Microgravity: A Teacher's Guide With Activities in Science, Mathematics, and Technology

The purpose of this curriculum supplement guide is to define and explain microgravity and show how microgravity can help us learn about the phenomena of our world. The front section of the guide is designed to provide teachers of science, mathematics, and technology at many levels with a foundation in microgravity science and applications. It begins with background information for the teacher on what microgravity is and how it is created. This is followed with information on the domains of microgravity science research; biotechnology, combustion science, fluid physics, fundamental physics, materials science, and microgravity research geared toward exploration. The background section concludes with a history of microgravity research and the expectations microgravity scientists have for research on the International Space Station. Finally, the guide concludes with a suggested reading list, NASA educational resources including electronic resources, and an evaluation questionnaire

Teachers\u27 perceptions and curriculum analysis for a zoo education program

Study intent investigated teachers\u27 perceptions of a zoo education program and evaluated modules. Study explored program effectiveness by evaluating teachers\u27 motivation to participate, students\u27 engagement, presenter performance, program effectiveness, and teachers\u27 met expectations. Study explored if program addressed New Jersey and Pennsylvania standards, North American Association for Environmental Education (NAAEE) guidelines, and a lesson plan format. Research investigated teachers\u27 perceptions by questionnaire from strongly disagree to strongly agree. Teachers perceived presenters performed well, students engaged, and integrating curriculum the motivation to participate. Research to evaluate modules was subjective. Modules addressed Science and Social Studies for New Jersey, Science and Technology, Environment and Ecology for Pennsylvania. Analysis recommended the addition of standards not stated. Program is short-term, does not support skills building and action orientation recommended by the NAAEE guidelines, and assessment and psychomotor objectives as recommended by a lesson plan format

The Effect of Using Audio Visual Media and Motivation on Teacher Performance in Public Elementary Schools in Ilir Timur II District, Palembang City

This study aims to identify and analyze: (1) the relationship between the use of audio-visual media and teacher performance; (2) The relationship between teacher motivation and teacher performance; (3) The relationship between the use of audio-visual media and teacher motivation together on teacher performance. A double linear regression quantitative research method was used to achieve this goal. This research was conducted in Public Elementary Schools in Ilir Timur II District, Palembang, with 64 teachers as respondents—data collection techniques using questionnaires and documentation. The validation test uses validity by looking at the Pearson correlation value. Meanwhile, the reliability test uses Cronbach's Alpha. Analysis tests using normality, heteroscedasticity, multicollinearity, and linearity tests. Test the hypothesis using the T, F, and R 2 tests. The results showed that: (1) there is a positive and significant relationship t table 1.99773, (2) there is a positive and significant relationship between teacher motivation and teacher performance with a value of t table 5.816 > t table 1.99773, (3) there is a positive and significant relationship between the use of audio-visual media and teacher motivation with teacher performance with a correlation value of 0.713 with a percentage of 71.3%, while 28.7% was determined by other factors not mentioned in this study

8. Limitations of Using Student-Achievement Data for Career-Ladder Promotions and Merit-Pay Decisions

A study of U.S. school districts conducted 70 years ago reported that 48% of the districts sampled used merit pay (Evendon, 1918). Since then, the quantity as well as quality of teacher-compensation systems has fluctuated markedly (for details, see Cohen & Murnane, 1985; Murnane & Cohen, 1986; Porwoll, 1979). At present, 29 states are implementing large-scale teacher-incentive programs (a.k.a. career ladder, merit pay, pay for performance), funding local plans, piloting testing models, or using state board of education or legislative mandates to develop programs for teachers and administrators (Southern Regional Education Board, 1986) The status of these programs is summarized in Table 8.1. Teacher performance is at the core of all of the programs in operation or those being considered. Determining who will receive the pay bonuses, which typically range from $1,000 to$3,000 per year, or be promoted up the career-ladder hinges on the methods used to evaluate teacher performance. The current trend in measurement procedures is to deemphasize supervisory ratings by the building principal and instead to emphasize peer evaluation, classroom observation, student-achievement outcomes, and questionnaire data from principals, teachers, and students (for details, see Southern Regional Education Board, 1986). Use of Student·Achievement Data One particular procedure that seems to be gaining acceptance increasingly by legislators and the professionals who are designing the programs is the use of student-achievement data (d. Robinson, 1983; 1984). These data provide information different from the other measurement tools previously noted. Where classroom observation and ratings by principals, teachers, and students measure a teacher\u27s behavior on the job, student achievement relates to the outcomes of that behavior. That is, the former methods are direct measures of teacher performance; the latter is an indirect measure. Student outcomes are perceived as evidence of a teacher\u27s effectiveness. Because superior teacher performance is the criterion in teacher-incentive programs, the psychometric issue becomes how best to measure that performance-use direct measures, indirect measures, or a combination of both. Teacher-incentive programs that rely on student-achievement gains have been referred to as new style merit pay (Bacharach, Lipsky, & Shedd, 1984), as opposed to old style merit pay, which bases teacher pay bonuses on principals\u27 evaluations. In 1983, a national survey of merit-pay programs reported that nine school districts in seven states (Arizona, New Hampshire, North Carolina, Oklahoma, South Dakota, Texas, Utah) used student-test scores as evaluative criteria in determining merit pay for classroom teachers (Calhoun & Protheroe, 1983). In all but two of the districts (Dallas and Houston) student achievement served as the only evidence of teacher performance. Today student achievement is a criterion of teacher performance in one third of all statewide teacher incentive/school incentive/career ladder programs. Those programs have been fully implemented in four states (Florida, South Carolina, Tennessee, Utah), are at the pilot stage in four states (Arizona, Kentucky, Maine, South Carolina), and are under development in three states (Alabama, Florida, Georgia). A school incentive program based on student achievement is also under consideration in Alaska, and several career-ladder or merit-pay programs based on student performance have been implemented by local districts (e.g ., Campbell County and Danville, Virginia)

Determinants of Work Motivation and Its Implications on The Performance of High School Teachers in Riau Province

This research aims to prove and analyze the improvement of teacher performance through improving the leadership of principals mediated by work motivation. The population in this research were high school teachers in Riau Province. The research method used in this research was descriptive survey method and explanatory survey with a minimum sample size of 220 respondents, with the data analysis method used is Structural Equation Modeling (SEM). The findings of the research were the principal's leadership has a positive and significant effect on work motivation with a contribution (R2) of 56%, the principal's leadership and work motivation simultaneously or partially have a positive and significant effect on teacher performance with a contribution (R2) of 62%, leadership the principal directly or indirectly through work motivation has a positive and significant effect on teacher performance with a contribution (R2) of 49%. The findings of the research also show that partially dominant work motivation affects teacher performance and is a partial mediating variable on the influence of the principal's leadership on teacher performance

Adopting appropriate teaching models to develop knowledge and skills to academic standards in the accounting discipline

Cooperative learning models of teaching are the most suitable teaching models for the development of professional accounting competencies in the accounting discipline. Currently, the role of accountants has changed from being a technical job to more client-oriented job. The teaching and learning of accounting has been changing to match the challenges of this new accounting role. Universities are searching for a number of strategies to teach the professional accounting competencies that are required. The Australian accounting teaching and learning standards provide a thorough set of criteria for determining what is necessary in accounting education. Joyce, Weil, and Calhoun categorised a wide variety of teaching models into four families including: information processing, behavioural, personal, and social models. This paper applied the Australian accounting teaching and learning standards criteria to the models of teaching by Joyce, Weil and Calhoun to evaluate which teaching and learning model would be most appropriate to teach future accountants. The findings indicate that the social interdependence theory and the cooperative learning model are the most appropriate to test for teaching accounting in the accounting discipline

An Implementation of Teacher Pedagogy on Students’ Biology Learning Outcomes at SMAN Bukit Sundi, Solok District

This research started from the problem of low student learning outcomes on the virus learning material, evidenced by the below-standard quiz scores. Therefore, the learning outcomes were not as expected. This research aims to know the implementation of biology learning in senior high school, which includes the design, implementation, and assessment of learning. The research informants were teachers of biology and Senior high school students. This type of research is descriptive with a qualitative approach. Based on the findings, it can be concluded that (1) the teachers are not contextually planning the learning. (2) The teachers are not effectively and efficiently implementing the learning due to (a) the lack of effective time utilization, (b) the lack of ability to establish and select instructional media appropriate to the criteria of the learning material, and (c) the poor quality of laboratory equipment. (3) The teachers assess student learning outcomes despite the incorrect procedures. ABSTRAK: Penelitian ini berawal dari permasalahan rendahnya hasil belajar siswa. Hal ini terbukti dari hasil kuis siswa yang berada dibawah (KKM) sehingga nilai Biologi tidak sesuai yang diharapkan. Penelitian ini bertujuan untuk mengetahui implementasi Pedagogik guru dan hasil pembelajaran biologi di SMAN Bukit sundi yang meliputi implementasi dan penilaian hasil pembelajaran. Informan dalam penelitian ini adalah guru biologi, siswa kelas X. Jenis penelitian deskriptif dengan pendekatan kualitatif. Berdasarkan temuan hasil penelitian tersebutterlihat (1) Guru tidak merencanakan pembelajaran secara kontekstual dengan konteks pembelajaran dilaksanakan. (2) Guru yang menerapkan pembelajaran belum efektif dan efisien karena: (a) Guru belum memanfaatkan waktu secara efektif, (b) Guru belum dapat menetapkan dan memilih media pembelajaran (c) pembelajaran belum efektif karena terbatasnya peralatan laboratorium. (3) Guru melakukan penilaian hasil belajar dengan prosedur yang belum tepat