Dissertationen: „Asian teachers“

1

Lu, Yen-Hui. „Stories of teacher identity a narrative inquiry into East Asian ESL teachers' lives /“. College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3127.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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2

Che, Mustafa Mazlina. „Supporting Asian immigrant English language learners : teachers’ beliefs and practices“. Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10382.

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This phenomenological study explores the beliefs and practices of New Zealand early childhood teachers in supporting English acquisition for Asian immigrant English language learners (ELLs). The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings. The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by Lev Vygostky (1978), (ii) the notion of guided participation articulated by Barbara Rogoff (2003), (iii) theories of second language acquisition discussed by Lantolf and Thorne (2000), and by Krashen (1982, 1985), and (iv) acculturation as addressed by Berry (2001). The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Four Asian parents participated in interviews to ascertain the parents’ perspectives about their children’s learning of English and their maintenance of home language. Research methods for the teachers included observations and semi-structured pre- and post-observation interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers supported the ELLs as they acquired English. The findings were analysed using thematic analysis, and presented three themes: English dominance, social cultural adaptation, and guided participation. These themes impacted the learning experiences of the Asian immigrant ELLs and other children attending the ECE as well as the teaching approaches of the early childhood teachers. The findings revealed that there were dissonances between the teachers’ beliefs and their practices, as well as variation between individual teachers’ beliefs and practices. Because of a significant increase in the number of ELLs in New Zealand ECE centres, it is important for early childhood teachers to understand the emphasis upon sociocultural theories in the ECE curriculum, so that they can effectively apply these theories to their practices. This study will provide a basis from which to consider how early childhood teachers in New Zealand can draw upon sociocultural perspectives to better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.

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3

Rakhit, Anuradha. „The career experiences of Asian women teachers : a life-history approach“. Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36350/.

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This thesis explores the career perceptions and experiences of 20 experienced Asian women teachers who had commenced their careers in the last 25 years. By focusing on the accounts / stories of those Asian women teachers, I have attempted to answer the question: What is it like to be a black teacher in British schools? The stories were collected through a series of life-history interviews. Early research on the educational experience of black people in Britain focused more or less exclusively on schooling and 'black underachievement'. All tended to locate the problem and its solutions, within black children, their families and cultures, hence isolating 'race' issues from those of gender and social class. The research also have tended to continue to focus on pupils in schools and on those who are seen to have failed within the system. Instead, this study examines the experiences of Asian women teachers who had largely succeeded in their education. Despite the fact that my interviewees did not comprise a homogeneous group, there was uniformity regarding their perceptions of their career experiences and the way they related to their social environment. The Asian women teachers in this study encountered barriers at all stages in their careers and faced racism, albeit in different forms and guises. These teachers were perceived by white colleagues, parents and pupils as being the inferior 'Other'. In addition, apart from the overt, wounding type of racism, they were subjected to institutionalized racism, which denied them their dignity and made professional advancement very difficult. Many of these teachers often had to find alternative routes to promotion, in multicultural areas of teaching and not in mainstream section. They, sometimes, had to survive in hostile environments. But they all succeeded despite the system, rather than because of it. Success was often made at considerable personal cost, and with great determination and commitment. The study concludes that the experiences of these teachers were racially affected. A number of generalised patterns regarding their career developments and on the articulations of racism in their working lives emerge from these biographies and are discussed in this thesis. However, despite the existence of structural racism in society, the Asian teachers in this study found different ways of managing and responding to it.

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4

Armstrong, Sean P. „Chinese English Teachers' Perceptions of Foreign English Teachers| A Qualitative Study in Positioning“. Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13420743.

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In this qualitative explanatory single case study, community of practice and positioning theory were used to examine the perceptions of Chinese English teachers (CETs) concerning foreign English teachers (FETs) in a bilingual primary school in an urban environment in East China. The problem in this study was the difficulty of CETs and FETs to work harmoniously to teach English in Chinese primary schools. Specifically, the research questions were a) what are the Chinese English teachers’ perceptions of barriers to collaborating with foreign English teachers? and b) What are the Chinese English teachers’ perceptions regarding the contributions of the foreign English teachers in relation to English language teaching? At this school, each Chinese teacher was paired up with a foreign teacher as co-teaching dyad with shared responsibility. After conducting interviews with seven Chinese English teachers at the school, the interview transcripts were coded using values coding methods and descriptive coding. After compiling the data, six themes emerged relative to the research questions. Concerning barriers to collaboration, the Chinese English teachers mentioned noticeable differences in the dedication to teaching, a lack of solidarity between the two groups, and problems with the administration of the school. Contributions of the foreign teachers were providing cultural context, different approaches in teaching and working with the students, and native speaker model. From these results, it was recommended that foreign teachers need to demonstrate their desire to teach in better ways to their Chinese coworkers. Additionally, school administration must provide more direct leadership so that teachers can know what is expected of them concerning how to work together with the other teachers.

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5

Zhang, Yiyue. „Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal Music“. Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329587.

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Music Education
Ph.D.
The purpose of this study was to investigate and compare pre-service and in-service music teachers' perceptions of readiness to teach East Asian vocal music. Through a survey design, the study focused on pre-service and in-service music teachers' preparation, satisfaction, and self-confidence to explore the extent to which the two groups of music teachers feel ready to teach East Asian vocal music. A web-based survey was developed to explore pre-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 149 pre-service music teachers who were undergraduate music education majors at eight northeastern NASM accredited universities. A similar web-based survey was developed to explore in-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 132 in-service music teachers who were K-12 public school certified music teachers in Mid-Atlantic states. The two surveys were designed for pre-service and in-service music teachers to rate their multicultural/world music training regarding East Asian vocal music in order to reflect their preparation, satisfaction, and self-confidence in teaching East Asian vocal music. Data regarding participants' demographic information (e.g., gender, age, ethnicity, educational background, second language learning), collegiate course work, music education faculty, and musical experiences were also collected to investigate what factors influenced pre-service and in-service music teachers' preparation, satisfaction, and self-confidence in relation to their perceptions of readiness for teaching East Asian vocal music. Descriptive statistics (e.g., frequency distribution, central tendency, and dispersion) were used to analyze demographic data, responses to questions in Preparation component, Satisfaction component, and Self-Confidence component, and responses for the questions reflected participants' beliefs about teaching world music and East Asian vocal music. Inferential statistics (Cronbach's Alpha Coefficient, Pearson Correlation, and Independent-Sample T-Test) were used to analyze factors that influenced participants' perceptions of readiness to teach East Asian vocal music, and to compare the differences in perceptions of readiness to teach East Asian vocal music between pre-service music teachers and in-service music teachers. Data revealed that both pre-service and in-service music teacher participants felt they received inadequate preparation for teaching East Asian vocal music from their college training and professional development experiences, they felt dissatisfied with their college programs and training experiences in relation to teaching East Asian vocal music, and they did not feel confident to teach East Asian vocal music. The results of the t-tests suggested that no significant differences existed in the perceptions of readiness to teach East Asian vocal music between pre-service and in-service music teachers.
Temple University--Theses

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6

Jamiat, Nurullizam. „Designing Problem Based Learning for Teachers in Malaysia| A Study of the Nine-Step Problem Design Process“. Thesis, The Florida State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685790.

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The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants’ perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students’ achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process.

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7

Monobe, Gumiko. „Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730.

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8

Sri-Amnuay, Aree. „Developing a model of peace education in the undergraduate teacher training process for early childhood education at Rajabhat Universities, Thailand“. Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/11426/.

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The conflict and violence of both the unrest in the southernmost provinces which claimed thousands civilians and officials in the last few years and the deep social division among the people throughout the country make peace education as a key tool for solving these problems for Thailand. The role of teacher education has been used for solving these conflicts. This study explores the universities’ policy on peace education in the teacher training process of the early childhood education programmes of Rajabhat Universities as the biggest groups of universities in teacher training across the country. Two main research questions were explored: 1) has peace education been delivered in early childhood education programmes of Rajabhat Universities in Thailand? and 2) if so, how does it differ across universities? The study employed both quantitative and qualitative methods to understand the phenomenon in two Rajabhat Universities. Quantitative methods employed questionnaires to collect data from students of both universities from the first to fifth year (N=100). The data from both universities has been analysed by the Mann Whitney U Rank test (p<0.05). Qualitative methods employed semi-structured interviews to collect data from six chief administrators, ten lecturers in the Early Childhood Education Programmes, and four experts in peace outside the university. Four focus groups composed of five students in each group were used to collect data from the first- and fourth-year students of both universities. Collected documentations relating to curricula were analysed. Thematic analysis was used to analyse qualitative data. The findings presented four key areas: University’s Policies on Peace Education; Teaching, Learning and Curriculum about Peace Study in RUs; Participants’ Ideas about Peace Studies; and Culture, Climate and Peace Studies in the RUs’ Contexts. The findings from quantitative and qualitative methods were integrated into the Peace Education Model of Rajabhat Universities (PEMRU) framework. The findings revealed that the policies of Rajabhat Universities have included peace education in teacher training programmes. However, very few policies have been named directly. Peace education has been integrated into classroom activities and universities’ activities as well as the universities’ regulations. The significant differences across universities were found in that one university had both direct and indirect policies on peace education whilst never officially naming them. The other university had both direct and indirect policies on peace education, which in contrast, were promulgated officially by the University Council. The study also found that the concept of peace in the Thai context was a combination of outer and inner peace; the role of the teachers was emphasised as a method of teaching peace education. Finally, the key concepts emerging from the analyses were developed into the Proposed Model of Peace Education for Rajabhat Universities. This model was composed of the concepts of peace and peace education in the Thai contexts as the centre of the model to work with; the three main components were the dynamic work-units (university’s policy, peace education centre, peace education curriculum); and five influential components surrounding the model as the supporters and conditions to work with (politics and government, religions and cultures, economic and equality, environment and responsibility, and ethnicity and identity). This proposed model is hoped to be a dynamic, rapid and sustainable way to solve conflicts and violence in the country.

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9

Lim, Hee Sook. „The relation between ethnic identity of female Asian students and their perceptions of teachers as role models“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42654.pdf.

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10

Sangar, Maninder Kaur. „Mental health and Shame : a Foucauldian analysis of the discourses of South Asian girls and their teachers“. Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8634/.

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Dominant discourses construct South Asian girls and women as having a high risk of internalised problems such as depression and anxiety. Existing literature suggests that services for mental distress are under-utilised by South Asian women with the construct ‘Shame’ cited as a potential barrier to help-seeking. Little research has examined how South Asian girls construct ‘Shame’ and ‘Mental Health’ and how these constructions relate to help-seeking. This study explores discourses of ‘Mental Health’ and ‘Shame’ through the talk of South Asian girls and their teachers. Foucauldian Discourse Analysis (Willig, 2008) is employed to analyse semi-structured interview data from seven girls and five teachers. This research specifically explores how South Asian girls are positioned within the discourses of ‘Shame’ and ‘Mental Health’ and how they “open up” or “close down” opportunities for help-seeking. The analysis highlights that discourses of Mental Health are complex, contradictory and tied to prevailing discourses of abnormality and the medicalisation of mental distress. Pupil and teacher discourses surfaced contemporary understandings of Mental Health as a universal and dynamic state, demonstrating a shift in discourse. Similarly, ‘Shame’ was constructed as oppressive, sexist and regulatory as well as helpful and protective. These constructions have implications for educational psychology practice.

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11

Chan, Shirley Ming Wai. „The relationship between South Asian students and their teachers : a narrative inquiry in the Hong Kong context“. Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707757.

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12

An, Jing. „American Teachers' Perspectives on Chinese American Students' Culture“. Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398875282.

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13

BERGMAN, DONALD. „UNIQUE RESPONSIBILITIES AND TRAINING REQUIRED FOR ADMINISTRATORS OF EAST ASIAN AMERICAN AND INTERNATIONAL SCHOOLS (OVERSEAS, INSERVICE)“. Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183894.

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This is a study of selected tasks and responsibilities of chief administrators in overseas schools located throughout East Asia. The degree to which their work related tasks presented problems for them and the identification of in-service training areas constituted the focus of the study. Data were collected by questionnaires from 46 chief school administrators whose schools were members of the East Asia Regional Council of Overseas Schools (EARCOS). The data were analyzed through descriptive statistics to determine the degree to which 92 administrative tasks presented problems for the chief school administrator. The selected administrative tasks encompassed five major areas: personnel, curriculum, school administration and business functions, school setting and pupils. In addition, 25 in-service training areas were prioritized according to the degree of value chief administrators felt they would provide. Specific tasks identified as most problematic were: (a) hiring well-qualified teachers from the local community; (b) locating and acquiring school sites; (c) funding new school buildings; (d) providing substitute teachers; (e) providing current and relevant in-service training for teachers; (f) providing programs for gifted, remedial or handicapped students; (g) constructing new buildings; (h) providing hearing, visual, psychological, or other testing services; (i) soliciting financial support; (j) finding local supply sources. In-service training opportunities in the major area of curriculum were identified as being most valuable and additional course work in preparation for an overseas chief school administrator's position was believed to be beneficial by those currently holding chief school administrator jobs. Specific in-service topics deemed most valuable were: (a) curriculum development procedures and writing of curriculum guides; (b) staff management, faculty morale and leadership techniques; (c) hiring practices, contracts, overseas recruiting and organizations providing support services; (d) teacher evaluation, supervision and dismissal procedures; (e) development and implementation of in-service training and school improvement plans; (f) curriculum alternatives such as International Baccalaureate, ESOL, "A" and "O" levels, and Advanced Placement programs; (g) pupil support services such as counseling, testing services, gifted and remedial programs; (h) methods of communication, public relations techniques and community liaison projects; (i) economics, budget development procedures and school business office and accounting practices; (j) comparative education--evaluating academic programs from various countries.

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14

Weekly, Robert. „Multilingual South Asian English language teachers' attitudes to English language varieties and the impact on their teaching beliefs“. Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/398692/.

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Recent changes at a global level in terms of migration patterns and telecommunications have destabilised many pre-established concepts. The notion of diaspora has given way to trans-localism and communities can no longer be conceived of as discreet homogenous units. Other language related concepts such as multilingualism, code-mixing, speech communities and language itself have been scrutinised and undermined by research in translanguaging, superdiversity, English as a Lingua Franca, World Englishes and language ideologies. In Britain new migrants from a myriad of different locations co-exist with older migrants and the local white British population in what has been termed as superdiversity. This study focuses on older migrants who interact with newer migrants within the classroom, in a teacher-student relationship, and also to a degree outside the classroom. It reports on the attitudes of multilingual English language teachers to varieties of English and how this influences their teaching practices. I interviewed and conducted focus group discussions with first and second generation migrants between January 2012 and February 2013. The participants are representative of two conflicting ideologies. On the one hand the participants have varying degrees of experience with indigenised non-native varieties of English through travel, from learning English in a context outside Britain, and through family and friendship networks. On the other hand they also have the responsibility to teach British Standard English to students who may already be speaking a fluent stable variety of English. The aim of the study was to understand how the participants reconciled conflicting attitudes about language and the extent to which this impacted on their teaching practices. The main findings of the study are that while many of the teachers are aware of and open to different variation in spoken English, this predominantly related to pronunciation. However there were clear differences between first and second generation migrants which appear to be related to the participant’s experience of different societal ideologies. This translated into different attitudes about correct language and their beliefs about their teaching practices. While first generation migrants’ attitudes showed evidence of being influenced by dual ideologies, second generation migrants’ attitudes more closely reflected societal ideologies in the UK.

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15

SHARMA-CHOPRA, LOVELEEN PhD. „ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO“. Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.

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16

Shepherd, D. J. „The accomplishment of divergence : an ethnomethodological exploration of teachers' perceptions and constructions of South Asian pupils in a Bradford middle school“. Thesis, University of Bradford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376358.

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17

Ali, Raheela Furzanna. „An investigation of occupational stress, mental health and job satisfaction amongst South Asian and British White teachers in the UK“. Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443306.

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18

Armistead, Eugene W. Rong Xue Lan. „The education of third-culture Asian students in American international schools in Malaysia and Singapore a perspective of teachers and counselors /“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1559.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in The School of Education." Discipline: Education; Department/School: Education.

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19

Cornelius, Crista Lynn. „Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.

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20

Ark, Amanda K. „EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South Korea“. Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586622243746444.

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21

Tsuchiya, Shinsuke. „Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279.

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22

Almotairi, Mishal. „Investigating Kuwaiti teachers' and head teachers' attitudes towards inclusion“. Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4327/.

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The purpose of this study is to investigate the attitude of Kuwaiti primary teachers and head teachers toward including pupils with disabilities in mainstream schools and classrooms in the State of Kuwait. The two-part study utilises a ‘two methods approach’ to reveal the attitudes of teachers and head teachers in primary mainstream and special schools toward pupils with disabilities and including them in mainstream classrooms. The first study was a questionnaire-based survey of 560 teachers and head teachers currently working in the 209 mainstream and special primary schools in Kuwait. The questionnaire used was the Mainstream Attitude Survey (MAS) developed by Alghazo (2000). Results showed a mixed attitude towards inclusion of pupils with disabilities, and that, overall, teachers were quite negative about the concept. Teachers from mainstream schools were more supportive of inclusion than special school teachers and, male teachers were more supportive than female teachers. The second study involved interviews with 30 teachers, head teachers and 4 decision makers. These revealed nuances of opinion with respondents from both school types supporting inclusion from two main positions. The first emphasised that inclusion was an ethically sound movement; the second emphasised inclusion would be socially beneficial to society and the development of all pupils. Of those who were negative towards inclusion, criticisms were mostly based on the idea that while there were likely to be social benefits of inclusion, these benefits were not significant enough to justify placing the academic achievement of mainstream pupils at risk.

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23

Tanaka, Chisato. „An exploration of teacher motivation : a case study of basic shool teachers in two rural districts in Ghana“. Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6292/.

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Retaining motivated teachers is a major concern across countries. Ghana, like other Sub- Sahara African countries, has been trying to address challenges, such as the lack of teachers, particularly in rural areas, and the low levels of motivation among them. On the other hand, teachers in developing countries are not necessarily trained and, even if they are, they may not be competent, effective and efficient (Lockheed and Verspoor 1991). Mere enthusiasm and good intentions may not be enough to improve the quality of education. Nevertheless, motivation is necessary, since without it, teachers – especially those facing difficult circumstances – cannot persevere; and, no matter how skilled, without drive, teachers are unable to perform in the long term. As a consequence, without well-motivated teachers, children are less likely to attain the desired level of education. Moreover, if parents/guardians do not believe that education equips their children with the necessary skills and knowledge for a better life, access to and completion of basic education will not increase and government efforts to achieve EFA and the Millennium Development Goals (MDGs) may be in vain. Teacher motivation is not a new area of research. Extensive quantitative and qualitative research has been carried out, especially in the UK and the US, but not in Sub-Saharan Africa. Moreover, in the case of Ghana, most of the research is based on surveys and oneshot interviews and tends to describe why teachers have low job satisfaction and motivation. As working and living conditions for most teachers are challenging, studies into 'motivation' have tended to be superficial. More specifically, little research has been carried out into investigating why some teachers are able to stay motivated in conditions that others do not consider to be conducive to effective practice − or how they are able to manage. In addition, what research has been done has been concentrated in the southern part of the country, which is considered to be better off compared to the northern part according to many gauges. This study has aimed to investigate how basic school teachers‟ perception of teaching as a career is shaped by social and professional environment in rural Ghana. It has also intended to explore local realities with respect to the policy and its implementation for basic education. One-year field research from 2007 to 2008 was conducted by using a mixedmethods approach in two 'deprived'1 districts − one from the north and the other from the south − which are geographically, socio-culturally, and economically different. The methods of data collection involved survey, ethnographic research, interviews, and teacher focus group discussions. This research echoes previous research findings that physical disadvantages − such as the lack of conducive infrastructure, the shortage of teaching and learning materials, and poor salaries − are factors that contribute to a lower commitment to the profession. However, this research also suggests that two other key stakeholders at micro-level − in addition to the teachers themselves − play a role in teacher motivation. These are: colleague teachers, including head teachers; and the communities in which teachers live and work. Support at this level – both material such as the provision of accommodation and food and nonmaterial like morale support – can not only enhance teachers‟ well-being and self-esteem but also help them to see their current positions as a part of their goals. On the other hand, at macro-level, local authorities − the main implementers of policies and strategies formulated at central level and of teacher management − are particularly influential, as it affects teachers‟ long-term vision. They tend to discourage teachers in their operation, mainly due to its organisational culture that teachers perceive neither fair nor rational. With the same reason, strategies put in place to motivate teachers do not always produce the expected outcomes. Moreover, teachers are more likely to be subordinates to the authority even in school management and to feel powerless in the system. Too much emphasis on teacher motivation at school level may overlook the important role of the District Education Offices (DEOs), since teachers‟ lives are much more related to how the DEO manages them than is the case with similar hierarchical relationships in the West.

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Shah, A. F. „The role of the teacher in South Asian higher education“. Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372162.

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25

Trevaskis, Douglas F. „At the heart of change teachers and studies in Asia /“. View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43426.

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Thesis (Ed.D.)--University of Western Sydney, 2009.
A thesis submitted to the University of Western Sydney, College of Arts, Centre for Educational Research, in fulfilment of the requirements for the Doctor of Education degree. Includes bibliographical references.

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Donnelly, Lisa Chere'. „Shaping the Future Past: Finding History, Creating Identity in the Kwan Hsu Papers“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/481.

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Dr. Kwan Hsu was neither a superstar nor a celebrity. Her name does not come up in conversations about important contributors to her field of biophysics nor is she instantly recognizable for her contributions to Portland State University's international program or the state of Oregon's business ties with China. Yet she was a contributor, a cog-in-the-wheel, at the very least, in all of these areas and more. She was a peripheral member of a well-known Chinese family, but few in the United States know of or perhaps have interest in, but otherwise, she had no great connections or family ties to generate interest in her story. How does one process a collection for a woman who does not meet the traditional criteria for excellence or success or public interest for an archive? Where is the value to the larger historical narrative of our time in preserving the memories of someone who was non-remarkable, or, conversely, someone who may be even too unique to contribute to that greater narrative? These are the questions I wrestled with when I first came to this collection. As my research progressed, I realized that I faced more questions, and that to come to any understanding that might answer them, I was going to have to research the history of archives and archival processes. Science, the Cold War, Communist China, women, the immigrant experience, all of these issues became part of my thesis, however shallowly I was able to investigate them. Questions of identity and historiography, of power and discourse were explored. In the end, what I found was that a collection that on the outside looked unimpressive and unenlightening, could indeed be very valuable, and provide insight into any number of areas of current interest in historical research. This is that story.

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Maylor, Uvanney. „The experiences of African, Caribbean and South Asian women in initial teacher education“. Thesis, Open University, 1995. http://oro.open.ac.uk/57554/.

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This thesis is based on research into the subjective views and experiences of a group of black women student teachers. It is through the women's own voices that an insight is given into the experience of teacher training for black women. The women's motivations to enter initial teacher education (ITE), their perceptions of ITE, their experiences in ITE and their experiences as practising teachers are examined through the life history method. This thesis provides a detailed account of the interpretation and meanings black women students apply to their ITE experiences and how those experiences contribute to their learning in ITE. It also illuminates black women's views of primary teaching and their role as primary teachers. In addition, the inadequacy of multicultural and equal opportunities policies in teacher education are explored in this study. This is followed by an in-depth examination of the role of 'race' during teaching practice placements for black women students, and the influence of 'race' and gender in the experiences of practising black teachers. Chapter four exposes some of the gaps in teacher education in relation to 'race' and education. The case study in chapter five clearly illustrates the role of 'gender' in shaping women's experiences in primary teaching. Having explored the above, I provide examples and make recommendations of possible directions higher education institutions could take to address issues of inequality in teacher education.

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Wan, Lisa Chi Yan. „Implementation of Professional Learning Communities at the Progressive Academy of Southeast Asia“. Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749206.

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There is a large body of research that suggests the concept of a professional learning community (PLC) can promote improved student learning by increasing collective teacher capacity to meet the diverse learning needs of students (Reeves, 2016; Battersby & Verdi, 2013; Marzano & DuFour, 2011; Fullan 2010, Senge, 2006; Morrissey, 2000; Hord, 1997). Many schools have implemented PLCs around the world. Despite the well-documented benefits of PLCs, there is inconsistency to the extent with which PLCs are implemented within schools and districts. The purpose of this study was to (a) understand how the elementary division at Progressive Academy of Southeast Asia (PASA), an independent private school, has implemented PLCs; (b) learn about promising practices utilized by high performing PLCs to promote teacher collaboration and high productivity; and (c) understand barriers confronted by PLCs during the PLC process. A qualitative research design was used to understand the implementation process through focus group discussions. Focus group discussions were conducted with all grade levels, kindergarten to grade 5 in the elementary division. Ten themes emerged from the study (1) an alignment of belief in the mission and vision and purpose of PLCs by faculty and administration, (2) the elementary school has implemented systems and structures to support the PLC process, (3) there is a collaborative culture for the PLC process, (4) collective responsibility for student learning is still at its infancy stage, (5) PLCs are results oriented and have clearly established SMART goals that align with the elementary school’s strategic plan, (6) instructional assistants are a strong system of support for learning for students, (7) trust is a key to high performing PLCs, (8) there is a low level of trust in some PLCs, (9) there is a transient faculty, and (10) there are an overwhelming number of initiatives that require the time of PLCs at the school.

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Tkachyk, Leon Michael. „Perceptions of International Teacher Turnover in East Asia Regional Council of Schools“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4568.

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High teacher turnover has become a serious problem globally, in many international schools, and is a growing concern in segments of the East Asia Regional Council of Schools (EARCOS). This persistent problem has a detrimental effect on student learning and upsets the culture of school communities. Herzberg's motivation-hygiene theory served as the framework for this qualitative case study research that examined the perceptions of EARCOS international overseas-hire teachers, to determine their beliefs regarding high teacher turnover in international schools. These questions gave direction to this study: What factors do international teachers in EARCOS member schools believe contribute to high teacher turnover in international schools? What do international teachers in EARCOS member schools believe is the result of high teacher turnover in international schools? What steps do international teachers in EARCOS member schools believe should be taken to reduce high turnover in international schools? Purposeful homogenous sampling was used to identify 8 focus group interview participants from the entire pre-K-12 international overseas-hire teacher population from the 149 EARCOS member schools. Coded data were examined, analyzed, and categorized into themes related to Herzberg's motivation-hygiene theory. Member checking, peer debriefing, and external auditing were used to add validity to the research study. The analysis of the data and findings revealed that lack of effective mentorship, lack of administrative leadership support, and ineffective systems are the major contributors to international teacher turnover in international schools. A white paper was developed and constructed from the themes that emerged from this study and presented to EARCOS member school administrators, to potentially use to address the issue of increasing international overseas-hire teacher turnover rates in international schools. This acquired knowledge could lead to positive social change that can influence the practices, structural procedures, and policies of EARCOS and other international school systems related to teacher turnover.

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Lee, Kirk T. „Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement“. PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3103.

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Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system. This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups. The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.

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Park, Gloria G. „Unsilencing the silenced the journeys of five East Asian women with implications for TESOL teacher education programs /“. College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3950.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Quddus, S. M. Abdul. „The unfeasibility of professionalization of primary-school teachers in Bangladesh : an analysis of the actors and factors, 1971 - 2001 /“. Bergen : Faculty of Social Science, Universitet i Bergen, 2007. https://bora.uib.no/bitstream/1956/2318/1/PhD_thesis_Abdul_Quddus.pdf.

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Kimaliro, Eunice. „Teachers' professional identity in the context of education change within Trans Nzoia East District, Kenya“. Thesis, University of Worcester, 2015. http://eprints.worc.ac.uk/3850/.

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Despite the growing literature on teachers’ professional identity (Beijaard et al. 2004, Day et el 2006, Hextall et al.2007,Sutherland et al. 2010, Canrinus et al.2011), there is little concurrence on what it should mean and few examples of studies from schools in sub Saharan Africa (Smit and Fritz 2008, Barrett 2006). This sociological study contributes to the knowledge of teachers’ professionalism by presenting subjectivities and socio-institutional discourses said to shape teachers’ post training identity and role in education change as experienced within a given Kenyan primary school. The literature indicates that whilst identity is perceived to be core to motivation, the different expressions of self, subject and identity placed alongside competing discourses of professionalism widen the scope for diverse discourses of teachers’ professional identity (Sachs 2005) to emerge. Since professional identity is socially derived (Cohen 2008) and discourse mediated this study contributes to knowledge by illustrating how contextually held interpretations of teacher professionalism influence their role in reform contexts. Teachers’ role expectations are examined alongside the social suggestions of significant others. Ethnographic data collection methods and thematic analysis are intended to highlight the emerging discourses and their impact on the given population. The findings suggest teachers are caught between expectations influenced by organisational and occupational professionalism which put reform processes outside their immediate jurisdiction but appeal to their altruistic occupational orientation in fulfilling managerially determined objectives. Teachers post training identity is said to be influenced by pre-service training, the interface between curriculum and examination requirements, pedagogical practices framed by professional and community norms and by their individual sense of discipline, dedication, self-sacrifice and moral purpose. Pupil and parental expectations seen against contextual realities challenge various forms of teacher professionalism and education reforms.

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Roche, Agnes Marie. „Encounters with schooling : Mien American families in an urban school district /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7518.

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Czehut, Katherine. „The Achievement Gap, Revisited: An Empirical Assessment of What We Can Learn from East Asian Education“. Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10575.

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International mathematics assessments have established students in East Asia as among the best in the world and their U.S. counterparts as mediocre. What is not clear is why this “achievement gap” exists. The last major study to address this question, Stevenson and Stigler’s (1992) The Learning Gap, was published prior to empirical and methodological advances in international comparative research on education. Prevailing wisdom points to unverified differences in cultural beliefs, which often leads to defeatist conclusions. This dissertation offers a fresh perspective by applying sociological theory and methods to the issue. Specifically, I rely on underutilized data from the 2003 and 2007 Trends in International Mathematics and Science Study (TIMSS) of fourth graders to compare educational systems across three major factors that influence math achievement: curriculum, teachers and parents. My main empirical findings are that there is greater uniformity of math instruction across classrooms in the participating East Asian nations of Hong Kong, Japan, Singapore and Taiwan than in the U.S. and that, among all participating educational systems, average achievement tends to be higher in those with greater uniformity of instruction. The implication is that the institutional arrangements that allow for less uniformity of instruction across classrooms in the U.S. might be partially responsible for the gap. Cross-regional differences in teacher effectiveness might also account for part of the gap, as three-level, hierarchical linear models of achievement in each nation indicate that U.S. math teachers are less effective than their East Asian counterparts—even after the quantity of instruction provided is taken into account. The main theoretical contribution is an alternative explanation for the apparent cross-regional disparity in the proportion of involved parents, which highlights how schools can make a difference in whether or not parents become involved. Such an approach promises a way out of the dead-end reached by previous theorists. However, this dissertation also draws attention to the limitations of the existing data. At present, there is not enough information available to substantiate the policy recommendations made in previous studies. As such, a central aim of this dissertation is to put research onto sounder methodological footing.
Sociology

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Fitzpatrick, Damian. „Making sense of the English language policy in Thailand : an exploration of teachers' practices and dispositions“. Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3314.

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Similar to other countries in the South-east Asian region, Thailand has transformed its education policy so that it may be able to better face the challenges of the globalised world. In order to do this, constructs such as student-centred learning and critical thinking, as well as the teaching of English in a more communicative manner, have been promoted. There has been little critical or grounded research carried out on the current English policy in Thailand, which emerged from the National Education Act of 1999 and the subsequent Basic Education Core Curricula of 2001 and 2008, therefore, in order to better understand how this policy works, this study explores how a group of Thai-English language teachers conceptualise the English language policy in Thailand by investigating their practices and beliefs (dispositions). In order to do this, and drawing on a social constructionist perspective from Bourdieu’s theory of practice, this thesis adopts a qualitative methodology that incorporates exploratory and ethnographic elements. Employing a combination of data collection methods that include classroom observations, retrospective accounts and semi-structured interviews, the findings demonstrate that a gap exists between the goals of the policy and what actually occurs in the classroom. Thus, there were few examples of either the communicative approach or student-centred learning being employed, with teachers instead tending to transmit knowledge to their students in a teacher-centred manner. Reasons for this may be due to the influence that the national examinations has on teachers’ work, the suitability and / or relevance of imported teaching and learning approaches on local contexts, as well as the need for better implementation of change. Teachers would indeed benefit from more professional development concerning the policy, but this thesis also argues that the policy itself needs to be critically examined. This would then allow Thailand, as well as other countries in the region, to better inform and improve their current education policies.

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Khai, Kham Khan. „Increasing knowledge of teaching and learning for the faculty members of Southeast Asia Bible College in Myanmar /“. Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1706818071&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Pham, Huong Thi Mai. „Attitudes towards inclusive education of students with disabilities in Vietnam : a survey of regular lower secondary school teachers /“. Oslo : Department of Special Needs Education, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/isp/2008/73247/pham_master.pdf.

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Hien, Nguyen Mannee Chaiteeranuwatsiri. „Teacher's and administrator' perception of Asean cooperation in tourism training case studies of Thailand and Vietnam /“. Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd399/4836019.pdf.

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Hirano, Yuka. „EFL in-service teacher education in Japan : policy and practice“. Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/73334/.

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This study investigates current English as a Foreign Language (EFL) in-service teacher education (INSET) programmes at national universities in Japan. In particular, it examines these programmes in light of the needs of experienced EFL teacher trainees and considers implications for Japan’s proposed new system: the Teacher Licence Renewal System (TLRS). The study generates an in-depth snapshot of current EFL INSET programmes at Japanese universities, revealing serious potential problems with the proposed reform. It employs a qualitative methodological paradigm and a needs analysis technique, collecting data from case studies using interviews, course observations, documentary analysis and background information questionnaires. The findings indicate that trainees’ needs and problems are often neglected in top-down and trainer-centred EFL INSET programmes, despite trainers’ awareness, and suggests that the situation will deteriorate when the new TLRS commences in 2009-10. The study proposes an alternative model for TLRS to address potential problems and identify major areas for improvement.

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Boulter, Carmen Henriette. „EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region“. Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.

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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.

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Yu, Xia. „Text memorisation in China : hearing the learner and teacher voice“. Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/198177/.

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This thesis investigates text memorization, a widely used yet under-explored language practice in foreign language teaching and learning in mainland China. The inquiry was conducted along two lines: to conceptually examine a number of issues central to the understanding of the practice of text memorization in the Chinese context, and empirically inquire into Chinese learners/teachers’ practices and perceptions of the inclusion of text memorization in foreign language learning and teaching. The review of literature shows that (text) memorisation had been widely practiced in other parts of the world until recently, including the Anglophone west. By challenging the belief that emphasis on memorisation stifles and creative thinking, which is believed to be one of the key aims of Western education, I argue that memorisation or memorised knowledge is not only legitimate in but constitutes an important part of learning. I also demonstrate that Confucius’ theory of learning, which allows the coexistence of emphasis on memorisation and critical thinking arguably can be of relevance to education in the 21st century. Also advanced in the conceptual study is the argument that the methodological considerations underlying ALM (Audio Lingual Method), despite its western origin, match up to some fundamental Chinese conceptions of learning and teaching. The empirical study reported in this thesis addresses the need for a comprehensive and in-depth understanding of the practices and beliefs of Chinese learners and teachers regarding the use of text memorization in foreign language learning and teaching. This study bases its methodology on semi-structured interviews complemented by small-scale surveys. The data was collected from a group of Chinese learners (N=42) and teachers (N=20) affiliated with 10 schools and 6 universities at three different educational levels, i.e. junior high, senior high and college, which constitute the major part of foreign language education in China. Data collection was mainly based in a single Chinese inland capital city and lasted for one year and two months involving two fieldwork trips to China. Analyses of the data lead to two major findings. First, both learners and teachers hold overwhelmingly positive perceptions of the use of text memorization in foreign language learning and teaching. The practice was perceived to be beneficial not only because it assists learning in a number of ways but because it builds the learners’ sense of achievement and confidence. Second, the informants’ positive beliefs about text memorisation, though context-constrained, might be more attributable to their perception of benefits to their language learning and teaching than to the view that the practice is consistent with traditional Chinese culture and values. In sum, this inquiry promotes a ‘different-rather than-deficit’ perspective in understanding Chinese learners and their learning practice as well as problematizing the uncritical assumptions about the negative impact of a Confucian philosophy of education.

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Duan, Xuejing. „The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs“. Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.

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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data.
PHD

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Nguyen, Thi Bich Ngoc. „Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system“. Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30086.

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Cette recherche porte sur un dispositif d'enseignement d'une langue étrangère innovant au Vietnam, de type EMILE (Enseignement d'une matière intégrée à une langue étrangère) et promu par Le Ministère de l'éducation et de la formation en 2008. IL s'agit d'une recherche exploratoire et qualitative visant à extraire les représentations d'élèves de 1ère et 2ème année au lycée. Un premier questionnaire administré au début de la mise en œuvre de l'EMILE porte sur leurs perceptions/motivations au sujet de l'anglais en général, les cours d'anglais et les cours de type EMILE. Un deuxième questionnaire a été administré après une année et demi de pratique de l'EMILE. Parallèlement, les enseignants de spécialité qui participaient au dispositif EMILE, ont été interviewés. Le traitement des données a permis de confronter les perceptions des élèves et des enseignants à propos du dispositif innovant et d'en identifier les qualités et les défauts. Les résultats soulignent le décalage qui existe entre la perception des potentialités du dispositif et les nombreux obstacles concrets qui entravent leurs réalisations
The present research examines Content and Language Integrated Learning (CLIL), an innovative language learning system in Vietnam launched by the Vietnamese Ministry of Education and Training in 2008. This exploratory, qualitative investigation was first centred on the perceptions of high school students, obtained through two questionnaires. The first one was administered at the outset of the CLIL implementation, with a view to identifying their perceptions about and motivations for English in general, English as a Foreign Language and CLIL. A second questionnaire was administered after a year and a half of CLIL practice to evaluate potential motivational changes. At the same time, the content teachers of the project who taught their speciality in English were interviewed. Data processing made it possible to cross-check students' and teachers' perceptions of CLIL, its assets and its drawbacks. The results point out the discrepancy which exists between the perceived didactic potentialities of CLIL and the many concrete impediments that hamper their full realization. In the wake of this survey, some recommendations are made to improve CLIL implementation in Vietnam, particularly with regard to the content teachers' training in the foreign language

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Sharma, Manisha. „Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in a Postcolonial Globalization Context“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339617524.

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Jeyacheya, Fungai. „Teachers' attitudes to, and the challenges of, establishing an effective and fully-fledged community of practice : the experiences of six secondary schools in the east of Zimbabwe“. Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27843/.

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Before independence, in 1980, the education system of Zimbabwe was organised along racial lines. This organisation of education along racial lines disadvantaged Black Africans in the context of both access to and quality of education experience. The transition of the Black Africans from primary to secondary school appeared to be capped for both academic and non-academic vocational secondary school programmes. Upon attaining independence, the government of Zimbabwe embarked on educational reforms and rapid expansion of the education system. These reforms aimed at establishing equitable provision of education to the disadvantaged Black Africans. Reforms focused on the millennium development goals (MDG) whose aims were to provide (primary school) education for all by 2015. The economy of Zimbabwe, which experienced growth soon after independence, declined rapidly in the late 1990s and 2000 leading to the hyperinflation of 2008. This led to adverse effects on the provision of quality education and teacher demotivation. Some teachers in this study revealed a sense of a compromised professional identity; there was also a sense of a teaching community that included many ‘accidental’ teachers. It was also possible to detect many teachers having a sense of a lack of control; discontentment was high among the teacher respondents. There was also a reluctance to understand the need for accountability and commitment by a significant number of the teacher respondents.

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Drummond, Urvi. „Music education in South African Schools after apartheid : teacher perceptions of Western and African music“. Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6298/.

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The South African classroom music curriculum has changed in the twenty years since the transition from apartheid to democracy in 1994. The broad imperative for the main music education policy shifts is a political agenda of social transformation and reconciliation. Policy aims are to include many more learners in the music classroom by promoting the study of diverse musics that were previously marginalised and by providing a framework for music education that allows learners to progress at their own pace. This research study investigated to what extent music teachers are able and likely to fulfil the requirements of the new, post-apartheid curriculum, with particular reference to the National Curriculum Statement music policies (NCS). Specifically, it considered whether teachers have a particular allegiance to Western and/or African music. Twelve South African music teachers were interviewed for this purpose. The latest music curriculum revision in the form of the Curriculum and Assessment Policy Statement (CAPS, 2011) has modified knowledge content by streaming music into three distinct but parallel genres. In addition to Western music, the curriculum incorporates Indigenous African music and Jazz as representative of the diverse cultural interests of South Africans. An analysis of post-apartheid music policy documents draws on post-colonial thought to frame the affirmation of African music by giving it a prominent place in the curriculum. In order to appreciate the role different musics are expected to play in the curriculum, the work of prominent ethnomusicologists provides a means to conceptualise the range of emerging musics, including World Music, Global Music and Cosmopolitan Music, and their differences. For teachers to comply with the policy directive to teach different musics to diverse learners, they are required to expand their knowledge and adapt their teaching styles to achieve these aims. This study highlights a lack of resources and of structured teaching support through continuing professional development as well as a need for policy to give clearer direction in the way it instructs teachers to execute the changes demanded of them in the curriculum. An investigation of teachers’ own musical education and their views of the new curriculum reveals that they are willing to teach a variety of musics. Their perceptions of the differences between Western and African music illustrate a reflective understanding of the challenges they face in this undertaking.

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Watts, Dana Specker. „THE RELATIONSHIP BETWEEN PROFESSIONAL DEVELOPMENT AND PROFESSIONAL CAPITAL: A CASE STUDY OF INTERNATIONAL SCHOOLS IN ASIA“. UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/44.

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The goal of this study was to investigate the interaction between professional development and professional capital within international schools in Asia. The researcher employed a multi-site case study to inform the research goals. A conceptual framework based on Hargreaves and Fullan’s (2012) professional capital theory was used to guide the study’s methods and data collection. The data were collected in two phases. The first phase consisted of a digital survey that was distributed to ten international schools associated with the East Asia Regional Council of Schools (EARCOS) and the Office of Overseas Schools (OSS). The survey was analyzed to identify the experiences and perceptions of professional development within international schools. The second phase was comprised of semi-structured interview data from twelve international educators to explore the relationship between professional development and professional capital. The findings of this study helped outline themes of how a professional development fosters professional capital within the international schools. Specifically, international educators use professional development to increase human capital through their experiences to improve personal practice, while developing, retaining, and attracting educators to the international schools. Social capital is impacted through the amount of time international educators allocate to collaborative and networking experiences with other international educators within their field through professional development. By increasing decisional capital, international educators develop expertise with effective professional development guided through the support of mentors by increasing decisional capital. The findings suggest professional development within the international schools studied is connected to an increase in professional capital. The findings also suggest international educators need to maintain a level of autonomy in regard to decision making to continue to increase professional capital within international schools. Suggestions for a refinement of the theory of professional capital leadership include a balanced approach to professional development where teachers use their human capital and school leaders use their social capital collectively to make professional development decisions.

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Chien, Ying-Mei. „EXAMINING EXPERIENCES WITH ENGLISH LANGUAGE STUDIES IN TAIWAN AND IN THE UNITED STATES“. CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/608.

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The importance of learning English to find success in today’s global community has never been more vital. However, choosing the best method for teaching English language skills in the second language (L2) classroom is still open for debate. This paper examines L2 strategies for teaching English in Taiwan. More important, it examines the notion that English as a Foreign Language (EFL) training in Taiwan could be made more successful by incorporating more effective EFL teaching strategies, including a communicative, or creativity based methodology for second language learning. EFL teaching methodology in Taiwan has and continues to emphasize a teacher centered learning strategy for L2 instruction, one where students do not question the instructor’s opinions or authority—a learning environment where students heavily rely on memorization, where creativity and critical thinking take a back seat in the classroom learning environment, in many ways a receptive style methodology. This paper will attempt to identity and examine what factors determine why Taiwanese teachers continue to rely on the teacher centered approach to L2 training— emphasizing a receptive methodology to EFL instruction, as opposed to a more creative, or communicative approach emphasizing critical thinking and creativity. Data from this study is derived from interviews of multiple Taiwanese university students currently studying in United States. Data is also drawn from the writings of leading researchers and scholars as amplified upon in the literature review section and related discussions. This paper first examines some of the underlying concerns associated with Taiwanese L2 training programs and related EFL research. It also reviews the results of data analysis of student interviewee responses, which point to two main problem areas, or themes, which negatively impact Taiwan L2 training strategies: 1) an over emphasis on teacher centered instruction or a lecture only lesson 2) an over emphasis on student memorization as a learning technique, which may lead to an absence of critical thinking and creativity in the L2 learning environment. Discussions also examine how more effective elements of EFL teaching methodology may positively impact L2 training in Taiwan. The findings of this paper will hopefully add a positive perspective regarding L2 training in Taiwan as well as improve study experiences for those Taiwan students seeking to further their educational opportunities in America.

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Koo, Ah Ran. „Being and Becoming in the Space Between: Co-Created Visual Storying through Community-Based Participatory Action Research“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492844169485159.

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