OST

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OST

(in the US) abbreviation for
(Government, Politics & Diplomacy) Office of Science and Technology
Collins English Dictionary – Complete and Unabridged, 12th Edition 2014 © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003, 2006, 2007, 2009, 2011, 2014
References in periodicals archive ?
Their concerns focused largely on the logistics of undertaking an inquiry project with their OSTEs, their thoughts about their roles as emerging professionals, and the impact on their relationships with the experienced teachers who they would continue to work with during their student teaching semester.
The following five themes emerged from these data that expressed the perspectives of the OSTEs about collaboration in conducting action research:
It appears from our data that the OSTEs perceived that their main purpose for engaging in the collaborative action research process was to assist the preservice teachers in their growth as teachers and as students at the university.
In these two cases, the OSTEs were put in the position of having to rethink their traditional teaching practices and to teach in ways they had never taught before while trying to implement and study the impact of a new teaching practice (learning centers or sharing time) on the learning and behavior of their young students.
In particular, relative to the impact of the intrapersonal and adaptability subscales on the OSTES efficacy in classroom management subscale, the regression model (see Table 3) shows that efficacy in classroom management is explained by the intrapersonal variables with a regression coefficient of [beta] = .39.
Relative to the impact of the intrapersonal and interpersonal scales on the OSTES efficacy in student engagement subscale, the regression model (see Table 4) shows that efficacy in student engagement is best explained by the intrapersonal variable with a regression coefficient of [beta] = .38 and secondarily by the interpersonal variable with a regression coefficient of [beta] = .14.
Relative to the impact of the intrapersonal and adaptability subscales on the OSTES efficacy in instructional strategies dimension, the regression model (see Table 5) shows that efficacy in classroom management is best explained by the intrapersonal variable with a regression coefficient of [beta] = .39 and secondarily by the adaptability variable with a regression coefficient of [beta] = .17.
Misurare la teacher self-efficacy: Proprieta psicometriche del Ohio State Teacher Efficacy Scale (OSTES) [Assessing teacher self-efficacy: Psychometric properties of the Ohio State Teacher Efficacy Scale].