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104 results for “Teacher data”
Educational data collected from teachers - for the analysis of online activities in schools in Romania (during the Covid-19 pandemic, March 2020 - April 2020)
<p>The dataset comes from a questionnaire structured into 24 questions, which can be accessed at <a href="https://forms.gle/bUgYMfoNHh7r6ebs6" target="_new" rel="noopener">https://forms.gle/bUgYMfoNHh7r6ebs6</a>. This questionnaire was completed by 956 respondents and aims to analyze the online activities carried out during March - April 2020, being distributed to teachers.<br>Each question is designed to reveal different aspects of the experiences, skills, and perspectives of teaching staff regarding online teaching and learning.</p> <p>To protect the identity of the respondents and to obtain accurate responses, all data collected from teachers was anonymous. We did not collect any personal information whatsoever. This aspect was made clear to the respondents in the description of the questionnaire.</p>
Data from: Teachers’ involvement and students’ self-efficacy: keys to achievement in higher education
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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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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.
Data from teacher education students (neuromyths and general brain knowledge).
<p>These are the data collected among students enrolled in the Bachelor's degrees in Early Childhood Education, Primary Education, and Primary Education in English, in the survey on neuromyths published by Dekker et al., 2012, following the Spanish version by Ferrero et al., 2016. The PDF document includes the list of neuromyths and general brain knowledge statements coded in the dataset. </p>
Extended data integration of teacher training in Gamification
<p>Reports of included studies</p>
Teacher Preference – Teacher Rating / Preferencia del Profesor – Valoración por el Profesor // PREFERENCE-T_Data_CC_T5-Pre
<p>Response given by the teacher on the student in the fifth grade of Primary Education to the 1 item of the Teacher Preference - Teacher Rating by Wu, Hughes, and Kwok (2010), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2013-14. The calculation of the 1 Factor is included: Level of positive affect that the teacher experiences toward each student. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p> </p> <p>Respuesta que el profesor da sobre cada alumno/a de quinto curso de Educación Primaria al 1 ítem del Cuestionario Preferencia del Profesor de Wu, Hughes, and Kwok (2010), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2013-14. Se incluye el cálculo de los 1 Factor: Grado de Preferencia del Profesor/a hacia cada alumno. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Teacher Preference – Teacher Rating / Preferencia del Profesor – Valoración por el Profesor // PREFERENCE-T_Data_IC_T4-Pre
<p>Response given by the teacher on the student in the fourth grade of Primary Education to the 1 item of the Teacher Preference - Teacher Rating by Wu, Hughes, and Kwok (2010), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2013-14. The calculation of the 1 Factor is included: Level of positive affect that the teacher experiences toward each student. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p> </p> <p>Respuesta que el profesor da sobre cada alumno/a de cuarto curso de Educación Primaria al 1 ítem del Cuestionario Preferencia del Profesor de Wu, Hughes, and Kwok (2010), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2013-14. Se incluye el cálculo de los 1 Factor: Grado de Preferencia del Profesor/a hacia cada alumno. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Teacher Preference – Teacher Rating / Preferencia del Profesor – Valoración por el Profesor // PREFERENCE-T_Data_IC_T6-Pre
<p>Response given by the teacher on the student in the sixth grade of Primary Education to the 1 item of the Teacher Preference - Teacher Rating by Wu, Hughes, and Kwok (2010), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2015-16. The calculation of the 1 Factor is included: Level of positive affect that the teacher experiences toward each student. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p> </p> <p>Respuesta que el profesor da sobre cada alumno/a de sexto curso de Educación Primaria al 1 ítem del Cuestionario Preferencia del Profesor de Wu, Hughes, and Kwok (2010), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2015-16. Se incluye el cálculo de los 1 Factor: Grado de Preferencia del Profesor/a hacia cada alumno. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>. </p>
Teacher Student Relationships - Child Rating / Relaciones Profesor-Alumno (Autoinforme) // TEACHER-STUDENT-CR_Data_IC_T3-Pre
<p>Answers given by students in the third grade of Primary Education to the 22 items of the Teacher Student Relationships - Child Rating by Wu, Hughes, and Kwok (2010), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2012-13. The calculation of the 3 Factors is included: Warmth, Conflict, and Closeness. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p> </p> <p>Respuestas que los alumnos/as de tercer curso de Educación Primaria dan a los 22 ítems del Cuestionario sobre la Relación del Alumno con el Profesor de Wu, Hughes, and Kwok (2010), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2012-13. Se incluye el cálculo de los 3 Factores: Calidez, Conflicto y Cercanía. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Teacher Student Relationships - Peer Rating / Relaciones Profesor-Alumno – Nominaciones de los Iguales // TEACHER-STUDENT-PR_Data_IC_T4-Post
<p>Answers given by students in the fourth grade of Primary Education to the 2 items of the Teacher Student Relationships - Peer Rating by Hughes, Cavell, and Willson (2001), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2013-14. The calculation of the 2 Factors is included: Supportive and conflictive relationships of the participant with the teacher, as perceived by peers. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>//</p> <p>Respuestas que los alumnos/as de cuarto curso de Educación Primaria dan a los 2 ítems del Cuestionario sobre la Relación del Alumno con el Profesor percibida por los iguales de Hughes, Cavell, and Willson (2001), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2013-14. Se incluye el cálculo de los 2 Factores: Relaciones de Apoyo y de Conflicto del participante con el maestro, según la percepción de los compañeros. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Teacher Student Relationships - Peer Rating / Relaciones Profesor-Alumno – Nominaciones de los Iguales // TEACHER-STUDENT-PR_Data_IC_T2-Pre
<p>Answers given by students in the second grade of Primary Education to the 2 items of the Teacher Student Relationships - Peer Rating by Hughes, Cavell, and Willson (2001), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2011-12. The calculation of the 2 Factors is included: Supportive and conflictive relationships of the participant with the teacher, as perceived by peers. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p> </p> <p>Respuestas que los alumnos/as de segundo curso de Educación Primaria dan a los 2 ítems del Cuestionario sobre la Relación del Alumno con el Profesor percibido por los iguales de Hughes, Cavell, and Willson (2001), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2011-12. Se incluye el cálculo de los 2 Factores: Relaciones de Apoyo y de Conflicto del participante con el maestro, según la percepción de los compañeros. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Parent Teacher Involvement Questionnaire - Parents / Cuestionario de Implicación de los Padres y Madres en la Escuela – Padres y Madres // PTI-P_Data_IC_T4-Post
<p>Answers given by parents of children in the fourth grade of Primary Education to the 26 items of the Parent-Teacher Involvement Questionnaire (Parents) by Conduct Problems Prevention Research Group (1999), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2013-14. Mother and father answer the questionnaire separately. The calculation of the 4 Factors is included: Frequency of parent-teacher contact, Quality of the relationship between parent and teacher, Parent’s involvement and volunteering at school, and Parent’s endorsement of child’s school. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de cuarto curso de Educación Primaria dan a los 26 ítems del Cuestionario de Implicación de los Padres y Madres en la Escuela (Padres y Madres) de Conduct Problems Prevention Research Group (1999), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2013-14. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 4 Factores: Contacto con el profesorado, Calidad de la relación con el profesorado, Implicación de la familia en la escuela y Satisfacción con la escuela. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Parent-Teacher Involvement Questionnaire - Teacher / Cuestionario de Implicación de los Padres y Madres en la Escuela - Profesorado // PTI-T_Data_CC-CS_T2-Post
<p>Answers given by teachers of students in the second grade of Primary Education to the 21 items of the Parent-Teacher Involvement Questionnaire (Teachers) by Conduct Problems Prevention Research Group (1999), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón and in Seville (Spain) in the spring of the school year 2010-11. The calculation of the 3 Factors is included: Parent-teacher contact, Parent comfort and endorsement of school, and Parent's involvement and volunteering at their child's school. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de segundo curso de Educación Primaria dan a los 21 ítems del Cuestionario de Implicación de los Padres y Madres en la Escuela (Profesorado) de Conduct Problems Prevention Research Group (1999), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón y de Sevilla (España) en primavera del curso escolar 2010-11. Se incluye el cálculo de los 3 Factores: Contacto entre padres/madres y tutor/a, Satisfacción de los padres/madres con el tutor/a y el centro e Implicación de los padres/madres en el centro. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Parent-Teacher Involvement Questionnaire - Teacher / Cuestionario de Implicación de los Padres y Madres en la Escuela - Profesorado // PTI-T_Data_IC_T2-Post
<p>Answers given by teachers of students in the second grade of Primary Education to the 21 items of the Parent-Teacher Involvement Questionnaire (Teachers) by Conduct Problems Prevention Research Group (1999), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2011-12. The calculation of the 3 Factors is included: Parent-teacher contact, Parent comfort and endorsement of school, and Parent's involvement and volunteering at their child's school. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de segundo curso de Educación Primaria dan a los 21 ítems del Cuestionario de Implicación de los Padres y Madres en la Escuela (Profesorado) de Conduct Problems Prevention Research Group (1999), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2011-12. Se incluye el cálculo de los 3 Factores: Contacto entre padres/madres y tutor/a, Satisfacción de los padres/madres con el tutor/a y el centro e Implicación de los padres/madres en el centro. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
'Extended Data' :Evaluation of knowledge and awareness of pediatric oral health among school teachers of Hazaribag before and after oral health education.
<p>Extended data:</p> <p>1. Questionnaire</p> <p>2. Dental Quiz</p> <p>3. Topic Guide</p> <p>4. Training Program</p>
Data from: Building a responsive teacher: how temporal contingency of gaze interaction influences word learning with virtual tutors
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Data sets collected as part of the workshops conducted with secondary school teachers and TEL experts.
<p>This dataset contains all the material collected during the workshops with teachers and TEL experts. It consists of activities designed by teachers, canva indicating relevant information and platform designs by means of charts and illustrations. It is part of two studies published by Calvera-Isabal M. referenced below (one pending publication). </p> <p>This work has been funded by PID2020-112584RB-C33 funded by MCIN/AEI/10.13039/501100011033, the CS Track project, EU Horizon 2020 programme [grant agreement No 872522], grant for activities to increase the social impact of research in 2021 from Universitat Pompeu Fabra (UPF) and H2O Learn project PID2020-112584RB-C33 funded by MCIN/ AEI / 10.13039/501100011033.</p> <p>Please contact miriam.calvera@upf.edu for data availability.</p>
Data from: Tablet-based versus presentation-based seminars in radiology: effects of student digital affinity and teacher charisma on didactic quality
<p><span><strong>Aims</strong>: </span><span>Tablets are being adopted as a teaching medium in medical education more frequently. Here we compared two teaching formats in a radiology seminar using a tablet-based student-centred approach guided by teachers and traditional presentation-based, teacher-centred instruction. The aim was to investigate the effects on academic performance, estimated learning gain, didactic quality, as well as how teacher charisma and student digital affinity influence these elements. </span></p> <p><span><strong>Methods</strong>: </span><span>Data from 366 students were collected</span><span>. Student </span><span>digital affinity</span><span>, </span><span>didactic quality of, and overall satisfaction with the seminars were rated for each teaching format over three semesters, whereby in</span><span> the last semester, students additionally </span><span>estimated their learning gain, took a knowledge and image interpretation test, and rated teacher charisma.</span> </p> <p><span><strong>Results</strong>: </span><span>The tablet-based seminars yielded significantly higher ratings for didactic quality and overall satisfaction. However, the </span><span>presentation-based</span><span> seminars proved superior with respect to </span><span>academic performance</span><span> as well as estimated learning gain</span><span>. </span><span>When employing tablets, teacher charisma correlated with estimated learning gain, and digital affinity affected didactic quality</span><span>.</span><span> Additionally, </span><span>good seminar organization, comprehensible learning objectives, and optimal variation of learning activities</span><span> were identified as important factors.</span></p> <p><span><strong>Conclusion</strong>: </span><span>This study suggests a complex interplay of various factors concerning teachers, students, and didactics that can be assessed and improved to assure the successful curricular implementation of tablets. Of note, tablet integration and thereby active engagement of students with imaging analysis skills does not automatically result in greater declarative knowledge. Nevertheless, understanding the complexities of structuring and delivering tablet-based, teacher-guided instruction is essential to creating meaningful educational experiences.</span></p>
Data from: Tablet-based versus presentation-based seminars in radiology: effects of student digital affinity and teacher charisma on didactic quality
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