Directorate during the academic year (2017/2018), out of which selected a sample of (390) female teachers. The results that indicated high estimation by respondents to items can be accounted by the fact that such items describe routine practices of school principals such as monitoring student absence and instill Islamic beliefs in students and the like. However, the items that describe nontraditional practices like researching about behavioral problems looking for specialized information were estimated at a moderate or low degree. This could be due that school principal preparation programs implemented pre and in-service are concerned with technical aspects in teaching rather than providing them knowledge and experience about student problematic behaviors which they can employ in classroom situations.

A study of methods for promotion of Olympic and Paralympic Education in Japan:

The purpose of this study was to clarify methods for promotion of Olympic and Paralympic Education (OPE) from the viewpoint of teacher who was in charge of OPE that invited athletes as guest lecturer to school. 2 categories of difficulty in implementing OPE were recognized: “Trouble with administrative procedures” and “Preparation for good practice”. The effect of OPE was divided into 5 categories: “Improvement of interest”, “Improvement of moral values”, “Impact on life-style”, “Acquisition of knowledge” and “Acquisition of skills”. With regard to problems related to continuous implementation of OPE, 5 categories were recognized: “Preparation for effective practice”, “Early planning”, “Budgeting”, “Establishment of teacher in charge” and “Removing the teacher’s sense of resistance”. To address these actual issues, it was suggested that formulation of a system for cooperation between faculty members and lecturers, and for developing effective teaching methods would be useful. However, as this research was based on a survey conducted on teacher who practiced OPE. It will be necessary to expand the survey to students who have received OPE, and to education committees that can connect teachers in charge of OPE and lecturers with Olympic and Paralympic athletes who have acted as lecturers. From these perspectives, it will be necessary to consider how OPE can be promoted.

The relationship between psychological Suzhi and social anxiety among Chinese adolescents: the mediating role of self-esteem and sense of security

BackgroundHigh incidence and morbidity rates are found among adolescents with social anxiety disorder, a severe and harmful form of social phobia. Extensive research has been conducted to uncover the underlying psychological factors associated with the development and continuation of this disorder. Previous research has focused on single individual difference variables such as personality, cognition, or emotion; thus, the effect of an individual’s full psychological profile on social anxiety has rarely been studied. Psychological suzhi is a comprehensive psychological quality that has been promoted in Chinese quality-oriented education. This research aimed to explore how psychological suzhi affects Chinese adolescents’ social anxiety.MethodsA cross-sectional survey study was carried out among 1459 middle school students (683 boys and 776 girls) from various middle schools in seven provinces of China. Psychological suzhi, self-esteem, sense of security, and social anxiety were measured via four self-reported questionnaires: the Brief Psychological Suzhi Questionnaire for middle school students, the Chinese version of the Rosenberg Self-Esteem Scale, the Security Questionnaire, and the Social Avoidance and Distress Scale.ResultsAnalyses showed that psychological suzhi is positively related to self-esteem and sense of security, and it is negatively correlated with social anxiety. The results also revealed that self-esteem partially mediates the relationship between adolescents’ psychological suzhi and social anxiety, with self-esteem and sense of security serving as chain mediators in the relationship between psychological suzhi and social anxiety.ConclusionsResults highlight that psychological suzhi is a protective factor against social anxiety. It can directly protect adolescents from social anxiety, and it also can protect them through affecting their self-esteem and sense of security. These results are discussed from the viewpoints of school leaders, psychology teachers, and school counsellors, who provide support to students to improve their social functioning within the school context. The findings of this study may provide new perspectives regarding the prevention and treatment of social anxiety.

Evaluation of the Rate of Data Transfer, Learning, and Ease of Access to Data via Data Visualization in Virtual Medical Courses from the Viewpoint of Teachers and Students in Shahid Beheshti University of Medical Sciences

Evaluation of the Rate of Data Transfer, Learning, and Ease of Access to Data via Data Visualization in Virtual Medical Courses from the Viewpoint of Teachers and Students in Shahid Beheshti University of Medical Sciences

Tradition phenomenon among middle school students from the viewpoint of teachers : Causes and treatments

: -The problem can be formulated the following question 
 What are the causes of the phenomenon of tradition among middle school students? What are the processing methods from the standpoint of teachers?.
 And it can be summed up the importance of current research following points
 The increasing prevalence of tradition among the middle school students phenomenon-
 -The importance of attention to the students of the middle stage, and to identify the causes of the phenomenon of tradition among students.
 -The importance of methods of treatment of the tradition from the perspective of the phenomenon of teachers, so as to find out the processors in multiple areas
 Current search targeted the following::
 and techniques and educational programs contribute to the reduction of the negative and mimicry among young people
 -In light of the search results, the researcher suggested some of the conclusions and recommendations and proposals related variables search..

THE DEGREE OF AVAILABILITY OF SOME COMPETENCIES BY THE TEACHERS OF THE HEARING DISABILITIES IN PRIMARY SCHOOL

The research aims to understand the provision of competencies of teachers of hearing disabilities and its availability with them from their point of view, therefore a descriptive approach with a survey manner was used on a sample of 25 teachers in some deaf schoolboys in the country of Algeria. However, re-search form of several studies and previous research containing 6 competencies (personal competencies, teaching competencies, cognitive competencies, competencies dealing with hearing impaired children, social competencies and professional awareness competencies) were excerpted and some of the statisti-cal methods were used to treat the raw results and from the results we obtained: Existence of a large degree provision of the competencies which was contained in the questionnaire from the viewpoint of teachers of hearing disabilities. And there are no significant di˙erences in the degree of provision of the competencies which were included in the questionnaire to the teachers of hearing disabilities in primary school according to variable Academic level and experience.

The difficulty of teaching and taught "Geomorphology " from the viewpoint of Teachersand student of geography departments in the college of education.

The current research aims to know The difficulties of difficulty of teaching and taught "Geomorbhoiogy" from the viewpoint of Teachers and Students of geography departments in the college of education It has Suggested The Solutions.
 Asample of (18) constractor and (120) male and female Students had been choosen after Thatgiven questionnaire to the constrator that includees 6 fields and 66 items (education aims , mothods of teaching , lab ,educational means ,evaluation examinations ,students, and book).The second questionnaire has been distributed on asample students including 5 field and 61 items which are (teacher,Teaching methods,Lab,education mean,evaluation , and Book field).After applying The questionnaire and data processing statistically difficulties has been arranged in curve line and it has submitted solution to solving it .

Evaluation of Candidate Teacher Training Process from the Viewpoint of Mentor Teachers

Teacher education has been one of the most debated topics in history of Turkish education. At the beginning of the teacher's career, the Turkish Ministry of National Education (MONE) implemented the Candidate Teacher Training Program in 2016, so the teachers accepted to the profession were qualified as “candidate teachers” and they were subjected to the training process. The aim of this research is to examine the opinions of the mentor teachers regarding the Candidate Teacher Training Program implemented by the Turkish MONE for the training of candidate teachers. This research, which is a qualitative case study, was conducted with the participation of 36 teachers who are mentors to candidate teachers within the Candidate Teacher Training Program in the schools, which were affiliated to MONE in Kastamonu province center and its districts. The data of the study were collected by means of a semi-structured interview form. The data obtained in the research were analyzed with descriptive analysis and content analysis approaches. Mentor teachers thought that the Candidate Teacher Training Program is beneficial because the program provided the candidate teachers with the opportunities to identify students, acquire educational-instructional competence, acquire managerial knowledge, and identify the school and the social environment. However mentor teachers stated that they have experienced some problems related to the process such as filling in forms, some problems resulting from the candidate teacher, and time inadequacy.

Examining the use of e‐assessment in higher education: teachers and students’ viewpoints

AbstractThe combination of teaching and information technologies is at the origin of a more embracing, flexible and accessible approach to learning. Assessment is considered an integral part of the learning process, but it has always been considered challenging for teachers. Through the adoption of information technologies, it is possible to create new opportunities to improve assessment. Despite its numerous advantages, e‐assessment remains a topic of much discussion for many, due to doubts that arise about its efficiency and effectiveness. In order to understand this issue, this study aims to explore e‐assessment in higher education, from the viewpoint of teachers and students. Four online surveys were distributed among teachers and students in Portugal and other countries. While the results show that Portugal is slightly behind in terms of adoption, there is a strong awareness of the importance of e‐assessment. Internationally, e‐assessment has higher adoption rates, and both teachers and students believe that this method of assessment is advantageous.

Obstacles Of Learning Creative Thinking Skills Of Elementary Stage At Benghazi City

The Study Aims At Revealing The Main Obstacles Of learning Creative Thinking Skills Of Elementary Stage Student At Benghazi School City From The Viewpoint Basic Stage Teachers.The Achieve This Goal, The Study Adopted The Descriptive, And Analytical Mothed And Used equation are as a means to collect the necessary data . This qutionaire included (33) items .The sample of study has ( 322 ) teachers . The study reached the following results :The most prominent obstacle of learning creative thinking skills from the viewpoint of teachers is related to: the nature of curriculums which are interested in the learning side and neglect the creative side, the traditional methods of teaching adopted by teachers. Also occupied the area of ​​ obstacle of developing creative thinking skills related to school environment according to the first order responses of a sample of teachers. One of the main recommendations made by the researcher in the light of the results of the study: diversify the teaching methods used in the educational process, work on the preparation of training programs on the development of creativity, innovation, and scientific thinking to the teacher.

The Reasons of Weakness of Holy Quran Recitation in the Basic Stage from the Viewpoint of Teachers in Al-Mafraq Governorate

The Reasons of Weakness of Holy Quran Recitation in the Basic Stage from the Viewpoint of Teachers in Al-Mafraq Governorate

Evaluation of Teaching Practicum at the College of Educational Sciences from the Viewpoints of Student Teachers at Al-Hussein Bin Talal University (AHU)

The purpose of this study was to evaluate the teaching practicum at the college of educational science at Al-Hussein Bin Talal University (AHU) from student teachers’ viewpoints. Descriptive survey research design was followed, in which 35 student teachers completed a questionnaire. The participants were student teachers who were enrolled in the practicum in the first semester of the 2016/2017 academic year. All the students were majoring in class teacher education. The questionnaire instrument consisted of 40 items that were grouped in four scales that include the roles of practicum supervisor, the roles of cooperating teacher, the roles of cooperating principal, and professional competencies. The results showed that the participants were satisfied with the practicum course. The results showed that the means of the participants’ responses to the questionnaire’s four scales, in descending order, were as the following: professional competencies (M = 4.56, SD=0.43), the roles of practicum supervisor (M = 4.55, SD=.67), the roles of cooperating principal (M = 4.36, SD=.56), and the roles of cooperating teacher (M = 4.28, SD=.62). Based on the findings, it was recommended that the practicum supervisors should provide the practicum students and cooperating teachers and principals with practicum guidebook that shows the responsibilities of each party in the teaching practicum. In addition, cooperating teachers and principals should make sure that the students know about the cooperating school’s system and regulations. Furthermore, the cooperating principal should be aware of the needs of practicum students through holding weekly meeting with them to identify the problems that might face these students during their practicum and to find the appropriate solutions to these problems.

特別支援学校に通う子どもの保護者と教員がとらえた看護学生のボランティア活動の現状・ニーズ・課題

特別支援学校に通う子どもの保護者と教員がとらえた看護学生のボランティア活動の現状・ニーズ・課題

أثر استخدام التقنية على أساليب التدريس الحديثة

يهدف البحث التعرف إلى أثر استخدام التقنية على أساليب التدريس الحديثة من وجهة نظر المعلمين والمعلمات في المملکة العربية السعودية ، وتمثلت أداة الدراسة في الاستبانة ، تم تطبيقها على عينة عشوائية تکونت من (215) فردا ممن ينتمون لمجتمع الدراسة ، کما واستخدم المنهج الوصفي التحليلي لملائمته لموضوع الدراسة ، وخلصت الدراسة إلى عدة نتائج أهمها أن استخدام التقنية يؤثر على أساليب التدريس الحديثة بدرجة کبيرة ، کما أنه لا توجد فروق في وجهات نظر أفراد عينة الدراسة حول أثر استخدام التقنية على أساليب التدريس الحديثة تبعا لمتغير الجنس وسنوات الخبرة ، بينما کان هناک فروق في المؤهل العلمي لصالح حملة الماجستير، وفروق في الخبرة بأساليب التدريس الحديثة لصالح من لديهم خبرة بها ، وفروق في حضور دورات تدريبية بأساليب التدريس الحديثة لصالح الحاضرين للدورات التدريبية. وفي ضوء نتائج الدراسة فإن الباحثة توصي بضرورة تطوير أدوات التعليم وأساليبه انسجاما مع متطلبات التقنيات الحديثة ، وتثقيف المعلمين بضرورة تدريب الطلبة على استخدام الوسائل التقنية في التعلم والاتصال والتواصل لا سيما الحاسوب التعليمي والبريد الالکتروني وشبکة الانترنت وغيرها من التقنيات الحديثة وخاصة إذا کانت متوفرة في البيئة التعليمية التي يدرسون فيها. The study aimed to identify the effect of using technology on modern teaching methods from the viewpoint of male teachers and female teachers in Kingdom of Saudi Arabia. The study tool was represented in the questionnaire and was applied to a random sample consisting of (215) individuals belonging to the study population. The female researcher used analytical descriptive approach owing to is appropriateness to the subject of study. The study concluded to several important findings on top of which the use of technology affects modern teaching methods to a great extent. There are no differences in the views of the study sample members on the effect of using technology on modern teaching methods according to gender variable and years of experience. There were differences in the academic qualification for holders of Masters degree, and differences in experience in modern teaching methods for those with experience, and differences in the attendance of training courses on modern teaching methods for the benefit of those attending the training courses. In light of the findings of the study, the female researcher recommends the need to develop teaching tools and methods in line with the requirements of modern technologies, and educate teachers on the need to train students on the use of technical means in learning and communication, especially educational computer, e-mail and the Internet and other modern technologies, especially if available in the educational environment Where they study.

Debriefing as an opportunity to develop emotional competence in health profession students: faculty, be prepared!

AIMS: In this article, we want to share our perspective on how simulation sessions could contribute to change reality, building a safe environment in which facilitators can role-modeling students to develop emotional competence. Noteworthy, acknowledging and legitimating emotions are also essential components of creating a safe environment for students. We also intend to stress how faculty development programs are essential to guarantee that facilitators will be prepared to accomplish this new learning goal, and how different cultural contexts can influence the process.METHODS: In this narrative review, we will focus on the importance of emotions. Emotions in the context of learning but also learners’ emotions from the viewpoint of teachers, and teachers’ emotions in the context of faculty development.RESULTS: Simulation in medical education is becoming increasingly important. Advances in technology give many opportunities to simulate almost anything you want, with high fidelity and enhanced reality. It creates the possibility of bringing the complexity of real clinical tasks to a controlled simulated environment. While performing these complex simulated tasks, students experience several and sometimes distinct emotions: the emotions of patients and their families, the emotions of the multi-professional team members, and their own emotions, as learners and as future health professionals. Unfortunately, the formal curricula of the majority of medical schools do not address the importance of emotional competence specifically, and students end with the general impression that emotions are mainly negative, and must be avoided and kept at a safe distance. However, there are plenty of data showing how emotions can influence learning and decision-making, and how important it is to create awareness of and modulate them to guarantee the safeguard of patients’ interests.CONCLUSIONS: Emotions directly affect several dimensions of clinical work, such as communication, decision-making, teamwork, and leadership. We hope that including dealing with emotions as a natural goal of the learning activities in the health professions can catalyze the reconciliation between the technical and emotional aspects of clinical practice.

Fostering Students’ Creativity Through Innovative Learning Tools

For the last two decades, creativity continued to occupy a prominent position in public as well as academic discourses in many parts of the world. As creativity depends on knowledge, curiosity, imagination, and evaluation, so focusing on these four pillars in education will increase its development. Fostering students’ creativity and innovation capabilities has always been at the heart of universities’ endeavor and engagement. The aim of this study is to illustrate the links between innovating learning tools and students’ creativity. Media-reinforced cooperative studying domains may assist foster creative and critical thinking in net-generation business students; there are obstacles to the acceptation of these instruments both from the viewpoint of teachers and students. Regardless of these rejections, most students liked the non-linear, multi-media feature of the innovative learning domain and wanted more such actions to be advanced hereafter.