Abstract In this paper, the writer notes that as a profession that directly involves working with people, teaching is a very arbitrary profession. What constitutes "good" teaching is considered even more arbitrary, as the writer points out that definitions of good vary from person to person. Furthermore, the writer discusses that perceptions of teaching vary from student to student, each of whom has his or her own ideals and expectations regarding goodteachers. A goodteacher, in the writer's view, should connect with his or her students in a personal and targeted way. Most importantly, the teacher has a responsibility to make the teaching experience enjoyable for students. The writer concludes that students tend to be more responsive to a learning experience that is associated with enjoyment than one associated with pain or worse, boredom.
From the Paper "Aesthetic enjoyment can also be used to bring about the integrated sense of humanity that has become so important in the more tolerant 21st century. Multicultural classrooms can for example learn to appreciate the aesthetics of the art from a variety of cultures. In the scientific classroom, children can learn to appreciate the visual beauty created by combining certain formulae. Nature, as Haynes also states, can also be appreciated in an aesthetic sense for its beauty and uncorrupted wildness."
"While aesthetic appreciation is conventionally associated with the visual and the other physical sense perceptions, it can also relate to other forms of enjoyment, such as the imaginative appreciation of literature. Students can learn to expand their imagination via not only an appreciation of work written by others, but also by creating literature of their own. This can again be combined with pragmatism and functionalism in terms of learning language and grammatical structures and usage."
Abstract Reviews literature on strategies for recruiting and retaining goodteachers. Need to reduce treacher attrition and meet the growing demand for more qualified teachers. Causes of teacher attrition; financial and educational costs. Problem of unqualified teachers. Discusses existing programs to retain teachers and their effectiveness. Teacher mentoring relationships and mentor programs.
From the Paper "TEACHER RECRUITMENT AND RETENTION: A REVIEW OF THE LITERATURE
Introduction
In the next ten years, it is expected that American schools will be short almost 2.5 million teachers (NEA,2001), a statistic that highlights the importance of programs aimed at teacher recruitment and teacher retention. A good deal of the shortfall in American teachers is said to be due to teachers leaving the profession at alarming rates; for example, the National Education Association (2001) reports that about 20 percent of all newly hired teachers leave the profession within three years and about six percent of teachers overall leave the profession yearly.
In terms of the causes of teacher attrition, Ingersoll (1998) states that the single greatest causative factor is ..."
Abstract In this article the writer offers an evaluation of television evangelist pastor John Hagee. The writer discusses the qualities that make a good pastor. The writer also evaluates whether Hagee is a good pastor. In this paper, Hagee's performance is evaluated in terms of empirical evidence and witness or experiential evidence.
From the Paper "A pastor, a term derived from the Greek word poimen referring to someone who shepherds sheep is widely considered an apt term for the New Testament pastor in the position of leadership in the local church. The purpose of this paper is to evaluate Pastor John Hagee a television evangelist and Senior Pastor of Cornerstone Church in San Antonio Texas, which is a large church with over ... "
Abstract In this article, the writer discusses that one of the most influential issues in education is the problem of teacher shortages, though there is a great deal of debate about the nature of the shortages and the nature of the needed reforms to alter the situation. The writer argues against suggested possible solutions that would reduce quality such as relaxing teacher certification guidelines, importing teachers from other states and or nations or fast-tracking teachers. The writer notes that the system as it is does not feed change or value qualityteachers and those who are recruited are then sadly disappointed by the reality of going to work every day feeling isolated rather than feeling inspired to teach and learn. The writer maintains that this will likely continue to feed the reversed imbalance between the surplus of qualityteachers and the real surplus of positions. The writer concludes that to make the two come together, the system must make the positions as high quality as the teachers they wish to fill them.
From the Paper "The essential goal of every education system is to provide highly qualified teachers to teach every single student. New legislation has dictated such, though the relative success and or failure of the regulations in the No Child Left Behind act are debated hotly and in short remain inconclusive they do bring to the forefront the need for quality teachers, especially in undesirable locations and in specialty fields, a fact that the industry has been aware of for years but the public seems to just be realizing. This work will not debate the validity of legislation but will instead focus on the real needs of the industry and the teachers it recruits and retains to teach the growing numbers of students in a system that is demanding smaller class sizes, better teachers and greater accountability. The education retention expert Barnet Barry points out ten talking points that effect teacher recruitment and retention in hard to staff schools."
Abstract This paper explains that professional development is an opportunity for existing teachers already in schools to learn new teaching methods thus making them and their programs more effective. The author points out that utilizing outdated or ineffective teaching techniques or an inadequate knowledge of basic technological advances is completely unacceptable in the realm of teaching mathematics because a good knowledge of mathematics is important to all aspects of students' lives. The paper describes two models of professional development programs: (1) CATIE Mentoring Program, which is an extremely successful process for instituting technology into the realm of mathematics teaching and (2) School-within-a-School Model, developed in Canada, which is a project-based learning process strongly supported by the entire school system.
Table of Contents
Introduction
Importance
GoodTeachers Models of Professional Development
Model 1
Model 2
Conclusion
From the Paper "The program also incorporates parents who pay for students' laptop computers and a local university as a pre-service for the teachers. The program consists of bi-monthly half-day meetings conducted within the participating schools and there they review issues, concerns and topics such as cooperative learning, curriculum integration. The program also has a very effective community model that helps teachers utilize more social and culturally aware notions in the classroom. This helps the teachers teach at a level that is adequate for the various learning levels with in the classrooms."
Abstract The paper asserts that teaching and education relies greatly upon the quality of teachers entering primary and higher level education systems and then discusses how continuing professional development (CPD) for teachers is becoming obligatory in schools. The paper looks at programs such as the Teacher-to-Teacher Initiative that can be used as a model upon which to build specific development programs for teachers at individual schools. The paper concludes that teachers count among a country's most important assets; it is time that programs be implemented to recognize and develop their full potential.
Outline:
Introduction
Education and Teachers Continuing Professional Development
From the Paper "It is commonly accepted across the world today that education is one of the most important aspects of human life in the rapidly developing world of technology and information. Indeed, it is essential today that children learn as much as possible and as rapidly as possible in order to make a success of their future lives as adult members of society. Instrumental in this process is the teaching profession. A large amount of literature indicates that the teaching profession, particularly in the lower grades, is suffering as a result of low teacher retention. As a result, learners receive no consistency in their basic education, and learning is not optimized. This is not an isolated problem as it affects all other aspects of the learner's future and of society as a whole."
Abstract This paper examines how, in recent years, it has generally been accepted that teacher qualifications are significant to ideas such as No Child Left Behind. It looks at why the qualifications of teachers are so vitally important and why highly qualified teachers are becoming a priority for many schools throughout the country. This paper discusses the concerns that educators have regarding No Child Left Behind and the quality of their educators in order to come up with a curriculum that allows for the differences in the learning styles and abilities of different children and that understands and embraces the benefits that highly qualified teachers can bring to the Middle School experience.
Outline
Introduction
Statement of the Problem
Significance of the Problem
Rationale/Hypothesis
Review of Related Literature
Middle School Models
History of No Child Left Behind
Highly Qualified Teachers and their Implications for Middle Schools
From the Paper "Teachers are concerned about not being as effective without the help that they receive from these individuals (Exstrom, 2003). They seem to be critical components in many schools and spend a lot of time one-on-one with students in order to reinforce instruction. Many teachers are not able to do this because they have such heavy class loads and large class sizes (Flores, Tefft-Cousin, & Diaz, 1991). Middle schools are generally designed to be a critical transfer point for children because they are moving out of elementary school and the idea that they are just a child into high school and the idea that they are young men and women (Exstrom, 2003). Because of this middle school is a very crucial time in their lives and without having highly qualified and prepared individuals to get them through this point many of them will struggle (Exstrom, 2003)."
Abstract Is certification a means by which we can improve the education of our nation's youth? Or is it a bureaucratic nightmare that will not only stifle teachers' creativity, but also their ability to earn a living, thereby further jeopardizing our educational system? This paper researches the issue thoroughly, presenting all viewpoints associated with national board certification for teachers in America.
Table of Contents
Chapter One - Introduction
Statement of the Problem
Purpose of the Study
Research Objective
Significance of the Study
Definition of Terms
Chapter 2 - Review of Literature
The History of National Board Certification for Teachers in America
How Does Certification Work?
What is the Current Certification Political Mood in America?
Does Certification Truly Make One a Better Teacher?
Chapter 3 - Analysis
Chapter 4 - Conclusion
Bibliography
From the Paper "America has many challenges to face in the 21st century: Currently, we're embroiled in a war against terror which seems to have a greater scope and grip internationally everyday; we're struggling with income disparities that are among the most egregious in our nation's history; violent crime in America is unique in the industrialized world; and AIDS, teenage pregnancy and other social problems have established that they are not just fleeting problems. But perhaps the greatest challenge facing America today is the state of our education system. Ambitious projects such as No Child Left Behind establish the fact that education is on the forefront of our goals, and may now have the attention of the current administration too."
Abstract This paper examines teacher and/or educator leadership in education. More specifically, this paper outlines the leadership skills and qualities required of any successful teacher. To achieve this aim, the paper presents a brief literature review that is intended principally as a representative sampling of the ideal teacher's leadership make-up. As will become apparent, leadership in and out of the classroom is vitally important and it simply cannot be passed over lightly.
From the Paper "There are few professions that place as great a burden upon its members as teaching does. The following paper reviews what precisely is expected of classroom instructors from a leadership stand-point. Needless to say, because these men and women spend considerable time with young people at a formative stage in the latter's lives, it is no exaggeration to suggest that teachers play a significant role in seeing to it that their students are socialized to be successful and responsible citizens. With that in mind, it is to a brief review of the available literature on this important issue that we now turn."
Abstract This paper discusses three of the five qualities, which the article "Good Managers Don't Make Policy Decisions" identifies that a successful manager is likely to have. It points out that this article indicates that a manager is likely to succeed in a competitive environment if he or she is well-informed with a network of connections at all levels inside and outside the organization from which he or she can both extract and diffuse information. The paper concludes that this article is applicable to any type of organization, which bases its activity on a strategic vision and planning that is developed at the upper levels of the hierarchical pyramid and implemented at all other levels by the operational managers.
Table of Contents:
Talent 1: A Good Manager has to be Well Informed
Talent 2: A Good Manager can Focus Time and Energy
Talent 3: A Good Manager can "Muddle without a Purpose"
From the Paper "The decision making process needs to take in account not only the business-related aspects, but also human resource issues, including 'politics' in the company etc. In this sense, the manager, in his role as the highest planner, will be able to ensure that the lower managers are aware of the importance of their role in the implementation of the strategic means devised by the top management. The managers at all levels are working together with the upper management, each in their particular field of activity (implementation vs. conception)."
Abstract This paper explains the controversy behind the assumption that part of a teacher's role is teaching morals and values to her students. The paper points out that this assumption makes teachers the subject of special scrutiny when it comes to defining what is morally acceptable and what is not morally acceptable. The paper further points out that, morality has always been un-ambiguous and imprecise and means different things to different people; hence the controversy over whether it is really the job of teachers to instill morals and values in their students.
From the Paper "Teachers are professionals who belong to a special sector of society (Anonymous). They are not only responsible for the education of the youth but must also insure that they place these young people in the most positive, safest and most encouraging learning environment They must be fully aware of all the learning, behavioral and medical problems of students and must deal with students equally. If they do not treat them fairly and equally, they violate the right of the students and the school authorities must do something about it. Teachers are responsible to students and these students' families as their protectors and as their parents in the classroom. A 1968 Supreme Court ruling described the rights and responsibilities of teachers as "reasonable" parents and that this was the norm. The ruling gave teachers and principals the right and duty to react quickly to problems that may arise in school, to protect the students and to provide for an orderly learning atmosphere. "
Abstract This paper reviews the idea of the term humanization of work or quality of work life (QWL), which refer specifically to changes that enhance the human experience at work and decrease the social and psychological costs incurred in producing goods and services. The paper further discusses the criteria of QWL and the effect the implementation of such a concept has on the workplace.
From the Paper "The term humanization of work or quality of work life (QWL), refer specifically to changes that enhance the human experience at work or, on the other hand, decrease the social and psychological costs incurred in producing goods and services. A definition of QWL criteria first proposed by Walton in 1973 still appears relevant today: (a) adequate and fair pay; (b) safe environment; (c) bill of rights, including equity and due process; (d) development of human capacities; (e) advancement opportunities; (f) human relations; (g)
total life space, for example, balance of work and family; (h) social relevance of employer; and (i) employees' influence over decisions that affect them. Quality of work life can also be defined by several principles: security, equity, democracy, and individuation."
Abstract This paper examines the relationship between teachers and school principals, citing it as necessary for the continued educational opportunities of students. Included is an extensive literature review which examines such issues as teacher training, education and professional development. The author concludes that the perceived relationships between teachers and principals are closely tied to the educational success of the school overall.
Outline:
Introduction
Education & Training
Professional Development
Collaboration between Teachers and Principal
The Teacher and Principal Relationship with the Principal as Leader
Teacher and Principal Perceived Relationship
Impact of the Teacher & Principal Relationship on Student Achievement
Assessment of the Teacher & Principal Relationship
Teachers Understanding of Principals' Priorities
Bibliography
From the Paper " Research by Marks and Printy (2003) examined the relationship between principals and teachers and the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. They base their analysis around a comparison of two concepts of leadership; transformational and instructional. Marks and Printy state that transformational leadership provides intellectual direction and aims at innovating within the organization, while empowering and supporting teachers as partners in decision making. Instructional leadership, on the other hand, replaces a hierarchical and procedural notion with a model of shared instructional leadership."
Abstract The author of this paper states that motivation and learning have long been inter-related and continues by positing that the two concepts are mutually interdependent since how much a person learns depends on how much the person is motivated and studies and, the more the person learns, the higher the motivation to study further. To put it in less complex terms, students who enjoy school life and show a willingness to make the most of the school environment are more likely to learn. In the paper, the author discusses various theories of motivation. This is followed by a discussion on research pertaining to the area of teacher expectancy and its effects. Finally, the writer attempts to arrive at some practical suggestions, which teachers, reflecting upon their own classroom practices, might find useful to enhance student motivation in the classroom. The paper includes one table.
Contents:
Introduction
Theories of Motivation
Person-as-machine theories - psychoanalytical and behavioural theory
Person-as-Rational-Thinker - cognitive theory of achievement motivation
Attribution Theory
Self-efficacy Theory and Self-worth Theory
Achievement Goal Theory
Cognitive theory and the primary school child
Teacher expectations - theory and research
Factors affecting teacher expectations
Teacher behavior toward high- and low- expectancy students
Teacher expectations and motivation - personal experience and classroom practice
Motivation and teacher expectations
Conclusion
Bibliography
From the Paper "At this point I'd like to share some of my own personal experience. My interest in this area arose from the fact that I experimented with my expectations during the past scholastic year. I don't know if it is the case elsewhere, but at our school, on the first day, it is common practice for teachers to exchange information about their students. Since I teach the higher class, in primary school, I am always on the receiving end and listen to my colleagues' evaluations of my new students, their family history and other details. To be honest I find this practice unnerving. I would have seen my students for barely a couple of hours and would like to form my own impressions of them.
"Last October, I decided to pay attention to their comments in so far as to delineate those students whom other teachers classified as low-achievers or not motivated. I then embarked on a mission to try to convey to these students high-expectations. There was a girl I particularly targeted. She was very creative but I knew she had achieved poorly the previous year and had not shown much involvement in class. As I started to expect more out of her and gave her support and encouragement, her attitude changed completely. By the end of the year she was one of the average students as regards achievement tests and her project work was so good that we held an exhibition which featured primarily her work."
Abstract The paper is a review of research work done on the mistreatment of school teachers by school principals. The paper states that in order to examine this topic, it reviewed research articles of a peer-reviewed nature and research studies, conducted in this area of study. The paper highlights that teacher retention has been a focus of much research in recent years but has failed to delve deeply into the perceptions of the treatment of the teachers by the school principals in relation to teacher retention. Instead it has focused on the self-efficacy as well as education and training of teachers.
Outline:
Research Interest
Research Questions
Review Of Literature
From the Paper "According to the work of Joseph and Jo Blase entitled: "Art and Science of Instructional Leadership" over the past few years various school districts have to some degree "decentralized operations to implement forms of school-based shared decision making in their efforts to restructure schools. Hand in hand with such efforts has been a nascent move to empower and professionalize teachers, notably, in the areas of instructional supervision and staff development." (2006) In a National Study of the Mistreated Teacher entitled: "NAPTA: Survey Report" it is reported that the purposes of the study were identification of American school teachers' perceptions of "the major sources and intensity of the experience of mistreatment by a principal; to identify the effects of such mistreatment; to determine if the perceptions of mistreatment vary by demographic variables; to identify teachers' coping skills, and to describe teachers' perceptions of contributing factors." (Blase, Blase, and Fenging, 2006) The method of study was a "descriptive study, self-administered, on-line questionnaire of 219 items at the website of the National Association for the Prevention of Teacher Abuse (http:endteacherabuse.org) 172 US elementary, middle, and high school teachers indicating they had experienced mistreatment by a principal (database currently 333) original questionnaire, The Principal Mistreatment/Abuse Inventory (PMAI): (a) a section on mistreatment, (including frequency, intensity, and duration of 38 mistreatment behaviors); a section on effects (i.e., 72 physical, psychological, emotional, behavioral items); (c) a section on victims' coping; (d) questions addressing factors that potentially contribute to mistreatment (respondents' perceptions about why they were mistreated); and (e) a section on demographic (i.e., personal and institutional) questions." (Blase, Blase, and Fenging, 2006) Results of the study report that approximately one-half of the participants: "...reported principal's mistreatment caused serious or extensive harm to themselves and their work, and about one-third reported that such mistreatment caused extensive or serious harm to their families." (Blase, Blase, and Fenging, 2006) Stated as well is that 51.2% of the 172 participants in the study, or approximately one out of two participants stated that: "...being at school was so harmful at time that they could not cope." (Blase, Blase, and Fenging, 2006)."
