Download or read book An Analysis of Pre service Teachers HIV AIDS Knowledge Attitudes and Self efficacy and Their HIV AIDS Teaching Tasks written by Joy Alexander and published by . This book was released on 2005 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching Children with AIDS written by Patricia Ainsa and published by . This book was released on 2000 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines changes in pre-service teachers' knowledge, attitudes, and educational intent to implement HIV/AIDS class-room curriculum and universal precautions after participating in HIV/AIDS in-service training. Valuable pre-service teacher training information was obtained as questionnaire responses were recorded prior to and as a result of an in-service program for pre-service student teachers at a U.S.-Mexico border university.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Shaping Pre Service Teacher Identities in an Hiv Aids Context written by Robyn Arseneau and published by LAP Lambert Academic Publishing. This book was released on 2011-01 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emerging educational literature suggests that the teacher identity invoked as pre-service teachers (PSTs) greatly contributes to how roles and responsibilities are viewed and prioritized in the teaching field. This book aims to explore factors that shape PST identities, specifically in response to the government prescribed teaching roles and responsibilities in the context of South Africa s HIV/AIDS epidemic. Findings from this study indicate that PSTs bring an array of their own experiences, knowledge and perceptions to the teacher-training program which ultimately shape their teacher identity. The contribution of this study lies in its innovative approach to teacher training: it moves beyond looking at the knowledge PSTs require to equip them in their teaching capacity, to a deeper exploration of how PST training can unearth aspects of their lives that will preclude or encourage them to teach effectively. Based on evidence from the study, this book argues that the PST s experience, knowledge and perceptions should be considered when developing teacher-training programs in order to promote a comprehensive and effective educational response to HIV/AIDS and other societal concerns.

Download or read book Education and HIV AIDS written by Sara Kathleen McGinty and published by . This book was released on 2007 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the face of the increasing impact of the HIV/AIDS pandemic in Namibia, much has been done within the educational sector to work towards mitigating the growing infection rate. The LifeSkills course has been developed and implemented in order to educate youth in the public school system about the virus and equip them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Research literature, however, indicates that teachers are reluctant to teach the course. In this study, research was undertaken to understand the knowledge, attitudes, and concerns of the University of Namibia's third year Bachelor of Education students about the teaching of HIV and, in particular, the LifeSkills course. Findings indicate a gap in knowledge about HIV-related issues and the LifeSkills course, in particular. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV education.

Download or read book Humanizing Pedagogy Through HIV and AIDS Prevention written by American Association of Colleges for Teacher Education and published by Routledge. This book was released on 2015-12-03 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the power of educators to serve as HIV and AIDS prevention agents. The definitive text represents the work of a distinguished panel of teacher educators and health scientists who identify core information and skills effective educators of HIV and AIDS prevention should learn as they are prepared to attend to the academic and human needs of students. It assigns to teachers, in the US and abroad, the novel role of prevention agents, given their extraordinary ability to access and affect young people -- to influence their behavior. Humanizing Pedagogy considers the social, economic, racial, gender and other variables that impact the prevention of HIV and AIDS. The authors collectively assert that the process of preventing HIV and AIDS, when it considers historic and social context, can compel educators to serve not only as practitioners of knowledge, but as community agents of health and well being. Attending to HIV and AIDS issues advances the capacity and ability of educators to see and attend to the complete learner. Humanizing Pedagogy is a single volume resource for educators, in the US and abroad, interested in attending to the whole needs of the learner-and saving lives.

Download or read book Knowledge Attitudes and Practices of Teachers and Students on HIV AIDS written by and published by . This book was released on 2003 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Performative Praxis written by Jean Baxen and published by Peter Lang. This book was released on 2010 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is widely recognized that the South African government's exemplary HIV/AIDS education policy is not making the behaviour-changing impact that it ought. Why is this? What is actually happening in the school classroom? In this book, Jean Baxen makes an important contribution towards understanding the complex interface between the HIV/AIDS education curriculum and what and how teachers are teaching in the classroom. Bringing Judith Butler's theory of performativity to bear in an analysis of the pedagogic practice of a number of teachers in the Western Cape and Mpumalanga, the author shows how teachers' personal conception of their role and identity as educators plays a vitally important role in filtering and shaping the classroom transmission of key information and attitudes.

Download or read book Factors Associated with School Teachers Attitudes Toward HIV Prevention Education in Lusaka Zambia written by Margaret Jo Henning and published by . This book was released on 2010 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Zambia, there are approximately 920,000 people living with HIV/AIDS. Children are often referred to as a "window of hope" due to a low HIV/AIDS prevalence rate (UNAIDS/WHO, 2006). With growing numbers of infections and an increased strain on the social and economic structure due to HIV/AIDS there is a strong need for solutions. The school system is a sustainable community structure for HIV prevention that can be monitored for quality. However, to date, little research has been undertaken in basic schools themselves to examine the experiences of schooling of HIV/AIDS-affected children, orphaned, vulnerable children, and teachers' attitudes as HIV educators. This study addresses individual and contextual factors that influence teachers' attitudes in their roles as HIV prevention educators in Lusaka, Zambia. The study uses Socio-Cultural Constructionism, Theory of Reasoned Action, and Social Cognitive Theory as the theoretical framework and the basis for the initial inquiry examining how the attitudes, perceptions of social norms, school climate, and HIV knowledge impact a teacher's attitude towards teaching HIV prevention in a comparison between school types (community, government and private) in Lusaka, Zambia. The purpose of this study was to: 1) identify factors associated with school teachers' level of adoption and perceived need of HIV prevention education within the classroom setting in Lusaka, Zambia; 2) evaluate social-cultural variables that are suggested to influence a teacher's attitudes and dissemination of HIV education in Lusaka, Zambia. Attitudes were also examined in relation to student-related characteristics (orphan and HIV status), and the influence on a teacher's perceived need and attitude toward HIV education within and between school types in Lusaka, Zambia; 3) explore factors associated with a teacher's self-efficacy towards HIV prevention education within the school setting in Lusaka, Zambia; and 4) compare the current factors of HIV prevention education and their association with teachers' attitude among the school types in the urban school setting. The work used a combination of quantitative and narrative approaches: original cross-sectional data was collected through self-reported surveys and interviews from schoolteachers in Lusaka province Zambia in 2008. Using a list provided by the Ministry of Education, schools were stratified (grouped) according to type (private/church, community, and government) and teachers were clustered within schools. Schools were then randomly selected in proportion to their number and type. Qualitative data was also collected through in-depth interviews with teachers. Liner regression and logistic regression models were to examine the relationship between variables and a teacher's HIV prevention adoption, attitudes, and self-efficacy in their respective school settings.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The role of evidence in developing effective educational inclusion written by Joseph Mintz and published by Frontiers Media SA. This book was released on 2023-12-13 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been considerable interest internationally in how research can be effectively translated to have an impact on practice in schools. The application of evidence informed approaches in the field of education is contested and debated. Such debates are intensified in relation to the issue of how best to include children with diverse learning needs in the classroom. The role of knowledge, science and evidence in how we both conceptualize and best support children with special educational needs and other forms of diversity in the classroom, remains an open question in terms of booth policy and practice. Although there is a considerable and growing body of literature on evidence informed practice in education in general, there has been less attention paid to its implications for the domain of educational inclusion specifically. However, tensions between differing conceptualisations of difference and the role of categorisation present questions as yet not fully answered as to the ways in which evidence can and should articulate with practice in this specific domain. For example, issues of what is inclusion, the place of norms and values that define inclusion, how we conceptualize and think about difference, across culture, language and cognition, are raised when we think about the application of evidence to practice in the area of educational inclusion.

Download or read book A Survey of Knowledge and Attitudes about HIV AIDS Among Preservice Education Majors written by Carol Mousseau Biddington and published by . This book was released on 1993 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Where are the Gaps written by Iffat Farah and published by Commonwealth Secretariat. This book was released on 2009 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines how the curriculum and practices in teacher training programs address issues of HIV and gender equality in three East African countries: Kenya, Tanzania and Uganda.

Download or read book Pre Service Teachers Self Efficacy and Attitudes toward Learning and Teaching Science in a Content Course written by Cindi Smith-Walters and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Current Index to Journals in Education written by and published by . This book was released on 1992 with total page 1320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Quantitative Study of Teacher Readiness to Teach School based HIV AIDS Education in Kenyan Primary Schools written by Edwin K. Lang'at and published by . This book was released on 2013 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to investigate teachers' self-perceived readiness to teach school-based HIV/AIDS Awareness and Prevention education in Kenyan primary schools based on their knowledge, attitudes and instructional confidence. The research utilized a non-experimental quantitative approach with a cross-sectional survey design to determine perceived teacher readiness to teach school-based HIV/AIDS education. There were 235 participants who provided complete responses to all questions in the questionnaire."--Abstract

Download or read book Cumulated Index Medicus written by and published by . This book was released on 1997 with total page 1860 pages. Available in PDF, EPUB and Kindle. Book excerpt: