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395 results for “Teacher”
Parent Teacher Involvement Questionnaire - Parents / Cuestionario de Implicación de los Padres y Madres en la Escuela – Padres y Madres // PTI-P_Data_CS_T2-Post
<p>Answers given by parents of children in the second 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 Seville (Spain) in the spring of the school year 2010-11. 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 segundo 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 Sevilla (España) en primavera del curso escolar 2010-11. 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 - Parents / Cuestionario de Implicación de los Padres y Madres en la Escuela – Padres y Madres // PTI-P_Data_IC_T1-Pre
<p>Answers given by parents of children in the first 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 autumn of the school year 2010-11. 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 primer 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 otoño del curso escolar 2010-11. 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_IC_T1-Pre
<p>Answers given by teachers of students in the first 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 autumn 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 primer 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 otoño 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_CC-CS_T1-Pre
<p>Answers given by teachers of students in the first 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 Seville (Spain) in the autumn of the school year 2009-10. 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 primer 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 Sevilla (España) en otoño del curso escolar 2009-10. 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>
An explorative study into the attitudes, skills, and knowledge of primary and post-Primary teachers in relation to the provision for students with English as an Additional Language (EAL).
<p>The data contained here was gathered for a quantitative and qualitative-based study to investigate the attitudes, skills, and knowledge of primary and post-Primary teachers in Ireland in relation to the provision for students with English as an Additional Language (EAL). The data collection period will begin 20th January and the 20th February 2021 and was approved by UCC Social Research Ethics Committee (2021-232). A data codebook is also provided to support the interpretation of the data. </p>
Figures for RAE Editorial 'What Teachers and Researchers in the Area of Business Management Need to Know About Open Science'
<pre>This set of figures is related to an Editorial dedicated to Open Science, published by <a href="https://bibliotecadigital.fgv.br/ojs/index.php/rae/index">Revista de Administração de Empresas (RAE)</a>: </pre>
Evaluation of knowledge and awareness of pediatric oral health among school teachers of Hazaribag before and after oral health education.
<p>This study was done to assess the knowledge of school teachers regarding child dental health. The number of subjects participated in research were more than 150. . A self‑administered, 30‑item questionnaire was designed in English language on clinical pediatric oral health. After receiving google forms, all the participants participated in oral health education webinar program using a web based online education training protocol on ZOOM platform. Post training assessment of the oral health knowledge scores was done using the same online semi‑structured self‑administered questionnaire. The inadequacy in knowledge of school teachers was evident and they need to be trained in varied areas of pediatric oral health.</p>
"I was the class teacher at that time. It was a class trip, usually organized near the end of the schoolterm in summer. The pupils went there by bike to have a barbecue at the sandy banks of the river Rhine near Dusseldorf. The landscape around is mostly dominated by agriculture and glasshouse cultures. You find a mixture of former villages nowadays completely suburbanized. The population finds jobs in the nearby urban centers like Dusseldorf, Neuss and other big cities. The reason why Irecorded the scene is simply because Iam interested in collecting sounds in general by doing recordings in different surroundings like nature, cities and everything between. My memories about the event are that it was a relaxing and funny atmosphere, which is not always the case while teaching in a classroom" [Reinhard/reinsamba]15 in Collecting Sounds. Online Sharing of Field Recordings as Cultural Practice
"I was the class teacher at that time. It was a class trip, usually organized near the end of the schoolterm in summer. The pupils went there by bike to have a barbecue at the sandy banks of the river Rhine near Dusseldorf. The landscape around is mostly dominated by agriculture and glasshouse cultures. You find a mixture of former villages nowadays completely suburbanized. The population finds jobs in the nearby urban centers like Dusseldorf, Neuss and other big cities. The reason why Irecorded the scene is simply because Iam interested in collecting sounds in general by doing recordings in different surroundings like nature, cities and everything between. My memories about the event are that it was a relaxing and funny atmosphere, which is not always the case while teaching in a classroom" [Reinhard/reinsamba]15
General Education Teachers Use of Evidence-Based Practices in Autism Education- V1
<p>This dataset was developed to examine factors that impact teacher's use of EBPs with students with autism in mainstream schools in Ireland. </p>
Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland_Dataset_V1
<p>Dataset to accompany the paper "<strong>Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland". </strong>The purpose of this paper was to identify differences in teachers knowledge and use of evidence-based practices across different teacher characteristics. </p>
Relationships between needs satisfaction and the quality of motivation with academic engagement in pre-service physical education teachers
<p><span>Academic engagement has been identified as a key determinant in the learning process. Although research on initial teacher education has focused on understanding the mechanism that can foster strong academic engagement, little is known about the roles that basic psychological need satisfaction and academic motivation may perform. The objective of this research was to examine the predictive relationships between basic psychological need satisfaction (i.e., autonomy, competence, relatedness, and novelty) and academic engagement, considering the role of academic motivation. A cross-sectional and non-randomized design was used. A total of 920 students (61.8% male; <em>M</em><sub>age </sub>= 24.73; <em>SD </em><sub>age </sub>=5.34) participated from different universities. The results from structural equation modelling revealed that competence and novelty satisfaction significantly and positively predicted academic engagement. Autonomous motivation significantly mediated the association of competence and autonomy satisfaction with academic engagement. This research underscores the importance of considering competence and autonomy satisfaction as facilitators of autonomous motivation and academic engagement in pre-service teachers. </span></p>
Predicting the pre-service teachers' teaching intention from educator-created (dis)empowering climates: A self-determination theory-based longitudinal approach
<p><span>Guided by self-determination theory, this two-wave longitudinal research aims to examine the associations between pre-service teachers’ perceptions of educator-created (dis-)empowering climates and their teaching intention, considering the bright and dark motivational pathways. A total of 1,258 secondary pre-service teachers (55.5% women, <em>M<sub>age =</sub></em> 26.17, <em>SD </em>= 5.66) have participated. The results from path analysis have shown positive associations between educator-created empowering climates and need satisfaction, autonomous motivation, and teaching intention in pre-service teachers, while educator-created disempowering climates have been positively related to pre-service teachers’ need frustration, controlled motivation and amotivation. The conclusions have suggested that pre-service teachers’ perceptions of educator-created (dis-)empowering climates during their initial teacher education programme play a determining role in their teaching intention. </span></p>
DATABASE 01 ILE teachers' training interests
<p>This database was collected from april to july 2023, asking teachers for their interests in training related to Innovative Learning Environments.</p>
Burnout and anxiety levels in Human Medicine teachers, COVID-19 context
<p><strong>Introduction: </strong>In the COVID-19 context, university teachers have had to face the most complex educational demands, psychosocial risks, and the anxiety of responding to limitations in terms of connectivity and fulfillment of academic objectives<strong>. Objective:</strong> To identify the levels of burnout and anxiety in the COVID-19 context and determine how these levels are manifested in the participating teachers. <strong>Methodology</strong>: Analytical-type study; non-experimental, cross-sectional design. The population was 150 teachers of the Human Medicine Program of the University of San Martín de Porres, Chiclayo, Peru; sample: 66 teachers. The survey consisted of three sections: 1. Informed consent, 2. Maslach's Burnout Inventory, 3. Beck's Anxiety Inventory. Data processing was performed using the SPSS V.27 statistical software. All citations and bibliographical references were processed using Mendeley Desktop 1.19.8. <strong>Results:</strong> in the variable burnout syndrome, 25% of the participants are in the high level downwards; they present anxiety in 30.30% of the total. It was found that 50% of teachers presented mild to moderate anxiety. <strong>Conclusions:</strong> the largest number of teachers surveyed present anxiety due to burnout syndrome in the COVID-19 context. Finally, it is found that there is a correlation between anxiety and the sociodemographic variables sex, age, and marital status.</p>
Bibliographic Metadata from Zurich University of Teacher Education (PHZH) 2021
<p>The data for this set were extracted from unstructured bibliographic metadata in the online personal portraits of PHZH staff and from the PHZH repository. The two sources were merged, cleaned, and supplemented with relevant parameters regarding a comprehensive Open Access monitoring. The set provides the PHZH data basis for the national Open Access monitoring (<a href="https://oam.oamonitor.ch/">https://oam.oamonitor.ch/</a>) by swissuniversitis/CSAL.</p>
Competencies of a teacher in Islam; Metasynthesis method (Al-Mofid)
<p>Islamic thinkers and philosophers, emphasize the pivotal role of teachers as the most important factor in realization of success or failure of an Islamic education system. Therefore, any attempt to explore the dynamic and complex nature of teachers’ qualifications would be considered critical. This paper is an attempt to introduce a descriptive model for “Quality criteria” of Muslim teachers reflected in the rich hadith and Islamic educational archaic manuscripts. To this end, adopting a qualitative meta-synthesis approach, all possible dimensions of teachers’ quality criteria were explored. For the application of metasynthesis, grounded coding and thematic analysis were carried out by the two researchers. The output of meta-synthesis resulted in emergence of overall 2313 grounded codes derived from 30 hadith and Fiqh resource books (including verses, narrations and scholar opinions and verdicts). Based on the results, an integrated model of teacher's qualities (named as Al-Mofid Model) in the four major areas of Teacher's etiquette in: knowledge (Al-elm); Instruction (Ta’lim); Pupil (Mota’lem); and Self (Nafs) is presented. The findings indicate that the proposed model, which is the first in kind, provides a comprehensive synthesis of Muslim teachers’ qualities at the extent of Islamic education system, and provides considerable implications for enhancement of teachers’ professional development based on the insights derived from Islamic traditions and values.</p>
Implementing blended learning for clinician teachers: Identifying their needs and its impact on faculty development initiatives
<p>Learning Technologies has been a fast-growing field in Health Professions Education (HPE). Approaches to teaching, learning and assessment has been increasingly influenced by learning technologies which requires HPE teachers to adapt their teaching practices and with that identify areas for professional development. The implementation of blended learning in HPE, has shown improvements in student performance. However, it seems as if there are challenges with the implementation of a blended learning approach and that there might be some needs that clinical teachers have that are not being addressed in order to implement blended learning successfully. We used a qualitative exploratory design to identify clinician teachers' needs. Semi-structured, individual interviews were conducted with a total of eight (n=8) module coordinators in the third year of the MBChB programme, Stellenbosch University, Faculty of Medicine and Health Sciences. Results indicated the need for continuous technical and pedagogical support which refers to a longitudinal faculty development approach. Additionally, faculty development should include the support in structuring and rethinking the blended curriculum, as well as assisting in the clinicians' development in their role and identity as a clinical teacher. These results reveal the importance of faculty development as a targeted longitudinal approach</p>
Dataset on motivations and perceptions regarding teaching as a career among teacher education students in Japan
<p>This dataset was generated using the adapted Japanese version of the FIT-Choice scale, a framework originally proposed by Watt and Richardson. The adaptation and validation of the Japanese version were carried out by Saito, who utilized this dataset for the process. The data provide insights into the characteristics of motivations and perceptions regarding teaching as a career among teacher education students in Japan.</p>
Teachers' knowledge of soft skills and flipped classrooms: nursing and health technologies
<p><strong><span>Background</span></strong><span>: Soft skills and flipped classrooms are important in the fields of education, nursing, and health techniques. </span></p> <p><strong><span>Aim</span></strong><span>: This study determined nursing teachers’ knowledge of soft skills and flipped classrooms.</span></p> <p><strong><span>Design</span></strong><span>: This is a descriptive cross-sectional study with an analytical focus involving 100 teachers.</span></p> <p><strong><span>Settings</span></strong><span>: The study was conducted at </span><span>a higher institute of nursing professions and health techniques—ISPITS at Agadir and its annex in Tiznit.</span></p> <p><strong><span>Participants</span></strong><span>:</span><span> One hundred permanent and part-time teachers (with an equal distribution of male and female teachers) at ISPITS in Agadir and its annex in Tiznit participated in the survey.</span></p> <p><strong><span>Methods:</span></strong><span> A five-part</span><span> questionnaire was used to collect data. The independent variable was the use of a flipped classroom and the dependent variable was the development of soft skills. SPSS version 25 software was used to process the data. A Chi-square test, Ficher’s test, a binary logistic regression test, and a multivariate logistic regression model were employed for data analysis.</span></p> <p><strong><span>Results</span></strong><span>: In total, 80% of the participants had knowledge of soft skills, and 75% knew about flipped classrooms. The most important soft skills were considered to be communication, stress management, teamwork, conflict management, problem-solving, time management, critical thinking, autonomy, adaptability, and decision-making. The five soft skills considered most likely to be developed by flipped classrooms were autonomy, analysis, teamwork, communication, and time management. Furthermore, the development of soft skills through the flipped classrooms was independently associated with soft skills training (p=0.008) and the use of the flipped classrooms (p=0.042).</span></p> <p><strong><span>Conclusions</span></strong><span>: Teachers have knowledge of soft skills and flipped classrooms despite a lack of training, and flipped classrooms contribute to the development of soft skills</span></p>
Interview guide of study conducted on: Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia
<p><strong>Background:</strong> Recognizing the challenges that teachers face offers a platform for devising innovative teaching strategies, thereby boosting teacher performance. This study seeks to pinpoint the obstacles teachers encounter while conducting small problem-based learning (PBL) groups and to recommend measures that guide educational institutions in determining teacher training needs. Furthermore, the study explores the creation of interventions to bolster PBL teaching practices.</p> <p><strong>Methods:</strong> Utilizing a qualitative approach, semi-structured interviews were administered, prompting participants to contemplate the difficulties of instructing small PBL groups. Ten medical educators, purposefully selected based on their PBL teaching experience, participated. Verbatim transcripts were meticulously analysed using thematic analysis, facilitating code production, comparison, and overarching theme generation.</p> <p><strong>Results:</strong> The data underscored challenges associated with adopting PBL in a traditional educational setting, emphasizing the imperative for honed facilitation skills, fostering motivation towards PBL, and addressing the ramifications of students' conventional learning backgrounds. Notably, the accruement of experience over time, the enhanced confidence from managing diverse PBL groups, and the importance of knowledge exchange and shared experiences emerged as vital for PBL educators' professional growth.</p> <p><strong>Conclusions: </strong>Actively supporting teachers as they navigate shifts in their roles and urging the incorporation and adept application of teaching techniques can elevate teacher efficacy. Recommendations include the initiation of a teacher development program, the allocation of ample time and resources for student participation in PBL activities, the introduction of a comprehensive teacher assessment system, and the integration of quantitative research methods to further enrich teacher practices and professional advancement.</p>
ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
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Annotated Behaviour and Observability Dataset (ABODe)
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DANDI Archive for NWB datasets
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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.