| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "TEACHERS ATTITUDES GAY": |
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Teachers' Attitudes Towards Gay Students, 2006.
A discussion of the attitude of Roman Catholic school teachers and their approach to their homosexual students.
1,015 words (approx. 4.1 pages), 3 sources, MLA, £ 24.95
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Abstract
This paper examines the role of the Roman Catholic school teacher in the life of the young gay student by reviewing three books on this topic: "Educating for Life - a Spiritual Vision for Every Teacher and Parent" by Thomas Groome, "Fully Alive - a Family Life Education Program" by Ontario Conference of Catholic Bishops and " The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life" by Parker Palmer. The paper discusses how a teacher needs to appreciate a gay student as someone who may struggle with a sense of being different, help the child to speak openly about worries, and be able to answer questions a child may have concerning this special status and Church teachings. The writer notes that many teachers do not know that the Roman Catholic schools accept gay or lesbian students as people to be helped in their adjustments, understood for what may be greater depression or confusion as part of adolescence, and given the same message as other students to do with sexuality and chastity. The writer points out that there are prejudices about homosexuality in the minds of various people who believe they are good Catholics. The writer concludes that teachers and parents need to be educated about the Roman Catholic stand on homosexuality and be able to interpret this to the child.
From the Paper
"Parker J. Palmer's volume, The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life, directs an open heart as the way to effective teaching. (1998) Particularly interesting has been Palmer's view of the teacher as a person who must learn from others, the heart gaining from what may not conform with one's views. This seems important in a parochial school setting if one is to respond to students who do not fit with Roman Catholic ideas of normal childhood. For instance, the Roman Catholic view of homosexuality involves awareness of gay students that will be met in parochial schools. This issue will challenge some teachers to examine their opinions and biases to do with homosexuality, at large, because the teacher must be able to provide what a gay student needs within school settings."
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Teachers as Social Workers, 2002.
This paper reviews the article, ?The Social Work Dimension of the Primary Teacher?s Role?, by Webb and Vulliamy and uses many other sources for the discussion.
3,850 words (approx. 15.4 pages), 13 sources, APA, £ 73.95
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Abstract
This paper discusses teachers acting as social workers for the students and parents in the British Education System, which is similar to that of the United States. This author states that the report is based on qualitative research (observations) that was done in fifteen schools in the North East of England and on a national survey.
Table of Contents
Role of Teachers as Social Workers in the School System
The Research Sample
Observation
Funding Paid by the University of York
Teachers and Social Work
Problems in Assessment
National Curriculum Based on the Needs of the Students
Problems in the Classroom
Teachers as Advocates
Children?s Act in 1989
British Educational Needs
Special Support System
Time and Needs of Teachers Overcome by Social Problems
Problems with Special Needs Students
Teachers Concerning Various Roles
Different Masks that Teachers Wear
Teachers Too Busy to Teach
The Education of Children in Need
Social Work by Teachers
From the Paper
"If a child goes to school and destroys the classroom, what would the child learn from the parent paying for the damage? The problem is that often the laws are adding to the problems that children have. Parents cannot spank their children or do other physical actions to control their actions. Often the parents talk to the teacher about the behavioral problems that they are having at home. ?Headteachers spent considerable amount of time providing advice and support on behavior management to parents who were experiencing major problems in controlling their children?s behavior. When pupils? behavior in school was disruptive and unacceptable, headteachers explained to the parents the school?s response to this behavior and sought to work co-operatively with them to effect improvement? "
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?Caring Teachers?: Impact on Students, 2002.
This paper evaluates ?caring teachers? and their impacts on students and the learning experience.
1,745 words (approx. 7.0 pages), 4 sources, MLA, £ 39.95
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Abstract
This paper presents a study conducted by the Center of Adolescent Studies that looked at "caring teachers" by interviewing sixth, seventh and eighth grade students. The author reports students defined a ?caring teacher? as a teacher who listens and helps them with personal problems and as a teacher who helps with homework, gives students individual attention, sets goals for students and talks to students about their behavior. The paper concludes that students learn better with a ?caring teacher? and develop skills that allow them to continue to learn effectively once they are out of the classroom.
Table of Contents
Impact of a Caring Teacher
Teaching Styles Used by Caring Teachers
Attitudes of Teachers
Success of Students
From the Paper
"The focus is on how the student can be helped. This is also important as it shows how the student is able to avoid ridicule and embarrassment. This would be important in maintaining a students interest and self-esteem. The fourth response shows us how caring teachers are attentive to their students, which is important in making the student feel they are supported and noticed. The fourth response shows how a caring teacher also provides encouragement and praises students for good work. The final response shows how being caring actually creates a better environment where learning is interesting to students."
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Disappearing Minority Teachers, 2006.
A discussion about disappearing minority teachers and the Latino classrooms of the future.
1,448 words (approx. 5.8 pages), 4 sources, MLA, £ 33.95
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Abstract
The writer states that the disappearing minority teacher phenomenon can be traced directly to traditional teaching methods in American classrooms, in which the curriculum of public schools offers a one-sided and distorted view of life in the United States and throughout the world. The writer explains that as a result of this, fewer minorities seek careers in education. The paper highlights some of the issues surrounding the growing mismatch between teachers and students in public schools. The paper explains that because often the decision to teach is a result of positive experiences with former teachers, it offers ideas about effective ways in which to supply the current education system with a number of individuals who can help to improve the quality of education which grade-schoolers receive. In conclusion, the writer suggests that a revolution in thought is necessary among the many school districts and the teacher eduction programs that supply their teachers.
Table of Contents:
The Need for More Latino Teachers
Diversity within Minority Groups
Latino Teachers with Innovative Methods
Growing Numbers of Minority Teachers in Schools
Bibliography
From the Paper
"The current drought of Latino teachers in Southern California can serve as a model for disappearing minority teachers. Demographics indicate that the number of minority students entering the public school system (grades K - 12) largely dwarfs the number of new teachers entering the profession. (An example is El Monte High school, where 92 percent--out of 2800--of the students are Latino while merely five out of 90 faculty members have Spanish surnames.) Moreover, new teacher positions are rarely filled by minority teachers, of whom very few are Mexican. The fact that California's Latino and predominately Mexican (or Mexican-American) population continues to grow at a rate which will soon reach one-third of the State's total population is a great cause for alarm in light of the fact that the quality of education at public schools--especially in districts where minority populations are highest--remains questionable."
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Collaboration between Special Education and General Education Teachers, 2001.
This paper studies inclusion programs and the way general education teachers and special education teachers collaborate when performing them.
1,690 words (approx. 6.8 pages), 11 sources, MLA, £ 37.95
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Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, ?Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction? [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
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Teachers or Computers?, 2002.
Argues that the educational system should place higher priority on the provision of more teachers rather than on additional computers.
1,451 words (approx. 5.8 pages), 8 sources, APA, £ 33.95
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Abstract
In this ?computer age? governments and educational authorities continue to invest significant amounts of money and resources into the purchase and installation of computers within schools, colleges and universities. However, although the ratio of computers to students has vastly increased in recent years, many educational professionals have raised serious questions and concerns over the effectiveness of information technology to improve the processes of teaching and learning. The paper shows that, simultaneously, the resources available for the training and employment of teachers have been proportionately reduced - resulting, within many regions, in a related reduction in the teacher to student ratio. The paper argues that, considering the long established importance of the teacher-student relationship to the education process and in light of research that confirms the central role of teachers and of teacher training in the successful utilization of computers within schools, it is in the interest of the education system to place higher priority upon the provision of more teachers rather than on additional computers.
From the Paper
"Those who advocate more computers rather than more teachers also cite studies, such as those of Bialo and Sivin-Kachala (1996), which report other benefits enjoyed by students who use technology: including the development of increased self confidence and self esteem. It is argued that this is particularly true when the technology allows the students to control their own learning. Today, students use multimedia to learn interactively and work on class projects, they use the Internet to do research, engage in projects, and to communicate. The new technologies allow students to have more control over their own learning, to think analytically and critically, and to develop a sense of independence (Webb, 1989). It is also argued that, unlike the human teacher, the computer is always willing and ready to assist the student with this self-directed learning, and is able to answer any question on any subject."
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Minority Teachers, 2002.
A study of the effectiveness of the school-university partnership aimed at recruiting and training minority teachers.
7,302 words (approx. 29.2 pages), 16 sources, MLA, £ 113.95
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Abstract
This paper presents a project that attempts to define the status of minority teachers in the American educational system and to evaluate the effectiveness of the school-university partnership which aims to increase the number of minority teachers available by providing recruitment and training. It examines how the supply of minority teachers is low and the benefits to the educational system of having them include using them as role models, as counselors to students of their own race/ethnicity, to break many white students out of cultural isolation and to provide input into educational reform.
Outline
Background and Definition of the Issue
Review of the Literature
Nature of School-University Minority Teacher Recruitment and Training Programs
Types Of School-University Minority Teacher Recruitment and Training Programs
Effects Of School-University Minority Teacher Recruitment and Training Programs
Summary
Methodology
Research Approach
Data Gathering Procedures
Data Analysis Procedures
Analysis of the Data
Findings
Interpretations
Implications
Summary, Conclusions and Recommendations
References
From the Paper
"The numbers of non-white teachers and education majors in America are well below what might be expected on the basis of population norms (Osler, 1997). This despite the fact that there are several good reasons for expanding the numbers of minority teachers in public schools. First, minority teachers serve as positive role models for non-white students (Brooks, 1987); this is an important consideration in light of the fact that students of color comprise over 74 percent of urban public schools in America's ten most populous cities (Council of Great City Schools, 1998)."
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The Importance of Teachers, 2004.
This paper reviews studies that discuss the increasing importance of teachers in the development of children.
9,565 words (approx. 38.3 pages), 89 sources, MLA, £ 136.95
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Abstract
This paper explains that the increasing emphasis on the link between home and school and the increase instability of the home, means that teachers must be knowledgeable of problematical areas in developmental and pedagogical theories and praxis, particularly in the early years of child development. The author points out that, even when the home situation and parental care is sound, the best way of optimizing healthy child development is a symbiotic and communicative relationship between parent and teacher. The paper explains that the issue of self-esteem is one of the most important aspects of child development because it relates to the social psychological-emotional components of development and is an area in which the teacher plays a vital role.
Table of Contents
Introduction and Overview
Theoretical Concerns
Parents and Family
Teachers
Introduction
The Importance of the Teacher
Cognitive Development
Language
Computers and Cognition
Social and Emotional Development
Teachers and Belief Structures
Self-Esteem
Mental and Physical Health
Conclusion
From the Paper
"Another even more prevalent aspect that affects child development in a social as well as cognitive sense is the breakdown of the traditional family structure as well as excessive marital strife and disharmony. The divorce rate in most counties has continued to increase over the past two decades and in fact has doubled between 1964 and 1975. Separation from one parent has, in some areas, become the norm for most children. As will be discussed, one of the central components in the harmonious development of child cognition as well as cultural and social integration is the child's relationship with parents and family. This is a crucial factor that impinges on all aspects of the child's developmental growth. What studies have found is that the high divorce and separation rate in the Western world is also indicative of a breakdown of this essential parental concern and commitment to the child."
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Minority Teachers in White Schools, 2002.
A study into minority teachers placed in predominantly white schools and how both the teacher and student is effected.
4,953 words (approx. 19.8 pages), 9 sources, MLA, £ 87.95
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Abstract
This paper studies the issues related to having minority teachers in predominantly white schools. The paper explores how many new opportunities now exist for minority educators but the purposeful placing of minorities in majority white schools has also raised the issue of tokenism. The paper explores whether these minority teachers are being treated equally with their white counterparts and whether their assignment to mostly white schools is based upon real ability and genuine need, or whether such assignments are merely reflective of well-meaning social policy gone awry.
Contents:
Abstract
The Problem and its Setting
Literature Review
Research Methods and Procedures
Anticipated Findings
References
From the Paper
"It was only yesterday that segregation reigned supreme across much of the United States. Throughout the South, Black students attended Black schools, and White Students attended White schools. In general, these ?separate but equal? institutions were nothing of the kind. Black schools were underfunded and understaffed. Standards and expectations were often significantly lower than those in place in White schools. Blacks taught Blacks and Whites taught Whites, an arrangement that suited a White-controlled society in which the color of a person?s skin was the determining factor in his choice of career, his social and economic status, and even his right to express himself politically."
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No Child Left Behind and Highly Qualified Teachers, 2005.
An examination of the issues concerning the No Child Left Behind Act and highly qualified teachers pertaining to middle schools in Maryland.
4,400 words (approx. 17.6 pages), 21 sources, MLA, £ 80.95
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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)."
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Mistreatment Of Teachers, 2008.
A discussion on research done on the mistreatment of teachers by school principals.
1,523 words (approx. 6.1 pages), 4 sources, APA, £ 35.95
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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)."
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Minority Teachers, 2002.
A study into the need for and effectiveness of having minority teachers in schools in America.
7,490 words (approx. 30.0 pages), 15 sources, MLA, £ 114.95
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Abstract
This paper is a review of a study undertaken to evaluate the effectiveness of the school-university partnership program aimed at recruiting and training minority teachers. The project begins with background information that discusses the status of minority teachers in the American educational system. The discussion points out that the supply of minority teachers is low; it also delineates several reasons why it is important that the educational system increase its rates of hiring and retaining minority teachers.
From the Paper
"The numbers of non-white teachers and education majors in America are well below what might be expected on the basis of population norms (Osler, 1997). This despite the fact that there are several good reasons for expanding the numbers of minority teachers in public schools. First, minority teachers serve as positive role models for non-white students (Brooks, 1987); this is an important consideration in light of the fact that students of color comprise over 74 percent of urban public schools in America's ten most populous cities."
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Teachers Attitudes and Special Education, 2005.
A literature review for the purpose of examining teacher attitudes regarding special education.
5,414 words (approx. 21.7 pages), 21 sources, MLA, £ 92.95
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Abstract
This paper explores past studies and analyzes the results of those studies to determine how teachers feel about inclusion for the purpose of special education. The writer concludes that study of literature overwhelmingly supports indicates that teachers believe in the concept of inclusion. The studies all indicate that teachers like what inclusion classrooms do for their students and they would not give up the classroom. It points out that studies also indicate however, that teachers do not believe they are receiving enough training in how to teach an inclusion classroom and that this lack of support and training prevents them from being the most effective inclusion teachers that they can be. The writer further concludes that additional study is needed to determine exactly what areas of support and training the teachers believe are missing and how they feel this can be best remedied.
From the Paper
"More than four decades ago in the Brown vs. Board of Education decision of the Supreme Court the face of special education changed forever. With the sound of the gavel and one voting panel special education students were ordered out of the secret classrooms down the hall and into the classrooms and cafeterias with their regular education counterparts. Later, legislation was passed that mandated equality even more specifically. IDEA (Individuals with Disabilities Education Act) provide mandates that special education students receive their education in the least restrictive environment possible. For millions of special education students across the nation this meant allowing them into the regular classroom, either for part of the day or the entire school day. The concept of inclusion was met with excitement by some and trepidation by others. More than four decades later inclusion is a way of life for special education and regular education departments. The success or failure of inclusion programs is significantly dependant on the teachers who implement it. Regular education teachers work with special education teachers to incorporate the special education students into the regular education classrooms as often as possible. If a student believes that a teacher is supportive of his or her needs and education efforts the student will feel more comfortable and put forth effort. Because the success or failure of inclusion is largely dependent on those who are charged with its delivery, it becomes important to measure teacher attitudes about inclusion."
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Social Factors Affecting Teachers, 2006.
This paper discusses the importance of teacher behavior in human learning and development.
988 words (approx. 4.0 pages), 11 sources, MLA, £ 24.95
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Abstract
In this article, the writer discusses that over the years with the development of our civilization, we have developed concrete systems of learning and development. Educational institutions and centers of learning have been established to further advance human learning and development. The writer notes that teachers are some of the greatest catalysts in the development of the human civilization and that teacher behaviors can have a profound effect on how a child learns. The writer points out that developing positive teacher behavior will not only make teaching more pleasant for teachers but also will make learning more effective among students. The writer maintains that when teachers are provided with what they need to remain inspired and enthusiastic in the classroom, students as well as teachers will be the beneficiaries.
Outline:
Social Factors Influencing Teacher Behavior
References
From the Paper
"The 1992 study of the National Center for Education Statistics brought to light that teachers are more satisfied in their work when they receive a parental support. Parents serve as the teachers' extension at home while teachers serve as parents' extension in schools. Positive relationship between teachers and parents create a channel of mutual consultation wherein they are able to find out how children develop outside their respective home and school environments. Mutual consultation provide for a clearer picture of child development that enable teachers to factor in several circumstances that would help them create a more effective approach to develop children as human beings. More importantly, parental support also provides positive reinforcement to teachers, serving as pat on the back for teacher approaches."
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