A Study of the Audio-Visual Program in the Greece Central School District Number 1

School programs must be evaluated to gauge their effectiveness and provide insight for future direction. This study seeks to evaluate the Audio-Visual program in a public school in Western New York and includes a brief history of the community. The researcher uses a modified Schwartz questionnaire to survey teachers, grade K-11, where employed by the school district during the 1960-61 school year. Results showed that the schools either met or exceeded standards for sufficient equipment, and that over 70% of teachers believed that schools’ audio-visual program was adequate. The researcher suggests further analysis of the schools’ audio-visual philosophy and the development of in-service training programs to improve teacher participation in/perception of the program

Classroom Teacher’s Adherence to Philosophy and Ethics of Home Economics for Sustainable Development in Anambra State Nigeria

This study analyzed and discussed the philosophy and goals of education, evaluating them on how classroom teachers adhere to the ethics of home economics for sustainable development in Anambra state, Nigeria. A descriptive survey design was used and the sample, randomly selected, was made up of two hundred (200) home economics teachers in public (government owned) secondary schools in Anambra state, through the random sampling method. A structured questionnaire used for data collection was analysed with mean ratings. Findings indicate that the teachers are aware of the philosophy and ethics in home economics and to some extent; they are applying them to maintain their professionalism. However, the adherence t o principles of clothing with regards to practical work in choosing clothes, sewing or mending them and how students are to use and care for clothing needs of the family is poor. It was recommended among others, that vocational education teacher, especially home economics teachers, should adopt an in-dept practical oriented training sessions in classrooms, to be able to pass to the future generation the traditions of home economics.Key words: Home Economics, Secondary School, Teachers and students, Adherence, philosophy and Ethics, sustainable Development

Why Remain Where It Seems to Be Difficult? An Analysis of Teacher Retention at High-Poverty Middle Schools in Eastern North Carolina

This study sought to identify how teachers perceived the effectiveness of administrative support, induction program support, and mentor support. This study addressed the following research questions: (a) Is there a relationship between the perceived effectiveness of their administrative support and teaching in a high-poverty school for beginning middle school teachers in eastern North Carolina? (b) Is there a relationship between the perceived effectiveness of their induction program and teaching in a high-poverty school for beginning middle school teachers in eastern North Carolina? (c) Is there a relationship between the perceived effectiveness of their mentor and teaching in a high-poverty school for beginning middle school teachers in eastern North Carolina? (d) Is there a relationship between the likelihood of remaining in teaching and teaching in a high-poverty school for beginning middle school teachers in eastern North Carolina? This qualitative study included 35 beginning middle school teacher participants who completed the Induction Program Survey for Teachers in Their First Five Years. Despite the lack of statistically significant results, there were several key findings that led to recommendations for the district and future research. This study recommends identifying the causes of significant gaps in perceived effectiveness between low-poverty and high-poverty beginning teachers in the area of the induction program, discovering how much the district’s philosophy is part of the initial training for mentors and during their meetings with the beginning teacher support coordinator, and determining why beginning middle school teachers have varying views between their perceptions of their mentor and their induction program

TEACHING TOLERANCE AT SCHOOL: THE EXPERIENCE OF MODERN FRENCH EDUCATION SYSTEM

The fostering tolerance problem in the modern world is becoming increasingly current in the context of globalization processes and the migration crisis. Following the need to cultivate tolerance in the younger generation, the French modern education system aims to install the ‘values of the Republic’ as an element of public school programs. At the same time, it turned out that most teachers are not sufficiently trained to carry out educational activities in the sphere of fostering tolerance. The education system reform carried out in 2013 made this training compulsory introducing the so-called ‘Common Core Program’ (Tronc Commun) to future teachers of all specialties. Within the program, teachers deepen their knowledge in history, philosophy, law, sociology, pedagogy

Teaching tolerance at school: the experience of modern French education system

The fostering tolerance problem in the modern world is becoming increasingly current in the context of globalization processes and the migration crisis. Following the need to cultivate tolerance in the younger generation, French modern education system aims to install the ‘values of the Republic’ as an element of public school programs. At the same time it turned out that most teachers are not sufficiently trained to carry out educational activities in the sphere of fostering tolerance. The education system reform carried out in 2013 made this training compulsory introducing the so-called ‘Common Core Program’ (Tronc Commun) to future teachers of all specialties. Within the program teachers deepen their knowledge in history, philosophy, law, sociology, pedagogy

An Ethnographic Case Study of Secondary School’s Moral Education in a Mainland City of the Greater Bay Area

Chinese moral education is a much broader concept and is heavily criticized for being overly politicized and indoctrinated. The Greater Bay Area (GBA) initiative upholds the people-centered development philosophy in education. This study aims to investigate the school-level implementation in Shenzhen, one of the GBA cities, and teachers' perspectives to determine the facilitating and inhibiting factors across different layers in the student-centered ecological systems of students’ moral development.  A two-year-long ethnographic case study was conducted in the case school based on Bronfenbrenner’s ecological systems theory. The study participants consisted of 18 teachers. Semi-structured interviews were conducted to examine the participants' perceptions. The study findings revealed that the facilitating factors include clear guidelines on the national level, cooperative teachers, and ambitious principals with a consciousness of visions and responsibilities for moral education. Meanwhile, Shenzhen has the potential to be the pioneer of moral education reformation. However, the rigid content in the textbooks and the stuffy school culture hinder the success of moral education at the school level. The lack of communication and mutual understanding contributes to the splintered and emotionally exhaustive experience of moral education teachers. More efficient and measurable strategies should be used to uphold a tight alliance across different layers. Future research should examine alternative moral education models, decision-making processes, Chinese school management style, and the specific appliance of the ecological systems theory in the unique Chinese educational context

Artist Practice in the Elementary Classroom: Redefining Art Teaching Through Artist-Teacher Philosophy

Presently, there is confusion about the definition, role, and pedagogy of artist-teachers and how their practice influences the way art is taught in a K-8 public school setting. In this paper, I present my motivations for pursuing this topic of research, provide a brief history of Western conceptions of artist-teacher, and describe pedagogical characteristics of artist-teachers along with an examination of the teaching environments they create. I used Arts-based research to conduct a multi-site case study in which I first investigated my artist practice and then studied how I translated what I learned into the elementary art classroom. I completed my study in two phases. In Phase 1, I studied the cognitive processes that emerged as an organizing structure for my artist practice. Then, I embedded these cognitive processes to structure a curriculum unit, which I taught to 5th and 6th grade students in Phase 2. In both sites, I collected data through observation, dialogue recordings, and document analysis to investigate what happens when an art teacher like me grounds their teaching practice with their artist practice. My findings illustrate that approaching teaching with artist-teacher philosophy redefines art making as a cognitive process and expands conceptions of developing craft through postmodern art practice. Additionally, in this approach, artist-teachers translate artist practice through conversational pedagogy and teaching is a reflective approach. Recommendations for future research are provided, including recommendation for research about how artist teacher philosophy influences arts-based research and artist practice in teacher training programs, and recommendations for how artist teacher philosophy affects leadership in the broader school communit

Analysing the styles of thinking among primary school teachers

One of the focuses of Malaysian National Philosophy is the holistic development of individuals, which includes the ability to think in higher order. Teachers are the most important agents in the teaching process, so it's critical to pay attention to their capacity to teach students the skills. As a result, the purpose of this research is to examine teachers' thinking abilities and determine if there are any differences between genders. The Teaching Skills Inventory was completed by 266 primary school teachers in the Selangor area, and the results revealed that teachers use executive thinking skills. Despite the fact that both genders preferred executive thinking skills, a t-test indicates that male teachers scored significantly higher in all of Sternberg's suggested thinking styles. At the conclusion of the study, some recommendations for future research were included (Abstract by authors

Creating intentionally inviting schools through professional development: an appreciative inquiry

The professional development (PD) of teachers plays an important role in schools; it is indispensable for continuous school development. When schools are exposed to new approaches to learning and teaching, teachers are granted the opportunities to change their thinking and behaviour. In 2009, two South African schools with specific inviting characteristics were nominated for the inviting school award given by the International Alliance for Invitational Education (IAIE). However, the inviting characteristics of these schools were not explicitly intentional according to the IE philosophy, therefore they had to follow a professional development programme aimed at raising teachers’ awareness of invitational education (IE). Workshops were held to equip staff members with IE knowledge and skills, and to increase their understanding of their current practices with a view of making them more intentionally inviting. The study focused on the following two questions: What are the positive experiences of teaching staff concerning the current approach to teaching and learning in schools?; and What strategies may be introduced to assist teachers and their schools in becoming intentionally inviting? These two questions are based on appreciative inquiry (AI) and IE. A qualitative research design was most appropriate for the purpose of this study. An analysis of the data revealed two categories (the discovery phase: discovering the best of what exists in the school and the dreaming phase: creating a new future) on which AI is based