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Probing professional identities of English Language Teacher Educators through collaborative study groups: Insights from a teacher educator team in Colombia
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Torres Rocha, JC. - : University of Exeter, 2022. : College of Sicial Sciences and international studies, 2022
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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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Implementing Aistear – the Early Childhood Curriculum Framework across varied settings: Experiences of early years educators and infant primary school teachers in the Irish context
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INNOVATIVE TEACHING - LEARNING PRACTICES: AN INTEGRATIVE APPROACH OF FACILITATING CHANGE ...
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INNOVATIVE TEACHING - LEARNING PRACTICES: AN INTEGRATIVE APPROACH OF FACILITATING CHANGE ...
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The Predictive Relationship between Elementary Pre-service Teacher Praxis Subject Assessment Scores and Pedagogical Knowledge
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In: Doctoral Dissertations and Projects (2021)
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Disrupting and (re)envisioning Multilingualism from a Decolonial Lens: Learning with Transnational Asian Teacher Educators
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In: Georgia Educational Research Association Conference (2021)
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Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers
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In: Excelsior: Leadership in Teaching and Learning (2021)
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Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research
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In: Education Faculty Publications (2021)
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B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag ...
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SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita ...
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SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 55-78 (2020)
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Vignetteninterview zur Erfassung des Sprachförderwissens pädagogischer Fachkräfte (VSW)
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 13-32 (2020)
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B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 79-101 (2020)
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Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus
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In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020)
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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ...
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Adult literacies from the perspective of practitioners and their learners. A case study from the north of England
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 29-43 (2020)
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A quantitative analysis of educators' attitudes toward wellbeing promotion in Irish post-primary schools
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In: Other Resources (2020)
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Abstract:
In 2017, the National Council for Curriculum and Assessment (NCCA) published the NCCA wellbeing guidelines, mandating all post-primary schools in Ireland to allocate 300 hours of junior-cycle instruction to the promotion of students’ social and emotional wellbeing. Much is understood globally about the potential benefits of such programmes for students and educators alike. However, little is known within an Irish context regarding the attitudes and opinions of educators in this regard. The present study attended to this gap in knowledge. This study administered the purpose-built “Attitudes Toward Wellbeing Promotion” (ATWP) scale to post-primary educators (n=327). Attitudes were assessed in relation to the act of promoting student wellbeing and the available wellbeing policies and curricula, and were examined in relation to a number of demographic variables. Statistically significant attitudinal differences were observed in relation to a number of criteria including educator gender, school gender, and the presence of deleterious educational practices such as streaming and vertical education. This study represents the first attempt to quantify, in terms of positivity or negativity, educators’ attitudes regarding wellbeing promotion in a post-primary context.
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Keyword:
Attitude; Educator; Post-primary; Psychology; Quantitative; Social and Behavioral Sciences; Teacher; Wellbeing
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URL: https://arrow.tudublin.ie/cassoth/3 https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1002&context=cassoth
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