Sentences with phrase «identity of the student teachers»

To understand the relationship between professional identity of student teachers and anxiety, and to explore the moderating effect of campus pressure after controlling demographic variables.

According to the scholar's social model based on mental health study can be found, personal career choices will have an impact on people's mental health, therefore, the weak professional identity of the student teachers will also determine whether they will have a negative impact on mental health because they were about to become an educator, such as anxiety.

Not exact matches

But the key is not to chide ourselves for being human; it's to be aware when we do find ourselves wanting to enhance our egos through the identity of «yoga teacher» or through how many students show up to our classes.

With support from McDaniel College in Western Maryland, MCPS developed a series of 12 - week courses that discuss topics ranging from the myths and misconceptions around race in the U.S. to the influence of teacher perception on student identity and performance.

I currently hold a dual position as teacher of a course on emotional wellness, identity development, and cultural competence, responsiveness, and (Habits, Community, and Culture), as well as Dean of Students for both 9th and 12th grades.

Some believe that maintaining a Christian identity is done at the level of teachers and administrators, and they see their mission as enveloping Christian and non-Christian students alike.

A teacher needs not to label and separate students in different boxes of identities and abilities.

[They] are seen as complex sites in which instructors work simultaneously with prospective teachers on beliefs, teaching practices and creation of identities — their students» and their own.»

When teachers go through a design process and emerge on the other side with a designer identity, they have a greater degree of agency in blurring the line between teacher and student, and in supporting each other as they rethink what learning can be in the 21st century.

By identifying elements of curriculum that value the identity of their students, teachers increase student engagement and achievement.

Compound these examples of diversity with differences in prior achievement, confidence, identity, and aspirations, and you're left with what most teachers face every day: 30 students who need and want different things, and 42 minutes to make something special happen.

Central to this notion is the need to constantly question, re-imagine and implement approaches in order to see learning through students» eyes, position students as their own teachers, and recognise the power of language in our daily interactions in the learning lives of students that powerfully underpin their identity and agency.

Hawks: Unlike teachers and parents who have had some experience managing credit cards, bank loans, and their own medical records, students typically have not been exposed to the concept of data privacy and identity theft.

We propose the active participation of the school library media program toward the development of STEM identities among young people by having school librarians (1) provide advisory information on the science - infused books and programs that young people can read — the school librarian as the information specialist; (2) collaborate with STEM teachers and provide intellectual and physical access that further enrichs the STEM learning — the school librarian as the instructional partner; and (3) act as technology allies to help educators and students experiment with new media tools and online communities.»

While white students may have their identity and self - worth constantly reinforced by the media and their white teacher, they may, at the same time, harbor negative images of Black people through the media, literature, or in school.

NACA, in conjunction with community members, developed «essential values» to ensure the school embraces the future while sustaining the identities, culture, and traditions of students and teachers.

2008 Graduate Student Award Recipient Molly Lawrence, University of Georgia Preservice Teachers» Negotiation of Middle Grades Science Teaching Identity Abstract

This research shares how a group of students with non-binary gender identities spoke to teachers, counselors, principals, school personnel, peers, and family members about what they needed to feel safe, included, and legitimized at school.

TeachingWorks / AACTE Preparing Teachers for Practice Working Paper: Embedding the Complexities of Gender Identity through a Pedagogy of Refusal: Learning the Body as Literacy Alongside our Students

In the following global affairs and identity lesson plan for English teachers, history teachers and humanities teachers, students will examine the impact of Indian residential schools run by the...

Family Engagement University, a program of Metro Nashville Public Schools» Department of Family and Community Partnerships, and Building Bridges, a program of Oasis Center, worked to elevate the need for policies that advance teacher quality through trainings and preparation around diversity, identity, privilege, and equity for all students.

Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity.

This allowed her to experiment with building her own teacher identity — finding ways to relate to students, while also learning to teach content — without the fear of failure.

Once they are aware of their own cultural identity, preservice teachers are better able to recognize how culture operates within their classrooms, empathize with students from different cultural backgrounds, and take steps to adapt their teaching accordingly (Leeman & Ledoux, 2003; Zeichner et al., 1998).

Many classrooms have created spaces where teachers have shown they value students» lives and identities in a variety of ways.

Finally, teachers need to be armed with new approaches to curriculum that meet standards and connect with student identities — a critical aspect of validating student voice.

And while a new report by Scholastic on principals and teachers» views on education equity describes that overwhelmingly, educators agree that equity in education for all children should be a national priority, it is also evident that such leadership requires clarity around the nuances of what it means to provide students a well - rounded education — regardless of race, national origin, immigration status, gender identity, disability, or religion.

Attitudes belong to all layers of a person's identity, whether it is their role in schools as a student, teacher, paraprofessional, janitor, school board member, or bus driver; as a member of a racial or ethnic group; whether a person is an English Language Learner, is fluent in multiple languages, or is a non-English speaker; and whether a person identifies as poor, working class, low - income, middle income or high income.

Too many teachers think that ignoring the racial identity and social class backgrounds of their students is the best way to show that they are concerned about all of their students equally.

Results can be displayed live in the classroom to facilitate discussion (with student identity kept anonymous)-- a «nifty way of using formative assessment to further students» learning» — while teachers can access detailed classroom and student data on their own devices.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

Embracing the Identity of Teacher Writer by Dave Premont explains why students benefit from having teachers who write.

Role - playing and frank discussions with ethnically and socially diverse peers may all enhance teachers» understanding of students who have identities that are different from their own.

The central task of teacher induction as outlined by Feiman - Nemser (2001) involves gaining local knowledge of students, curriculum, and context; designing responsive curriculum and instruction; enacting a beginning repertoire in purposeful ways; creating a classroom learning community; developing a professional identity; and learning in and from practice (pp. 1028 - 1030).

Through encouraging the development of more in - depth relationships between preservice teachers and host students in mentoring relationships, the hope was that the complexities of social group identities and life circumstance that at first might seem unrelated to schooling might more easily come to the surface.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Her background as a visual arts teacher informs her research on how students learn in and through the arts, art making and the development of voice and identity, and issues of access and equity in arts education.

Current preservice teachers may be collectively referred to as «digital natives» (Prensky, 2001), yet universities that provide teacher education programs must consider the extent to which this facility with information and communication technologies (ICTs) can be embedded into the emerging pedagogical practices of these students as they develop their identities as teachers.

We propose the active participation of the school library media program toward the development of STEM identities among young people by having school librarians (1) provide advisory information on the science - infused books and programs that young people can read — the school librarian as the information specialist; (2) collaborate with STEM teachers and provide intellectual and physical access that further enrichs the STEM learning — the school librarian as the instructional partner; and (3) act as technology allies to help educators and students experiment with new media tools and online communities.»

A portrait of Fujiwara's secondary school art teacher, Joanne Salley, who was fired after students found and circulated photographs of her topless, the film showcases Salley's diverse roles and identities, albeit through clichéd shots of her modeling and working out, as well as through teary scenes in which she discusses her difficult childhood and the loss of her teaching job.

A Place for Conversation was created in partnership with Newport Primary School to make a space for parents, teachers and students to reflect on where they feel they belong in terms of culture, identity, heritage and home.

Therefore, research and analysis of the relationship between professional identity and anxiety and to explore the effect of campus pressure on its moderating role, which will help to understand the influence of the professional identity status of student teachers on their anxiety, and will put forward concrete countermeasures for the effective training and intervention of student teachers.

More importantly, the campus pressure on the student teachers of professional identity and the relationship between anxieties has a moderating role.

Student teachers» professional identity can negatively predict the degree of anxiety of student teachers, and the pressure of campus plays a moderating role in the relationship between professional identity and anxiety in student teachers, and has a reduced effect on the influence between professional identity and aStudent teachers» professional identity can negatively predict the degree of anxiety of student teachers, and the pressure of campus plays a moderating role in the relationship between professional identity and anxiety in student teachers, and has a reduced effect on the influence between professional identity and astudent teachers, and the pressure of campus plays a moderating role in the relationship between professional identity and anxiety in student teachers, and has a reduced effect on the influence between professional identity and astudent teachers, and has a reduced effect on the influence between professional identity and anxiety.

In this study, the interaction between individual and the environment is discussed, and the condition of professional identity to anxiety is given to the student teachers.

Through the use of dimensions of students» mathematics identity development and teachers» socialization practices as analytic frames, we present an analysis of aspects of the two teachers» perspectives on teaching mathematics and classroom practices and discuss considerations when approaching conducting research on interactions between African American mathematics teachers and their African American students.

In fact, high school is often a time when students experience greater separation — from their family as they take more cues from their peers, from their school community as they go from teacher to teacher without a consistent «homeroom» during the day, and as they further define their sense of identity, how they are like others and also, how they are different.

NACA, in conjunction with community members, developed «essential values» to ensure the school embraces the future while sustaining the identities, culture, and traditions of students and teachers.