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1
Venter, Frans. „An educator in every classroom : the management of substitute educators in Northern Gauteng province“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/62908.
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This study investigated and described the manner in which school leaders in the Gauteng North province of South Africa manage substitute educators as part of a strategy to manage educator absenteeism. This study attempted to uncover what management strategies are in place when educators cannot attend to their educational duties. This qualitative case study was guided by the following research question: “How do school leaders manage substitute educators in the Northern Gauteng province?” Using a conceptual framework made up of the elements of management, namely planning, organising, leading, and controlling (van der Westhuizen, 2003), the researcher collected data using semi-structured interviews with school principals. In selecting the first research site both purposive and convenience sampling was used - the criteria for the identification of the first school was whether it uses substitute educators, while the Northern Gauteng province was selected on the basis of convenience as it is within close geographic location to the researcher. Snowball sampling was employed to identify other schools in the Northern Gauteng province that use substitute educators. Ultimately, the study involved five principals that utilize substitute educators on a regular basis. The researcher determined that the main reasons for utilizing substitute educators are for maternity leave for female educators, illnesses like cancer, the hospitalisation of educators for surgery, and also for urgent private affairs and PILIR leave. Schools are lacking policies regarding their substitute educators, which can lead to hindrances in the utilization of substitute educators. All schools have difficulty in finding substitute educators with the ability to teach languages, especially for Afrikaans Home Language, and to a lesser extent English Home Language and English First Additional Language. Other subjects that are challenging to find suitable substitute educators for are Mathematics and Physical Science. The researcher also determined that principals are mainly responsible for the planning of the utilisation of substitute educators, and to a lesser extent the SMT’s. A factor that hampers the appointment of appropriate substitute educators at schools is the availability of finances. Some schools are not able to pay competitive salaries to substitute educators, although they attempt to remunerate them on the same scale as permanent educators. Due to the fact of better remuneration at other schools, quality substitute educators are often lost. The researcher discovered that newly appointed substitute educators’ progress is continuously monitored to ensure that they are well adjusted and that all issues are addressed. The majority of substitute educators are females who were in the teaching profession but left due to family reasons or because they did not want to commit to a specific school. Furthermore, the researcher discovered that the greatest challenge for schools is not knowing in advance when educators were going to be absent. Some educators wait until the last moment to inform the principal of their absence from school. A further challenge depends on the ability of the school to manage a substitute educator. An inexperienced principal may have more difficulty to address this matter. However, most schools have adequate procedures in place to monitor and control the use of substitute educators. Time is of the essence because of the tempo at which education in South Africa takes place. Recommendations for the management of substitute educators include the design and implementation of a compulsory, comprehensive, and focused school policy on the management of substitute educators. More support from the GDE would benefit schools when they are in need of a substitute educator, perhaps even by adjusting their own policy. Substitute educators that are regularly utilised at a school must be actively involved in professional development, especially regarding discipline. Schools need to create strategies to give feedback to substitute educators when they have completed their stint. Finally, the creation of a proficient data base of all educators who desire to do substitute teaching may prove to be quite useful.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
2
Miner, Amy Baird. „Democratic Inclusive Educators“. DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1469.
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Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enables the participation and voice for all those affected by problems and their proposed solutions. Within the context of education, democratic inclusive education is established for the purpose of creating learning environments in which multiple perspectives are included in the community building and decision-making efforts of the classroom. This study explored the perceptions and experiences of three elementary teachers that incorporated aspects of democratic inclusion into their teaching practice.
3
Alindekane, Leka M. „Student nurse-educators’ at a nursing school in the Western Cape, perceptions of teacher identity from a personal knowledge perspective“. University of the Western Cape, 2014. http://hdl.handle.net/11394/4178.
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Magister Curationis - MCurTeacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.
4
Victor, Marcy. „Peer health educators' motives“. Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/95.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
5
Verhovsek, Ester L. „Educators as Change Agents“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2588.
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Verhovsek, Ester L. „Educators as Change Agents“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2589.
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Braaf, Eldene. „Resilient Educators Support Programme for HIV and AIDS affected educators in the Northern Cape : an evaluative study“. Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27485.
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The Resilient Educators (REds) Support Programme was compiled by the North West University in 2006. The aim of the REds Programme is to promote the quality of life of HIV and AIDS-affected educators. It is therefore geared towards assisting educators to cope more effectively with the challenges of the pandemic by supporting them to respond adaptively to a teaching context that demands responses more typical of counsellors or social workers, or medical personnel trained to prevent HIV (Theron, Geyer, Strydom&Delport, 2008:84). The content of the REds Programme is grouped into nine modules. Each module provides thematic structure, background information and interactive activities. Since its conception in 2006 and subsequent implementation, REds has continued to evolve, being continually informed by empirical research, with the future aim of disseminating REds to the National Department of Basic Education in South Africa (Theron et al., 2008:84-85). Continual refinement and development of REds have thus been occurring to the extent that the fourth version has been implemented in 2009. REds has to date been implemented in four South African provinces, namely Gauteng, Mpumalanga, Free State and North West Provinces, but not in the Northern Cape. However, its extended implementation in the Northern Cape may deem invaluable to the standardisation of the programme for the South African educational context The goal of the research project was to determine the effectiveness of the REds Support Programme (fourth version) in enhancing the quality of life of HIV and AIDS-affected educators in the Northern Cape. The researcher embarked upon programme evaluation as a type of applied research. The study utilised the triangulation mixed methods research design, as this study combines qualitative and quantitative research methods. The research design for the quantitative research approach was the quasi-experimental comparison group pre-test post-test design, whilst the collective case study design was used for the qualitative research approach. Quantitative data were collected through a group standardised questionnaire, the Professional Quality of Life Scale (ProQOL) and for qualitative data different methods were used including narratives and drawings. The same standardised questionnaire was administered at both the pre- and post-test level with both the experimental and comparison groups. Narratives and drawings were also utilised for both groups before and after exposure to REds. The experimental group consisted of 11 respondents from a specific primary school in Kimberley, Northern Cape, while 10 respondents, from another primary school in Kimberley, participated as part of the comparison group. The quantitative research results suggested that even though a significant difference was indicated between the comparison group and the experimental group as it relates to the measure of burnout at the post-test level, it cannot be certain that this difference is as a result of the experimental group having been exposed to the REds programme, given that a significant difference between these groups already existed at the pre-test level. Qualitative research results, on the other hand, evidently indicated that participants have profited from the REds programme and that there was a positive mind shift in the post-exposure of respondents to the programme. This could be substantiated when comparing post-exposure findings of the comparison group and the experimental group. Based on the data obtained through ProQOL, the REds programme did not adequately address the support needs (Quality of Life) of participants. The qualitative results gathered through narratives and drawings seem to have given a better representation of the impact of the REds programme on participants when compared to the quantitative results. It is recommended that the qualitative component of the research project be elevated as the data gathered through this research method was much richer than the quantitative data. The impact of the programme is evident using this data collection method. It is recommended that other possible standardised questionnaires be explored or a self-structured questionnaire be compiled in order to identify a more applicable measuring instrument. It is also recommended that the possibility of excluding a quantitative measuring instrument be explored.Dissertation (MSW)--University of Pretoria, 2012.
Social Work and Criminology
unrestricted
8
Liptak, Loretta M. „A comparison of open-mindedness between health educators and other educators : a preliminary investigation /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011224774.
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Olivier, Gerhard Hercules. „Educators' perceptions of corporal punishment“. Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25323.
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Corporal punishment is a widespread phenomenon in South African schools in spite of legislation prohibiting spanking of learners. Section 10 of the South African Schools Act No 84 of 1996 states that No person may administer corporal punishment at a school to a learner. The legal consequences for an educator administering corporal punishment could result in dismissal. However, empirical evidence indicates that seven in every ten primary school learners and one in every two secondary school learners still receive corporal punishment from educators. Hence, the purpose of the study is to understand and explain corporal punishment from educators’ perceptions. Six educators from three schools were interviewed using a qualitative approach. Participant educators are not convinced that the use of corporal punishment is illegal and a criminal offence. The findings of the study show that these frustrated educators believe that corporal punishment is effective to maintain discipline in classes with a high educator-learner ratio. Furthermore, the participant educators are convinced that alternatives to corporal punishment are ineffective in comparison with the positive effect of corporal punishment on instruction and learning. The ineffectiveness of alternatives to corporal punishment is exacerbated by the poor support provided by the Department of Education in implementing these measures. The study concluded that the implementation of the abolishment of corporal punishment is a tug-of-war between legislation and reality.Dissertation (MEd)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted
10
Cooper, Elizabeth N. „The beliefs of teacher educators“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31110.
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This was an exploratory, descriptive study, focussed on the concepts used by certain teacher educators to describe their work. Open-ended interviews were conducted with 25 teacher educators who worked with undergraduate student teachers in one Canadian university. Their descriptions of the knowledge and the practice which they believed important to the successful completion of their work were classified. Themes were identified and compared to themes derived from a review of literature about teacher education. Three broad categories of belief about the nature of, and the relationship between, the theory and the practice of teacher education were identified. Sub-categories of two of the three broad categories were also identified. The categories which emphasized the primacy of theory were called naive deduction, classical rationalism and technical rationalism. The categories which emphasized the primacy of practice were naive induction, personal practical knowledge and inquiry. The third category emphasized the necessary interaction of theory and practice. Two other broad categories of belief were identified. They described teacher educators who believed student teachers acquire knowledge and skill best If teacher educators teach theory directly (reductionlsm) and those who believed student teachers learned best when helped to interpret experience (wholism). These beliefs were interpreted as being sustaining beliefs, that is, beliefs which serve as general guides to teacher educators' work. Some of these sustaining beliefs reflect the school context of teacher education, others the university context. As a result, teacher educators face dilemmas of choice.
It was concluded that this research provided some avenues for further investigation which may help teacher educators to understand more clearly the difficulties experienced when programs are developed or changed.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
11
Badali, Salvador John. „Seconded teachers as teacher educators“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.
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12
Blunt-Williams, Kesha. „Students' perceptions of transformative educators“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174664044.
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13
Wiley, David M. „An evangelistic presentation to educators“. Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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14
Walter, Benjamin A. „Epistemological beliefs: differences among educators“. Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2528.
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Epistemological beliefs are personal beliefs about learning and knowledge.
Epistemological beliefs have been found to have important implications for learning, for
example epistemological beliefs have been found to predict academic achievement
(Schommer, Calvert, Gargliette, & Bajaj, 1997), and may predict teaching practices
(White 2001). This study examined the epistemological beliefs of 83 (M= 16, F = 67)
practicing teachers, 62 of whom were enrolled in a graduate teacher education program.
This study utilized the Epistemic Beliefs Inventory (EBI) (Schraw, Bendixen, & Dunkle,
2002) and the four-quadrant method (Schraw & Olafson, 2008) to measure participants'
epistemological beliefs. Differences were found among educators based on education
level, education program, gender, age, licensure type, and order in which participants
received the instruments. The four-quadrant method was found to have small correlations
with the EBI. Limitations and implications are discussed.Thesis (M.Ed.) -- Wichita State University, College of Education, Dept. of Counseling, Educational, and School Psychology
15
O'Regan, Bridget. „Ietoga : Samoan educators' educational journeys“. Thesis, University of Canterbury. School of Professional Development, Centre for Postgraduate Studies, 2006. http://hdl.handle.net/10092/2841.
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Senior educators in Samoa who are currently studying towards a Master of Teaching and
Learning degree through the Christchurch College of Education face the usual range of
challenges encountered by students studying from a distance. In addition, they face a range
of expectations from their jobs, their communities, their churches and their families that are
not the norm in the western society through which they are studying. Despite such
difficulties, these educators are successful and are leaders in their fields. I was interested to
learn how they managed these challenges. This thesis therefore asks, How did a group of
senior educators in Samoa undertake their educational journeys'! It also traces my cultural
and research learning journeys and the pathways I followed as a palagi (white person)
undertaking cross-cultural research.
It was important that I recognise my limitations as a palagi conducting research in the
Pacific and that as far as possible I followed practices and research methodologies sensitive
to Pasifika contexts. I therefore adopted a holistic and collaborative approach that entailed
consultation with the community throughout the research process. During initial
consultation community members confirmed they wished the research to occur, and that
they approved of and accepted me as the researcher. We worked collaboratively to
determine the topic and the nature of the study. The community drew clear parameters and
established the main emphasis of the research as a narrative approach within an
ethnographic framework. Ongoing consultation included regular visits to Samoa to meet
with the participants where we discussed progress and worked together to co-construct their
stories.
My research approach 0 auala i le fa'a Pasefika (Pasefika Pathways) guided me throughout
the research. This approach, a combination of my own western social constructionist
epistemology, Talanoa research methodology and Stephen Filipo's (2004) research
approach 0 auala i le fa'a Samoa, enabled me to respect and value my participants while at
the same time taking cognisance of the cultural limitations under which a palagi works. I
was given cultural guidance and support by an advisor in New Zealand appointed by the
College of Education. The participants voluntarily took on the role of cultural advisors
during my time in Samoa.
I gathered data through a combination of fono (interviews), and talanoa (informal
conversations) conducted in Samoa, and supplemented this with data from the participants'
journals and from my own research journal,
I realised from an early stage that various aspects of the research such as the processes
used, cultural aspects and the main themes drawn from the participants' stories were
closely intertwined and difficult to separate. Consequently, I adopted the metaphor of an
ietoga (fine mat) to present this thesis. The completed ietoga represents the participants'
individual educational journeys together with my cultural and research learning journeys.
I argue that the participants live between two worlds as they balance tensions between the
requirements of the western institutions that provide their education and the requirements
of fa'a Samoa. The participants' formal schooling did not take account of fa'a Samoa and
its related values. Nor did it take account of Pasifika people's preference for oral and
experiential learning. Codes of behaviour and expectations of fa'a Samoa such as fa'a aloalo
(respect) for one's elders and those in authority have markedly constrained and influenced
the participants' educational journeys. Their responsibilities to family, church and
community, for example, have presented barriers to their success. Paradoxically, these
same codes of behaviour and expectations have supported the participants and have made it
possible for their educational journeys to be successful.
I contend that if western institutions wish to provide meaningful programmes and learning
experiences for their Pasifika students, it is important that they take cognisance of and plan
for these students' cultural values, beliefs and codes of behaviour.
This research determined factors that enabled a group of senior educators in Samoa to be
successful. Two questions arise for me and present as opportunities for research to be
undertaken by Samoan or other Pasifika peoples. Have the participants been successful in
their postgraduate study because they are undertaking this while living in Samoa and
therefore have ready access to fa'a Samoa's support systems? How have the participants'
educational journeys differed from those of other educators who have not achieved the
same success?
16
Moreira, Herivelto. „Motivational profiles of physical educators“. Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240165.
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Molapo, Moyahabo Rodgers. „How educators implement curriculum change“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.
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This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS.
Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data.
The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
18
MacNeal, Jr Roderick Victor. „Racial Disproportionality as Experienced by Educators of Color: The Evaluation Process and Educators of Color“. Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107998.
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Thesis advisor: Lauri JohnsonThe purpose of this individual study was to address the gap in research and answer the following research question: How do educators of color perceive the evaluation process and its impact on their professional growth and development? It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. As educators of color work to maintain a presence within the educational system, it is essential to study how perceived biases related to race may impact the evaluation process. This single case study attempted to capture how five administrators of color and five teachers of color employed by the Cityside Public School District perceived the evaluation process used within their district. Additionally, a document review of union contracts was used to ascertain the evaluation process used by Cityside. The Critical Race Theory tenets of permanence of racism, counter storytelling and critique of liberalism provided a theoretical framework to analyze the responses given by each participant who participated in semi-structured interviews. Findings reveal that the majority of the participants do not believe the evaluation process has improved their growth and development. Other findings revealed that the racial identity and the level of cultural competency of the evaluator impacted whether or not participants believed their race was a factor in how they were evaluated
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
19
Menchhofer-Grote, Tisha Ann. „A Systems Thinking Approach Analysis:Narratives Educators Use To Describe Their Experiences Working With Other Educators“. Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1374351899.
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McCullough, Joy Diane. „Demographic and biographic characteristics of prospective teacher educators and their motives for becoming teacher educators /“. The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801319637.
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Cakwe, Mandisa. „Understanding educator-mediated conflict resolution in a preschool environment: the experiences and feelings of preschool educators“. Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002452.
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This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.
22
Campana, Alina M. „A Portrait of Possibility: Examining the Artist/Educator/Activist as an Alternative Model for Art Educators“. Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/193462.
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Some art educators working in communities exemplify an alternative to the more common and stereotypical notion of the artist as autonomous, self-focused, and neutral. They view art-making and education as vehicles for social justice, and in some cases for social and political activism. In these broader social functions, the boundaries between art, education and activism fade. Drawing on perspectives from community art education, sociology, art criticism, critical pedagogy, and social justice education, and based on in-depth interviews with participants, this study examines the motivations, perspectives, development, and experiences of five artist/educator/activists who work in community-based settings in Tucson, Arizona. Common characteristics, as well as questions and implications for further research, are presented and discussed.
23
Lynch, Patrick Paschal. „Preferential Options and Palimpsests: Transferring the Founders’ Catholic Charism from Vowed Religious Educators to Lay Educators“. Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/262.
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A decline in the number of vowed religious who teach and administer in Catholic high schools has placed the responsibility for transferring the founders’ Charism, the traditional mission and identity of the schools, in the hands of lay educators. This study examined how one Catholic independent single-sex high school established programs and methods to transfer the founders’ Charism to its lay educators and students in the areas of social justice, diversity, and social and political awareness.
The researcher collected data about Charism transference by interviewing five adults selected as a purposive sample and conducting focus groups with 15 students selected on a nominative basis. Additional research included prolonged researcher emic observation and an analysis of school documents and archives; the data were codified and an emergent analysis of the data was performed. The analysis focused on social justice, diversity, and social and political awareness at the school. Informing the analysis were the theories of Catholic Social Teaching, critical pedagogy, and liberation theology. The emergent analysis identified that the school institutionalized the founders’ Charism, established an atmosphere of care for others in the areas of social justice and diversity, and promoted awareness of feminine identity and a sense of students as leaders, as well as an understanding of social justice and diversity issues. However, factors including social reproduction, social capital, cultural capital, and class complicated the transformational praxis of action in the areas of social justice and political and social awareness.
24
Liu, ChangChia James. „Enthusiastic Educators and Interested Visitors| Investigating the Relationships between Museum Educators' Enthusiasm and Visitors' Situational Interest“. Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844568.
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Informal education environments like museums have become some of the most important educational resources. Although much attention has been paid to museum settings and programs, little is known about how museum educators support visitors’ learning and intrinsic motivation. In particular, there is a need to investigate museum educators’ enthusiasm, considering that enthusiasm is a powerful way of creating an engaging learning experience across various subjects and environments. In this study, I investigate museum educators’ enthusiasm as perceived by adult visitors through the lens of interest development. The results I found (N = 209) indicate a strong positive relationship between museum educators’ enthusiasm and visitors’ situational interest. Visitors’ reports of educators’ enthusiasm were directly related to catch interest (β = .74) and indirectly to hold interest (β = .46). In addition, educators’ enthusiasm mediated the connection between prior individual interest and catch interest. Visitors’ prior individual interest was also moderately related to both their catch (β = .28) and hold interest (β = .37). Limitations and directions for future studies are discussed.
25
Cotton, Ward Arthur. „Teacher recruitment by secondary agricultural educators“. Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/cotton/CottonW0805.pdf.
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Harvey, Lynn Kirkland. „Writers on writing, implications for educators“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24151.pdf.
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Robertson, Lorayne. „Educators' responses to equity in-service“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35415.pdf.
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Jackman, House Colleen. „Nurse educators' experiences of information technology“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ42399.pdf.
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Moir, Philip. „Training continuing educators for divergent thinking /“. Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7698.
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McIntosh, Lisa Mary. „Museum educators teaching others to teach“. Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/35396.
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Currently there is minimal understanding of museum educators’ practices of teaching others to teach. Museum professionals have identified this as an area that warrants investigation if museums are to further their educational potential. This research examines museum educators’ perspectives of their practices as museum-based teacher educators to gain insights into their beliefs regarding practice, generate new understandings about teaching others to teach in museums, and provide direction for professional development.
This qualitative study is framed by concepts embodied in collaborative self-study methodology and community of practice and addresses the following questions: 1) What beliefs are evident in the way museum educators discuss their practice as museum-based teacher educators? 2) How do museum educators understand and reconcile the tensions that emerge from their beliefs about practice? 3) How does the opportunity to engage in conversations with colleagues about their practice, framed within collaborative self-study, contribute to museum educators’ practice?
Participants’ discussions of their practice as museum-based teacher educators focus on two distinct groups of teachers, new and experienced interpreters and docents. Their practice includes five areas: interpreter selection, initial training, creating space for reflection and peer feedback, shadowing and mentoring, and professional development. They described the purposes of their work as preparing interpreters and docents for program delivery and helping them develop judgement about their teaching. Participants’ beliefs about practice are examined through beliefs about teaching as a craft, teaching as an art and experience as a good teacher.
Conflicts between participants’ beliefs and their perceptions of their organisation beliefs are evident in their discussions of tensions in their practice. Analysis suggests that many of the tensions relate to the purpose of visitor experience, the nature of teaching, and the structure of the interpreter position, and in most cases remain unresolved.
Participants found the opportunity to engage in conversation with colleagues a valuable form of professional development that contributed to their practice as museum-based teacher educators by presenting alternative perspectives of practice, ensuring time and a degree of accountability to reflect on practice, and positively affected their identity as a museum educator by engaging with others who share similar challenges.
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Rogers, Audrey Green. „Understanding preservice educators' multicultural identity development“. Thesis, Rivier University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624573.
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This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity.
Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses.
Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.
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Vest, Cynthia Ann. „Job Satisfaction Among Women Accounting Educators“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279359/.
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A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined.
A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities.
A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences.
Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring.
It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.
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White, David Lee Jr. „Evaluating Educators Perceptions of Tattoo Stigma“. Walsh University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1588191931131861.
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Wyatt, Melissa Ann. „Sustainable Diets: Understanding Nutrition Educators' Perceptions“. Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/560838.
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Background As the world population grows to 9.1 billion people, there is a need to feed all of these people. Agriculture will need to produce more food to feed the world. Agriculture is pressured by climate change with droughts and changes in seasonal patterns and needs to adapt to these changes. For nutritionists, there is a need to address non-communicable chronic diseases, such as obesity and diabetes. These diseases are highly problematic in the developed parts of the world. Additionally, addressing food security is also an issue as part of the world, a large portion of developing countries, experience hunger and diseases related to not having adequate nutritious foods. Sustainable diets are working to address the issues mentioned above. This idea of having a sustainable diet is not new and dates back to a 1986 commentary by Gussow and Clancy. However, it was later in 2010, that a definition was developed by the Food and Agriculture Organization of the United Nations (FAO). This general definition has provided research with a focus on what a sustainable diet is and which food groups are parts of a sustainable diet. Purpose The purpose of this study was to learn about the current knowledge of sustainable diets through conducting a search of peer-reviewed literature about what sustainable diets are and what foods are included. Finally, this study assessed what nutrition educators know about and what their perceptions are of sustainable diets. Methods A literature search was conducted using several databases, including PubMed and EBSCO Host, yielding a few thousand results. After reviewing the literature, questions were developed for a focus group (n=8 participants), interviews (n=9 participants), and a short survey (n=54 participants). The project participants were from the University of Arizona’s Department of Nutritional Sciences, Supplemental Nutrition Assistance Education Program (SNAP-Ed) and the Expanded Food and Nutrition Education Program (EFNEP). Participants were asked to participate in one of the session: focus group, interview, or short survey. Results Participants from the focus group and interviews indicated that there was potential for people to be healthy by participating in sustainable diet activities. There also was concern about cost of sustainable diets. Sustainable diets need to be culturally acceptable to get consumers to practice them. Finally, eating seasonally was important component of a sustainable diet. If nutrition educators were asked to teach sustainable diets to others many felt they need more information or resources on sustainable diets or need to research the topic. Participants in the short surveys indicated concerns about costs, nutritional adequacy and showed mixed results when asked about what foods would be part of a sustainable diet. Educators who took the survey also showed great interest in having more education to learn about sustainable diets. Conclusions Nutrition educators have concerns about sustainable diets, such as being nutritionally adequate and affordable to all people. Educators in the focus group and interviews showed that there is potential for people to be healthy by following sustainable dietary practices, like gardening. However, there seemed to be a need for more education on sustainable diets. Nutrition educators have limited knowledge of sustainable diets. Some have an idea of what sustainable diets are, while others have stated that they have not heard of sustainable diets. Nutrition educators surveyed show a great interest in attending a seminar, if offered, on this topic. In summary, sustainable diets are gaining attention of nutrition educators, especially if sustainability and food become part of the new dietary guidelines. A need for providing sustainable diet education to nutrition educators will be part of the future. Further research on knowledge of nutrition educators on different components of sustainable diets and development of an educational curriculum is necessary.
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Stanley, Laurel M. „Perceptions of Elementary Educators Toward Inclusion“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2529.
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Since the late 1990s there has been a considerable increase in the number of students with disabilities who receive instruction in inclusive settings. The participation of students with disabilities in inclusion classrooms continued to grow with the passing of The No Child Left Behind Act (2001), formerly known as the Elementary and Secondary Education Act. While previous legislation called for students with disabilities to participate in all standardized testing, The No Child Left Behind Act called for the closing of the achievement gap between students with disabilities and their nondisabled peers. An accountability system with sanctions for individual schools and school division not showing gains towards closing the achievement gap was also established with the passing of the No Child Left behind Act, making the progress of students with disabilities a priority for all educators.
This qualitative study examined the perceptions of general education teachers, special education teachers, and building level administrators regarding inclusion in the elementary setting. Indepth, structured interviews were conducted with the 12 participants at a time and location of their choosing. Ten interview questions guided the process and the participants’ responses were recorded and transcribed verbatim.
Previous qualitative studies have been conducted with varying results. The review of the literature indicates that the perceptions of educators toward inclusion may impact the design and subsequent success of inclusion programs as well as the academic progress of students with disabilities. Many factors seem to contribute to the development of teacher perceptions of inclusion, including professional development training and special education classes taken by general education teachers.
The data were analyzed by first coding themes found in the interview responses. The themes were then categorized by using ordering and sorting techniques that permitted emerging patterns to be documented. The findings indicate that the participants of this study do not perceive that inclusion is appropriate for all students with disabilities. The participants cited the following features as being necessary elements of inclusion: coplanning, collaboration, and coteaching between the general education teacher and the special education teacher. Recommendations for practice and for future research were based on the data analysis.
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Downey, Claudia. „School Psychologists' Reports: Special Educators' Preferences“. TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2265.
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Special educators were surveyed in order to determine which of two distinct styles of school psychologists' reports, (psychological vs. psychoeducational) was perceived to be most useful. The sample population consisted of 39 special educators employed by the Bowling Green (Ky.) Independent School District and the Warren County (Ky.) Board of Education. Teachers' rankings of the ten report sections (five per style of report) were compared by an analysis of variance. Results of the 2 (report style: psychological vs. psychoeducational) by 5 (report sections: referral vs. background and observations vs. tests/procedures vs. diagnosis or conclusions vs. recommendations) ANOVA revealed no significant findings for style or section. Neither was there a significant style by section interaction. Analysis of the ten report sections' mean rankings and standard deviations provides support for the contention that special educators prefer the psychoeducational report to the psychological report, particularly the specific nature of its Recommendations section. Section means and standard deviations reveal that the Recommendations section of the psychoeducational report Was most often ranked as most valuable and that its ranking by teachers displayed the least amount of deviation from its mean ranking. When asked which of the reports was the better of the two, 90% of the special educators responded the psychoeducational report was.
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Daniels, Keynasia Kami. „Do educators value school social workers?“ CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2834.
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The purpose of this study is to examine educators' (teachers and school administrators) level of knowledge about the professional role of school social workers and the value that educators place on the functions carried out by social workers as pupil support personnel.
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Apodaca, Monica Sophia. „Dual language educators: Tambien tenemos sentimientos“. CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3338.
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The purpose of this study will show that teaching is a career that involves a relatively high degree of stress. Without the proper coping skills or strategies, educators can face the risk of burn-out. This study will provide a qualitative and quantitative look into the professions of a group of dual language educators, offering suggestions and insights into the stressors unique to this group of educators.
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Bunsen, Teresa Dawn. „Analysis of Critical Skills Used By Educators of Students With Autism“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331481/.
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A review of the literature indicated that critical skills needed by educators of students with autism had not been sufficiently identified. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and analyze a comprehensive list of critical skills for educators of students with autism.
A survey instrument was developed in bifurcate format that required respondents to rate 118 skill items according to Importance and Proficiency. Two Likert-type scales were provided to enable respondents to record their perceptions of Importance and Proficiency. The instrument was mailed to a nationwide stratified sample of educators of students with autism. A total of 90 surveys were mailed with 52 (57%) returned.
Four hypotheses and two research questions were developed. Data were analyzed using MANOVA to test for significant differences among the four geographic regions of the United States and within ten skill areas. The findings did not support the hypotheses; therefore, all hypotheses were rejected. In further analysis utilizing the ANOVA and Chi-Square procedures, significant differences among some regions and within some of the skill areas were found. The findings suggest that educators from the four regions tended to differ in regard to Importance and Proficiency for certain skill items. Findings led to recommendations being given relevant to future research on critical skills needed for teachers in the field of autism.
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González, Moraga Maribel del Carmen. „Being and becoming a Deaf Educator : the construction of Deaf Educators' roles and pedagogies in Chilean Deaf Schools“. Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723458.
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Marumo, Lesang Philadelphia. „The impact of in-service educator professional development programmes on grade 10 life orientation educators / Lesang Philadelphia Marumo“. Thesis, North-West University, 2010. http://hdl.handle.net/10394/8253.
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The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system.
The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study.
Two distinct conclusions are drawn from the findings of the study, namely;
• Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District.
• Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement.
Four categories of recommendations are suggested, namely:
• The responsibility of the Department of Education towards the professional in-service training programmes.
• The teacher training institutions' responsibility towards the Life Orientation teachers.
• The formation of support groups in the different regions in the Francis Baard District.
• Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011
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Sills, Margaret Vivienne. „Adult perceptions of influences on personal health and change : a study of health educators and non-health educators“. Thesis, King's College London (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284803.
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Robinson, Linda Marie McDonald. „Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3316/.
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This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.
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Parton, Becky Sue. „Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5352/.
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The purpose of this study was to determine whether working in the field of deaf education, as opposed to general education, results in a higher level of technology integration. A secondary goal was to determine if deaf educators who are deaf integrate technology at a higher level than their hearing counterparts. The instrument chosen for this study was the LoTi Technology Use Profile, a tool used to explore the role of technology in the classroom. A total of 92 participates were included in the study of which 48 were regular educators and 44 were deaf educators. The participants were selected from a population pool whereby teachers were presumably pre-disposed to using technology based upon their attendance at a technology training session in the form of a conference or a class. Deaf educators as a whole did not perform as well as general educators on the LoTi scales. Given the fact that the technology-minded general educators who comprised the sample population of this study scored exceptionally high on the LoTi scales, further research is needed to ensure comparability between the two groups. The findings of the current study do suggest, though, that deaf educators who are deaf have the potential to integrate technology to a greater degree than deaf educators who are hearing. Thus, a primary recommendation is to conduct a national LoTi survey of typical, rather than technology-minded, deaf educators as a comparison to the 2004 national survey of typical general educators.
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Heynes, Arnelle. „Educators perceptions of implementing guidelines on HIV/AIDS interventions in the Department of Educations Port Elizabeth District“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1009319.
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The development and implementation of policy guidelines remains a contentious issue. Over the past few years, difficulty still exists in implementing the Department of Education (DoE) 1999, National Education Policy Act, 1996 (No. 27 of 1996): National Policy on HIV/AIDS for learners and educators in public schools, and students and educators in further education and training institutions [here after referred to as DoE HIV/AIDS policy (1999)], while at the same time trying to transform the entire education system. This research explored the perceptions of educators in the Port Elizabeth District regarding the implementation of DoE HIV/AIDS (1999) policy guidelines. A secondary objective was to provide a reflection of how the implementation of guidelines on HIV/AIDS interventions within the schools of the Port Elizabeth District either conformed to or deviated from the guidelines outlined in the DoE HIV/AIDS policy (1999). The study was executed within the paradigm of qualitative research and employed an exploratory, descriptive and contextual design. The researcher conducted a pilot study to enhance the trustworthiness of the study. Purposive sampling was employed to recruit research participants, consisting of 12 educators from 10 schools in the Port Elizabeth District where HIV/AIDS interventions were being implemented. Data was gathered through semi-structured interviewing and analysed using Tesch’s (1990) in De Vos, Strydom, Fouché & Delport (2005:340-341) framework for analysis of qualitative data. Guba’s model (in Krefting, 1991) was used to ensure the trustworthiness of the study. Three themes emerged from the results of the in-depth semi-structured interviews: (1) Educators’ views on the DoE HIV/AIDS policy (1999) guidelines and its implementation (2) Gaps or shortcomings in implementation of the DoE HIV/AIDS policy (1999) and (3) Educator suggestions’ to inform implementation of the DoE HIV/AIDS policy (1999) in schools. The results from the study indicate that there is inconsistency in the policy implementation approach employed by DoE district level representatives and there is a need for knowledge and capacity development at district and school level. The value of the study is outlined as well as recommendations.
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Witney, Lois W. Thomas Clayton F. „Nurse educators self-concept and leadership behaviors /“. Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101129.
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Thesis (Ed. D.)--Illinois State University, 1990.Title from title page screen, viewed November 16, 2005. Dissertation Committee: Clayton F. Thomas (chair), Edward R. Hines, Vivian R. Jackson, Douglas H. Lamb, Kenneth H. Strand. Includes bibliographical references (leaves 114-124) and abstract. Also available in print.
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Kurt, Gamze. „A Study Of Teacher Educators'“. Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610959/index.pdf.
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Investigating the teacher education phenomenon of mathematics teacher education through the perspectives of teacher educators was aimed in this study. It was designed to understand the problems and the needs of teacher education in Turkey, to conceive the imperatives of the reforms mathematics teacher education reforms, namely 1982 reform, 1998 reform, and 2006 reform, and to determine whether these reforms satisfy the existing needs in Turkey.
Based on the principles of qualitative research methods, documents of mathematics teacher education programs were investigated after the date when teacher education has been replaced under universities. As a second data collection tool, interviews with past and present deans of the education faculties, department chairs of mathematics education departments, and the academic staff were conducted.
The data collected were analyzed through qualitative data analysis methods and the meanings and importance of the imperatives, processes, and consequences of the reforms were explored as well as the problems and the needs of teacher education in Turkey and solutions for them were investigated.
The findings of this study showed that mathematics teacher education took a great step after establishing education faculties under universities in 1982. However, it has to be improved in order to eliminate the problems and the needs of teacher education in Turkey. It was expected to develop a source for the future teacher education reforms while paying attention to the imperatives and the consequences of educational changes in 1982, 1998 and 2006, and to be beneficial to generate a Turkish teacher education framework.
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Yalcin, Tugba. „Classroom Teachers And Teacher Educators'“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.
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This cross sectional survey study examined the perceptions of classroom teachers in
urban regions of Kars Province including its towns and teacher educators in Kafkas
University about the new elementary school curriculum in Kars Province. It also
revealed their perceptions about the strengths and weaknesses of the elementary
school curriculum, students&rsquoeducational needs from the window of local characteristics of Kars, and classroom teachers&rsquo
needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they gave on a survey questionnaire and from interview data with teacher educators that was collected through a semi-structured interview form. Data gathered were analyzed utilizing content analysis method. The major findings of the study revealed the following about that the new elementary school curriculum: (1) active student understanding and common skills were mentioned
(2) its appropriateness to students&rsquo
level
(3) relevancy to students&rsquo
everyday life
(4) its comprehensiveness
and (5) variety that were somehow achieved. On the other hand, the findings also showed that there were problems with regard to the new elementary school curriculum: (1) lack of parental involvement to educational process in Kars
(2) over crowding of classrooms
(3) insufficient materials in schools
(4) insufficient in meeting local characteristics and conditions of Kars.
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Burton, Susan. „Self-perceived professional identity of pharmacy educators“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008352.
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The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.
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Martens, Rachel Dionne. „Room to breathe : a retreat for educators“. Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54738.
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This written thesis presents reflections and analysis of my thesis performance, Room to Breathe: A Retreat for Educators. As both a contemporary theatre practitioner and an educator, my theoretical and practical cross-disciplinary research has culminated in the creation of this interdisciplinary theatre event. Simultaneously a workshop and a work of art, this three-hour evening experience takes place inside an immersive theatrical environment, an aesthetic context designed to facilitate embodied self-reflection. The interactive performance invites educators to consider how we can create more room to breathe within our bodies, within our schedules, and within our classrooms.
Inspired by the transformative potential of theatre as a ritual, I directed a four-week interdisciplinary collaboration between myself and three performing artists (Melisa Hernandez, Lolu Oyedele, and Keith Wyatt), using fabric, lighting, sound, text, projections, dance, and music to generate a series of metaphors for educators to observe, and to participate in co-creating. Fueled by what the rhythm of the breath continues to teach me about teaching and learning, this aesthetic experience was designed to engage educators in a subtle praxis of attunement to the rhythm of the breath within the framework of the body and within the learning process. Each educator contributed her unique presence, perspective and way of making meaning to the collective. I facilitated a dialogical exploration of how the embodied experiences that unfolded throughout the evening might be translated into personal and professional practice.
In conclusion, I propose that providing educators with an aesthetic experience of liminal space/time can transform body-based practices, metaphors, and conversations into gateways for experiencing mindfulness as an integrated lifestyle: an embodied way of seeing and being. Within this embodied experience, participants can access shifts in perspective, lines of inquiry, and poetic insight that would not be available in an educational context that focuses purely on cultivating intellectual understanding. Attunement to the rhythm of the breath can engender curiosity about, trust in, and surrender to intrinsic rhythm in curricular enactment, inviting educators to engage their whole being (body, mind and spirit) in the dynamic reciprocity of relationships, and in learning and teaching as ongoing spirals of transformation.Graduate Studies, College of (Okanagan)
Graduate