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Dataset results
395 results for “Teacher”
Adventure: Teacher Delivered Personality-targeted Interventions for Substance Misuse
ClinicalTrials.gov study NCT00776685. IPD Sharing: Not stated. Countries: 1. Publications: 7.
Effect of Attention Deficit Hyperactivity Disorder Knowledge Improvement Program on Male Primary School Teachers
ClinicalTrials.gov study NCT04196881. IPD Sharing: YES. Countries: 1. Publications: 9.
Effectiveness of Educational Poster to Primary and Secondary Teachers Regarding Emergency Management of Dental Trauma
ClinicalTrials.gov study NCT01707355. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Effectiveness of Teacher-Student Interactive Immersive Mixed Reality Technology on Anatomy Education
ClinicalTrials.gov study NCT06739590. IPD Sharing: YES. Countries: 1. Publications: 6.
A Trial of Three School-based Body Image Interventions Delivered by Teachers
ClinicalTrials.gov study NCT03286478. IPD Sharing: NO. Countries: 1. Publications: 18.
Effectiveness of School Based Intervention for Promoting Mental Health Literacy Among Teachers
ClinicalTrials.gov study NCT02937714. IPD Sharing: UNDECIDED. Countries: 1. Publications: 7.
Effectiveness of Behavioral Preschool Teacher Training for Externalizing
ClinicalTrials.gov study NCT03967509. IPD Sharing: YES. Countries: 1. Publications: 10.
Data from: Teachers’ involvement and students’ self-efficacy: keys to achievement in higher education
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The relationship between physical education teachers' competence support and middle school students' participation in sports: a chain mediation model of perceived competence and exercise persistence
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Data from: A study of how using an interactive multimedia e-book improves teachers’ ability to teach evidence-based medicine, depending on their seniority
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Dataset of factors impacting second language learning from teachers' experience
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Information skills of Finnish basic education teachers
<p>The data was collected 2017 - 2019 using the ICT skill test (developed in the Research Unit for the Sociology of Education; e.g., Kaarakainen, 2019, http://doi.org/10.5281/zenodo.2621306) in Finland. The data consists of 4,988 teachers. Of those 24% are male and 76% are female teachers, aged 24-66 years (M = 46, SD = 9.5). </p> <p>THE test collected teachers’ background information (age, gender, postal code of place of employment, information on whether the teacher is a class or subject teacher) and teachers' responses to a questionnaire about their digital usage habits ("How often do you use digital technologies for... maintaining social relationships/communicating/running daily errands/following the news/ browsing the Internet for Information/creating digital content/sharing digital content/playing digital games/digital entertainment/learning” with a scale 0 = “never”, 1 = “sometimes, 2 = “weekly”, 3 = “daily”, 4 = “several hours per day”.) Digital activity is the sum variable of these usage purposes. Digital self-efficacy was measured by asking teachers to indicate the extent to which they see themselves as competent in the digital skills related to their work. Teachers were also asked if they had received adequate in-service training in digital skills in relation to the requirements of the job.</p> <p>A sum variable “information skills” was formed by summing up the items from the ICT skill test related to following themes: Retrieving information , processing information, and sharing information. A variable "urbanisation level" refers to the statistical classification of Finnish municipalities of the place of teachers' employment (school). Value 1 refers to rural areas, value 2 to semi-urban areas and value 3 to urban areas. Teacher type, instead, refers to the level of education of teaching, i.e., 0 = basic education and 1 = secondary education.</p>
Do we use FLOSS in Software Engineering Education? Mapping the Profiles and Practices of Higher Education Teachers from Brazi
<p>Context:Software Engineering (SE) is a key topic in undergraduate computing-related courses that provides the basic knowledge and skills necessary for professional practice in the software industry. Teaching SE principles, concepts and practices and relating them to real-world scenarios are challenging tasks, and the adoption of Free/Libre/Open Source Software (FLOSS) projects can help to face these challenges. On the other hand, using FLOSS projects as a didactic resource may introduce additional challenges to professors that are not familiar with the FLOSS ecosystem. Objective: This research aims to identify and map the profiles of professors of SE courses in Brazil, as well as to present the pedagogical practices used in the experience with FLOSS projects in Software Engineering Education (SEE). Method: We performed a survey with higher education professors in Brazil, used K-modes algorithm to identify clusters and Decision Tree algorithm to identify characteristics that determine the use of FLOSS projects in a sample of professors who had not used this approach in the classroom.Results:The results of the research revealed characteristics of professors who use, or not,FLOSS projects in SEE, of professors grouped in the two clusters generated by the application of the K-modes algorithm, of professors grouped by the application of the Decision Tree algorithm,in addition to presenting similar characteristics the pedagogical practices evidenced by each group of SE professors.</p>
Data from: Building a responsive teacher: how temporal contingency of gaze interaction influences word learning with virtual tutors
Animated pedagogical agents are lifelike virtual characters designed to augment learning. A review of developmental psychology literature led to the hypothesis that the temporal contingency of such agents would promote human learning. We developed a Pedagogical Agent with Gaze Interaction (PAGI), an experimental animated pedagogical agent that engages in gaze interaction with students. In this study, university students learned words of a foreign language, with temporally contingent PAGI (live group) or recorded version of PAGI (recorded group), which played pre-recorded sequences from live sessions. The result revealed that students in the live group scored considerably better than those in the recorded group. The finding indicates that incorporating temporal contingency of gaze interaction from a pedagogical agent has positive effect on learning.
Cultural Identity and the Quechua Language Among Teachers in Peruvian Educational Institutions
<p>Peru is multicultural, multiethnic, and multilingual, with diverse cultural expressions. This study investigated the relationship between cultural identity and the Quechua language among primary intercultural education teachers in southern Peru. A correlational descriptive research design was employed, involving 60 teachers from Andahuaylas (Apurímac), Ayacucho, and Cusco. Results showed that 50% of the teachers fell into the "Achievement" category for self-recognition of cultural identity, while 36.7% were classified as "Process." Regarding commitment to cultural identity, 50% were in the "Process" category, and 38.3% were in the "Achievement" category. Regarding the service model dimension, 68.3% were classified as "Achievement," and 26.7% as "Process." This study concluded a highly significant correlation between cultural identity and the use of the Quechua language among primary intercultural education teachers in southern Peru.</p>
THE METHODOLOGICAL DESCRIPTION OF IMPROVING THE SPEECH COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS
<p>This article provides a methodological description of how to improve the speech competence of future foreign language teachers. Effective communication skills are crucial for language instructors, and speech competence plays a vital role in facilitating comprehension, modeling correct pronunciation, and creating an engaging learning environment. The article emphasizes the importance of pronunciation, intonation, fluency, and communicative skills in language teaching. It explores various methodologies for enhancing speech competence, including language immersion, pronunciation practice, technology integration, and cultural competence development. The article also highlights the significance of continuous professional development, peer collaboration, and assessment and feedback in the improvement process. By following these methodological approaches, future foreign language teachers can enhance their speech competence, leading to more effective language instruction and enhanced learning outcomes for their students.</p>
TEACHER INSTRUCTIONAL AND ASSESSMENT AWARENESS OF PHONOLOGICAL LITERACY OF YOUNG LEARNERS.
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TEACHING WRITING TO STUDENTS OF EFL AND THE CHALLENGES FACED BY TEACHERS OF IPER
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DEVELOPMENT OF INTELLIGENCE IN STUDENTS AND TEACHERS OF PRIMARY SCHOOLS
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THE IMPORTANCE OF PEDAGOGICAL TECHNIQUES IN THE PROFESSIONAL ACTIVITY OF A TEACHER
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Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.