The Role of Instructional Program Coherence in Beginning Elementary Teachers' Induction Experiences

2011 ◽  
Vol 111 (3) ◽  
pp. 455-476 ◽  
Author(s):  
Peter Youngs ◽  
Richard T. Holdgreve-Resendez ◽  
Hong Qian
Keyword(s):  
Elementary Teachers ◽  
Instructional Program ◽  
Instructional Program Coherence

Education about Narcotics and Dangerous Drugs—A Challenge to Our Schools

1971 ◽  
Vol 1 (2) ◽  
pp. 177-185 ◽  
Author(s):  
Seymour Eiseman
Keyword(s):  
Decision Making ◽  
Drug Abuse ◽  
Health Education ◽  
Education Program ◽  
Instructional Program ◽  
The Other ◽  
Drug Education ◽  
Curriculum Framework ◽  
Dynamic Programs

The author describes the most serious problem of drug abuse in the nation's schools. He attempts to describe the role of the school and its responsibility as a preventive agent or deterrent to youthful drug abuse. The epidemic proportions of drug abuse in our schools could be effectively diminished with the necessary ingredients for successful results. These ingredients should include such items as thought, inquiry, analysis, evaluation and decision-making. The writer further describes how health education classes with realistic and dynamic programs of instruction can also serve as effective deterrents to youthful drug abuse. He further describes a method in which the other disciplines that make up the instructional program of a school can reinforce the health and drug education program, thus building up a total educational thrust within the existing curriculum framework.

scholarly journals Role of Elementary Teachers in Providing Guidance and Counseling Services at Muhammadiyah 8 Elementary School in Malang City

2019 ◽  
Vol 2 (2) ◽  
pp. 207
Author(s):  
Dian Ika Kusumaningtyas ◽  
Maharani Putri Kumalasani ◽  
Tyas Deviana
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Counseling Services ◽  
Guidance And Counseling

Peran guru professional selain menjadi pengajar guru juga berperan sebagai pendidik atau pembimbing. Bimbingan yang diberikan sebaiknya dituangkan dalam layanan bimbingan dan konseling yang mewadahi peran guru sebagai pembimbing. Guru penting memiliki wawasan dan pengetahuan terkait bimbingan dan konseling. Sehingga dibutuhkan pendampingan terkait layanan bimbingan dan konseling, Metode yang digunakan dalam pengabdian ini ialah Workshop Peran Guru SD sebagai Konselor, pendampingan analisis permasalahan dan penyusunan program Bimbingan dan Konseling, Implementasi penyusunan program Bimbingan dan Konseling, Refleksi dan tindak lanjut. Hasil dari pengabdian ini menghasilkan sebuah rancangan program bimbingan dan konseling yang telah dibuat oleh setiap guru kelas berdasarkan analisis deskripsi kondisi pembelajaran dan kondisi sekolah. Program bimbingan dan konseling yang telah disusun diantaranya ialah layanan orientasi, layanan informasi, layanan penempatan, layanan pembelajaran, layanan konseling perorangan, dan layanan bimbingan kelompok.

scholarly journals Reflexões sobre o papel da escrita como ferramenta diagnóstica e reintegrativa de sujeitos com problemas cognitivos e a formação linguística dos profissionais da área: para uma legítima inclusão

2014 ◽  
Vol 7 (2) ◽  
pp. 174-180
Author(s):  
Margareth de Souza Freitas Thomopoulos
Keyword(s):  
Differential Diagnosis ◽  
Teacher Training ◽  
Elementary Teachers ◽  
Social Inclusion ◽  
Speech Therapy ◽  
Written Language ◽  
Language Training ◽  
Reciprocal Influences ◽  
Cognitive Problems

RESUMO: Nesta reflexão, discute-se o papel da escrita no diagnóstico diferencial de afasias motoras e apraxias, bem como o seu uso como recurso de preservação/resgate da subjetividade de indivíduos com comprometimentos cognitivos diversos. Apresentam-se também as influências recíprocas entre oralidade e escrita em quadros de problemas fonoarticulatórios e problematiza-se a formação de professores de Ensino Fundamental e dos profissionais que atuam nas esferas da Fonoaudiologia e da Psicopedagogia, com vistas a promover uma legítima “inclusão” social dos sujeitos com problemas cognitivos. .PALAVRAS-CHAVE: inclusão social; formação de professores; língua escrita; formação linguística; problemas fonoarticulatórios.  ABSTRACT:In this reflection, the role of writing in differential diagnosis of motor aphasias and oral apraxic disorders is discussed, as well as its use as a resource for preserving/rescuing the subjectivity of individuals with other cognitive problems. This study also showed reciprocal influences of orality and writing on cases of children with phonoarticulatory problems. Finally, the formation of elementary teachers and professionals working in the spheres of speech therapy and psycho-pedagogy is problematized in order to promote a legitimate social "inclusion" of subjects with cognitive problems.KEYWORDS: social inclusion; teacher training; written language; language training; phonoarticulatory problems.

scholarly journals PERSONAL BIOLOGY TEACHING EFFICACY BELIEFS AND BIOLOGY TEACHING OUTCOME EXPECTANCY OF IN-SERVICE ELEMENTARY TEACHERS

2020 ◽  
Vol 7 (10) ◽  
Author(s):  
Eirini Tzovla ◽  
Katerina Kedraka
Keyword(s):  
Elementary Teachers ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Outcome Expectancy ◽  
Future Research ◽  
Biology Teaching ◽  
Data Collection Instrument ◽  
Biological Concepts

<p>The role of the teacher is of great importance in learning and his beliefs affect effectiveness of teaching in every cognitive object. This paper deals with the personal self-efficacy beliefs and the outcome expectancy of in-service teachers teaching biological concepts in Primary School. The study was conducted with 509 in-service elementary teachers and the bio-STEBI-A, which is an adaptation of STEBI-A, was used as the data collection instrument. The results of our survey indicated that in-service elementary teachers scored moderate self-efficacy and their personal self-efficacy beliefs were found to be greater than their outcome expectancy. Recommendations are made for future research.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>

scholarly journals Teacher collaboration and instructional program coherence across the transition to high school

2021 ◽  
Author(s):  
◽  
Kyle Thompson
Keyword(s):  
High Schools ◽  
Teacher Collaboration ◽  
Response Rate ◽  
Instructional Program ◽  
Descriptive Statistics ◽  
Transition To High School ◽  
Algebra 1 ◽  
Public Data ◽  
Instructional Program Coherence ◽  
Curriculum Instruction

This study explores to what extent principals perceive instructional program coherence (IPC) and vertical collaboration occur in high schools and their mid-level feeder schools. It also measures IPC and its five components' association with different measures of student achievement. The study took place in the state of Missouri, and 312 principals of high schools with separate feeder middle schools were invited to participate. Electronic and paper surveys as well as public data were collected and analyzed using descriptive statistics, bivariate correlations, and linear regression. The findings show that principals perceive their school's IPC to be fairly strong, but their vertical collaboration needs improvement. The findings also indicate that only particular IPC components such as curriculum, instruction positively influenced graduation rates, academic climate positively influenced the EOC Algebra 1 scores, and vertical collaboration positively associated with higher average freshman GPA's. A major limitation to this study was the low response rate.

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