Prospective EFL (English as a Foreign Language) Teachers’ Perceptions of Learner Autonomy

This study investigated prospective EFL (English as a Foreign Language) teachers’ perceptions of learner autonomy. Main aim was to see whether the education they receive on how to teach English make any difference in prospective EFL teachers’ perceptions regarding learner autonomy. A researcher-developed questionnaire was administered to 179 students studying in the program of ‘Teaching English as a Foreign Language’ at Anadolu University in Turkey. Results of the study indicated that generally there is not much difference between the first and fourth year participants of the study in terms of their perceptions of learner autonomy.

Empowering Teachers as Leaders: A Hard Sell

Despite emphasis on preparing teachers as leaders, teacher educators realize that the transition of classroom practitioners into school leaders is fraught with many obstacles. This session addresses some of these obstacles, describes strategies and opportunities that we have used in our graduate master’s degree programs for teachers that support professionals as they make this change. The session will present evidence on the results of our efforts in terms of teachers’ performances within their programs and in the field after they graduate.

Learning about Self Far From Home: A Pre-service Teacher’s Intercultural Development During an International Program

Preparing teachers to effectively teach culturally diverse students, teacher educators advocate for the use of cross-cultural field experiences, including international study abroad programs. This paper reports on a qualitative case study of two pre-service teachers’ intercultural development during a semester-long teacher education study abroad program in London, England. Findings indicate that international experiences provide a catalyst to move pre-service teachers forward in their intercultural development. Implications include the need for multicultural teacher educators to take a developmental approach to pre-service teacher education informed by theories of intercultural development and cultural learning developed within intercultural communications.

Motivation and Learning in Mathematics Pre-service Teachers

Based on a review of literature of conceptual and procedural knowledge in relation to intrinsic and extrinsic motivation, the purpose of this study was to test the relationship between conceptual and procedural knowledge and intrinsic and extrinsic motivation. Thirty-eight education students with a mathematics focus (elementary or secondary) in their junior, senior, or fifth year completed a survey with a Likert scale measuring their preference to learning (conceptual or procedural) and their motivation type (intrinsic or extrinsic). Findings showed that secondary mathematics focused students were more likely to prefer learning mathematics conceptually than elementary mathematics focused students. However, secondary and elementary mathematics focused students showed an equal preference for learning mathematics procedurally and sequentially. Elementary and secondary students reported similar intrinsic and extrinsic motivation. Extrinsically motivated students preferred procedural learning more than conceptual learning. While there was no statistically significant preference with intrinsically motivated students, there was a trend favoring preference of conceptual learning over procedural learning. These results tend to support the hypothesis that mathematics focused students who prefer conceptual learning are more intrinsically motivated, and mathematics focused students who prefer procedural learning are more extrinsically motivated.

Hormone therapy and physical activity as predictors of lung cancer risk and survival: The California Teachers Study

Cigarette smoking is responsible for the majority of lung cancer cases worldwide; however, a proportion of never smokers still develop lung cancer over their lifetime, prompting investigation into additional factors that may modify lung cancer incidence, as well as mortality. Although hormone therapy (HT), physical activity (PA), and lung cancer have been previously examined, the associations remain unclear. This study investigated exposure to HT and PA that may modulate underlying mechanisms of lung cancer etiology and progression among women by using existing, de-identified data from the California Teachers Study (CTS).^ The CTS cohort, established in 1995–1996, has 133,479 active and retired female teachers and administrators, recruited through the California State Teachers Retirement System, and followed annually for cancer diagnosis, death, and change of address. Each woman enrolled in the CTS returned a questionnaire covering a wide variety of issues related to cancer risk and women's health, including recent and past HT use and physical activity, as well as active and environmental cigarette smoke exposure. Complete data to assess the associations between HT and lung cancer risk and survival were available for 60,592 postmenopausal women. Between 1995 and 2007, 727 of these women were diagnosed with invasive lung cancer; 441 of these died. Complete data to assess the associations between PA and lung cancer risk and survival were available for 118,513 women. Between 1995 and 2007, 853 of these women were diagnosed with invasive lung cancer; 516 of these died.^ After careful adjustment for smoking habits and other potential confounders, no measure of HT use was associated with lung cancer risk; however, any HT use (vs. no use) was associated with a decrease in lung-cancer-specific mortality. Specifically, among women who only used estrogen (E-only), decreases in lung cancer mortality were seen for recent use, but not for former use; no association was observed for estrogen plus progestin (E+P). Furthermore, among former users of HT, a statistically significant decrease in lung cancer mortality was observed for E-only use within 5 years prior to baseline, but not for E-only use >5 years prior to baseline. Neither long-term recreational PA nor recent recreational PA alone were associated with lung cancer risk; however, among women with a BMI<25 and ever smokers, high long-term moderate+strenuous PA was associated with a decrease in lung cancer risk. Women with non-local disease showed a decrease in lung cancer mortality associated with increasing duration of strenuous long-term activity, and 1.50-3.00 h/wk/y of recent moderate or recent strenuous PA. Long-term moderate PA was associated with decreased lung cancer mortality in never smokers, whereas recent moderate PA was associated with increased lung cancer mortality in current smokers. ^ Placing our findings in the context of the current literature, HT does not appear to be associated with lung cancer risk and previous studies reporting a protective effect of HT use on lung cancer risk may be subject to residual confounding by smoking. Looking at our findings regarding PA overall, the evidence still remains inconclusive regarding whether or not physical activity influence lung cancer risk or mortality. Our results suggest that recreational PA may associated with decreased lung cancer risk among women with BMI<25 and ever smoking-women; however, residual confounding by smoking should be strongly considered. To our knowledge, this is the first study to investigate lifetime recreational PA and lung cancer mortality among women. Our results contribute to the growing body of knowledge regarding non-smoking-related risk factors for lung cancer incidence and mortality among women. Given the potential clinical and interventional significance, further study and validation of these findings is warranted.^

A tool assisting teachers in automating the assessment of programming assignments

Automating the assessment of programming assignments brings benefits for both students and teachers, since it helps the formers to gain a timely feedback and releases the latter from tedious tasks. The related literature in the domain has usually focused on the assessment process and the tools required for it, proposing libraries and systems that teachers can use in this process. However, few of them have work rowards reducing the effort and time teacher require to properly set up new assessente processes. This paper describes our experience with the analysis and design of a new tool to support teachers in visually developing automatic grades of programming assignments, introducing the underlying concepts and technologies and presenting the system architecture.

1.7 Stowe Teachers College, Saint Louis, Missouri

In addition to attending Stowe, Lloyd continued with his magazine subscription sales to help support his family. After a year at the local college, Lloyd Gaines made the decision to transfer to Lincoln University in Jefferson City Missouri.

Crossing Blurred Lines: A Training Program to Train Teachers in Appropriate Sexual Boundaries

Boundaries between students and teachers were once clearly defined. Students only interacted with their teachers at school. Currently, however, boundaries are becoming increasingly unclear. As technology advances, students have more venues to interact with their teachers. In addition, teachers are asked to take on more roles in their students' lives. A significant number of teachers and students engage in inappropriate relationships and the possible damage to students is high. Unfortunately, current training programs do not adequately address how teachers can maintain appropriate boundaries with their charges. This paper outlines a proposal for a new training program to fill this gap. This program utilizes training techniques that have been shown to be useful for adult learners as it helps teachers establish and maintain boundaries as well as incorporating elements of effective prevention programs.

Early Career Teachers' Efficacy in Working with Families

Partnering effectively with families is an important skill for teachers to have to support student achievement, and one that is especially important for early career teachers in order to protect them from burnout and attrition. However, research has demonstrated that teachers do not feel prepared to work with families, and further research is needed to see what difficulties are specific to early career teachers. The following research questions were addressed in the study: 1) What current situation and prior training factors affect early career teachers’ perceptions of efficacy in working with families? 2) Which family-school partnering topics do teachers report the most experience in their prior preparation programs and in their current daily practice? 3) Is there a relationship between number of years reported teaching and overall efficacy scores? 4) What family-school partnering training do early career teachers believe would have been or would be beneficial to receive in their teacher preparation programs versus during their first five years of practice? A survey was created which included a pre-existing self-efficacy scale adapted to reflect family partnering language. This survey was disseminated to 76 first through fifth year Colorado teachers. Results indicate that age of current school placement had a significant effect on overall self-efficacy scale scores, while several other variables had an effect on subscales of the efficacy scale. Recommendations are presented for future research, teacher preparation programs, and school district mentoring.

Development of prospective mathematics teachers’ professional noticing in a specific domain: proportional reasoning

The aim of this research is to identify aspects that support the development of prospective mathematics teachers’ professional noticing in a b-learning context. The study presented here investigates the extent to which prospective secondary mathematics teachers attend and interpret secondary school students’ proportional reasoning and decide how to respond. Results show that interactions in an on-line discussion improve prospective mathematics teachers’ ability to identify and interpret important aspects of secondary school students’ mathematical thinking.

Trainee teachers' habits of healthy physical activity

Introduction: This study analyses the habits of physical activity of a group of students at the University of Vigo (Spain). Methods: It uses the SRHI (Self-Report Habits Index) scale, which was used for the first time in Spain. It starts from the premise that future educators should have good physical activity habits if they want to convey this attitude to their students due to its importance for health and quality of life. Results: Physical activity habits are well-established in future Secondary Education Physical Education teachers but not in future Infant and Primary Education teachers. In addition, there are greater physical activity habits in men, in students who previously participated in sport at school and at younger ages. The most common difficulties for creating physical activity habits are lack of time, sport facilities and companionship for carrying out the activity. Discussion: In this section our results, which broadly coincide with the results of other studies regarding the same subject, are contrasted with the results of those other studies.

Primary school teacher’s noticing of students’ mathematical thinking in problem solving

Professional noticing of students’ mathematical thinking in problem solving involves the identification of noteworthy mathematical ideas of students’ mathematical thinking and its interpretation to make decisions in the teaching of mathematics. The goal of this study is to begin to characterize pre-service primary school teachers’ noticing of students’ mathematical thinking when students solve tasks that involve proportional and non-proportional reasoning. From the analysis of how pre-service primary school teachers notice students’ mathematical thinking, we have identified an initial framework with four levels of development. This framework indicates a possible trajectory in the development of primary teachers’ professional noticing.

Developing pre-service teachers’ noticing of students’ understanding of the derivative concept

This research study examines the development of the ability of pre-service teachers to notice signs of students’ understanding of the derivative concept. It analyses preservice teachers’ interpretations of written solutions to problems involving the derivative concept before and after participating in a teacher training module. The results indicate that the development of this skill is linked to pre-service teachers’ progressive understanding of the mathematical elements that students use to solve problems. We have used these results to make some suggestions for teacher training programmes.