Find research datasets worth reusing

opencc-by-nc-nd-4.0Feb 2018View details →

Human-centred design methods to empower 'teachers as designers'

The present datasets have been used for the paper entitled "Human-centred design methods to empower ‘teachers as designers’". Abstract Teachers are learning designers, often unwittingly. To facilitate this role of ‘teachers as designers’, educators of all sectors need to adopt a design mindset and acquire the skills needed to address the design challenges they encounter in their everyday practice. Human-centred design (HCD) provides professional designers with the methods needed to address complex problems. It emphasises the human perspective throughout the design lifecycle and provides a practice-oriented, context-aware, empathetic and incremental approach which naturally fits educators realities. This research reports on a MOOC designed to ‘walk’ educators through the design of an ICT-based learning activity following an HCD process and its techniques. A mixed methods approach is used to gauge how participants experienced the MOOC and the various design tasks it comprises. Although the perceived level of difficulty and value on the different methods varied - and, significant differences were seen between the experience of novice and expert educators-, the participants felt the overall approach constituted a powerful means for them to design technology-enhanced learning activities. The results support the idea of HCD as a valuable framework for educators and inform ongoing international efforts to shape a science and practice of learning design for teaching.

opencc-by-4.0Sep 2024View details →

Teacher Burnout

Teacher Burnout among the Non-government Secondary School Teachers in Bangladesh: Prevalence, Causes and Effects

opencc-by-4.0Oct 2024View details →

WHAT DETERMINES AN EFFECTIVE TEACHER?

WHAT DERTERMINES AN EFFECTIVE TEACHER? By: Gretta Navales, MA-ESL  Teachers may take on various responsibilities apart from educating students, but their primary role is to give quality instruction, facilitate learning, and ensure that students meet the target learning competencies (UNESCO,2017). Over the years, institutions have often relied on subjective methods to evaluate teacher effectiveness, such as student evaluations and assessments from head teachers. But do these types of evaluations truly reflect a teacher's effectiveness? How can we accurately measure whether a teacher is truly effective in his primary role? Does actively participating in professional development activities—such as attending research conferences, writing books, or presenting at forums—automatically make a teacher effective? Does taking on extra tasks, like emceeing events, leading committees, or being part of a faculty federation, guarantee classroom effectiveness? What about being kind and considerate to students and colleagues? Or consistently receiving high ratings in student evaluations? Do these factors alone define a teacher’s effectiveness? The answer is NO. While professional development, extra duties, kindness, and strong evaluation results are valuable, they do not, on their own, determine effectiveness in teaching. These are complementary qualities that can enhance a teacher's professional profile, but they do not directly measure success in facilitating learning. To evaluate a teacher’s effectiveness, we must return to the essence of the role: preparing quality instruction, facilitating learning, and ensuring that students master key competencies. Effective teaching is ultimately about whether students are moving from struggling to proficient. So, if Joseph, a struggling reader, completes a semester of your reading class with no improvement in his reading performance—suggesting that your strategy may not be effective. Mary, who has difficulty with basic math, remains unsure of fundamental operations after finishing your course—again, indicating that your approach might need adjustment. Similarly, Juan, who begins the semester with limited understanding of nationalism, still displays a colonial mindset after your social science class, which may point to the need for a different strategy. In these cases, even if a teacher has attended numerous conferences, taken on extra responsibilities, and received high evaluation scores, the lack of student progress suggests that their effectiveness in terms of facilitating learning could be reassessed. One way to measure teaching effectiveness objectively is by using pre-tests and post-tests to assess students' knowledge and skills at the beginning and end of a term. A teacher’s effectiveness becomes clearer when students demonstrate significant progress in the areas being taught. True teaching effectiveness is best defined by the growth and progress that students make in mastering the skills and competencies outlined in the curriculum. As the Oxford Dictionary defines it, "effective" means "successful in producing a desired or intended result." Consequently, if Joseph, who has previously struggled with reading, completes a semester of your reading class and demonstrates considerable growth in his skills, perhaps, your teaching technique is effective. Similarly, if Mary, who previously felt lost in basic math, begins to gain understanding of fundamental operations after taking your course, it indicates that your approach is helpful to her. And when Juan, who began the semester with a limited understanding of nationalism, begins to see things from a deeper point of view after taking your social science class, it may demonstrate the significant impact of your teaching. To more accurately measure teaching effectiveness, the emphasis should shift towards the progress that students make during their time in a teacher's class. By focusing on student growth in knowledge and skills, we gain a clearer understanding of the impact a teacher has on their students' learning journey. This approach not only highlights students’ achievements but also encourages educators to reflect on their methods to better meet diverse learning needs.   References Teaching responsibility and its evaluation, according to UNESCO (2018, February 22). Observatory - Institute for the Future of Education. <a href="https://observatory.tec.mx/edu-">https://observatory.tec.mx/edu-</a> effectiveness noun - Definition, pictures, pronunciation and usage notes | Oxford Advanced Learner’s Dictionary at OxfordLearnersDictionaries.com. (n.d.). <a href="https://www.oxfordlearnersdictionaries.com/us/definition/english/effectiveness#:~:text=%E2%80%8Bthe%20fact%20of%20producing,of%20producing%20a%20successful%20result">https://www.oxfordlearnersdictionaries.com/us/definition/english</a>

opencc-by-4.0Oct 2024View details →

Teachers' perception of their assessment skills and its relationship with their assessment practices in public universities of Ethiopia

Open the record for dataset details and reuse information.

opencc-by-4.0Dec 2022View details →

Knowledge building and teachers

Interviews and units for middle and high school science and communication arts

opencc-by-4.0Feb 2023View details →

Enhancing teacher collaboration

Version Stata 17 of the dataset. The dataset files: full_dataset.dta and do file have been split.

opencc-by-4.0Feb 2023View details →

"Eco-social education for trainee teachers. Reflections on international mirror-classes in landscape". Study Dataset

Study Dataset for the research work: "Eco-social education for trainee teachers. Reflections on international mirror-classes in landscape"

opencc-by-4.0Dec 2022View details →

Dataset for the paper "Digital Competence of K-12 Pre-Service and In-Service Teachers in China: A Systematic Literature Review"

Resources for the Systematic Literature Review (SLR) about Digital Competence of K-12 Pre-Service and In-Service Teachers in China.

controlledIPD-YESFeb 2026View details →

Preventing Physical and Emotional Violence by Parents and Teachers in Public Schools in Tanzania (ICC-T/ICC-P_Tanz)

ClinicalTrials.gov study NCT06369025. IPD Sharing: YES. Countries: 1. Publications: 1.

Preventive Intervention in Nursery School Teachers

ClinicalTrials.gov study NCT00783562. IPD Sharing: Not stated. Countries: 1. Publications: 3.

Efficacy of Mindfulness-based Training for Teachers and Young Children for Social Emotional and Ethical Development (SEED)

ClinicalTrials.gov study NCT06820619. IPD Sharing: NO. Countries: 1. Publications: 4.

Enhancing Non-communicable Disease Prevention and Control Through Parent-Teachers-Development Agents Network in Ethiopia

ClinicalTrials.gov study NCT06639412. IPD Sharing: Not stated. Countries: 1. Publications: 1.

Physiological and Psychological Strain in Elementary School Teacher

ClinicalTrials.gov study NCT04413760. IPD Sharing: Not stated. Countries: 1. Publications: 14.

Teacher Anxiety Program for Elementary Students

ClinicalTrials.gov study NCT03899948. IPD Sharing: NO. Countries: 1. Publications: 6.

controlledIPD-YESFeb 2026View details →

Preventing Physical and Emotional Violence by Teachers in Public Schools in Pakistan

ClinicalTrials.gov study NCT06001554. IPD Sharing: YES. Countries: 1. Publications: 1.

controlledIPD-YESFeb 2026View details →

esTOCma, an App Used by Teachers: an RCT

ClinicalTrials.gov study NCT06334887. IPD Sharing: YES. Countries: 1. Publications: 2.

Investigating the Effects of a Dyad Intervention on Teacher Resilience, Mental Health, and Social Emotions and Behavior

ClinicalTrials.gov study NCT06477250. IPD Sharing: Not stated. Countries: 1. Publications: 38.

Changing School Start Times: Impact on Student, Family, Teacher, and Community Health

ClinicalTrials.gov study NCT03964181. IPD Sharing: UNDECIDED. Countries: 1. Publications: 4.

Evaluation of Preventive (Stay Safe) Training Program of Child Abuse for Teachers and Children

ClinicalTrials.gov study NCT03956628. IPD Sharing: NO. Countries: 1. Publications: 2.

Preventing Violence by Teachers

ClinicalTrials.gov study NCT03893851. IPD Sharing: NO. Countries: 1. Publications: 2.