The bystander is defined as an active and involved participant in the social architecture of school violence, rather than a passive witness. Bullying is redefined from a triadic (bully-victim-bystander) rather than dyadic (bully-victim) perspective. Teachers, including administrators, and students can promote or ameliorate bullying and other forms of violence when in this social role. Cases are...

the main issues in any society are teaching and learning and main elements of this story are the teacher and the learner. there are different psychology schools in which any of them in turn, have taken many extensive researches about behavior, and facts and theories of learning have been studied from a particular perspective. rationalism asserts that the human intellect has the highest energy a...

This paper investigates the motivation of teachers of primary education to be trained by means of ODL (Open and Distance Learning). The survey took place during a professional training period and aimed to investigate initially the awareness of the teachers as regards the possibility to apply an ODL-model for this training, and secondly their estimations for the success of such an approach. Thos...

We propose to use concepts from algorithmic teaching to measure and improve human teaching for machine learners. We first investigate input examples produced by human teachers in comparison to optimal or useful teaching sequences, and find that human teachers do not naturally generate the best learning examples. Then we provide humans with teaching guidance in the form of step-by-step teaching ...

Vocational teachers today face the challenge of utilizing and integrating computers and related technologies into their instruction in a manner that enhances student learning and achievement. Based on International Society for Technology in Education (2000) standards, teachers should demonstrate understanding of technology operation and concepts, implement curriculum plans to maximize student l...

A brief account of the origins of the "outcomes" movement in education is given. It is concluded that there is no real difference between the objectives movement of yesterday and the "outcomes" movement of today. Differences between the approaches of Mager and the authors of The Taxonomy of Eductional Objectives are outlined. Some limitations of The Taxonomy from an engineering perspective are ...

This paper aims to contribute to knowledge of education based on a non-dualistic perspective on learning, by considering how a variation theoretical perspective seeing learning as a merged phenomenon of the learner and the object to be learnt affects instruction. In this project, teachers’ theoretical non-dualistic awareness was developed through the introduction of variation theory as a guidin...

BACKGROUND Teachers in Ontario are expected to implement the physical activity guidelines in the health and physical education (HPE) curriculum document that was introduced in 1998. This study examined Toronto teachers' perspective on barriers to implementing these guidelines. METHODS Forty-five teachers from five Toronto elementary schools in which generalist classroom teachers provide physi...

The ability to interpret demonstrations from the perspective of the teacher plays a critical role in human learning. Robotic systems that aim to learn effectively from human teachers must similarly be able to engage in perspective taking. We present an integrated architecture wherein the robot’s cognitive functionality is organized around the ability to understand the environment from the persp...

This article‘s primary objective is to unfold how teachers translate education for sustainable development (ESD) in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation to ESD. The article draws on doctoral research involving interviews with researchers and teachers ...