Dissertationen: „Teachers’ age“

1

Senjov-Makohon, Natalie. „Digital immigrant teachers learning for the information age“. full-text, 2009. http://eprints.vu.edu.au/2063/1/senjov_makohon.pdf.

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This study investigated how experienced teachers learned Information and Communication Technologies (ICT) during their professional development. With the introduction of ICT, experienced teachers encountered change becoming virtually displaced persons – digital immigrants; new settlers – endeavouring to obtain digital citizenship in order to survive in the information age. In the process, these teachers moved from learning how to push buttons, to applying software, and finally to changing their practice. They learned collectively and individually, in communities and networks, like immigrants and adult learners: by doing, experimenting and reflecting on ICT. Unfortunately, for these teachers-as-pedagogues, their focus on pedagogical theory during the action research they conducted, was not fully investigated or embraced during the year-long study. This study used a participant observation qualitative methodology to follow teachers in their university classroom. Interviews were conducted and documentation collected and verified by the teacher educator. The application of Kolb‘s, Gardner‘s, and Vygotsky‘s work allowed for the observation of these teachers within their sociocultural contexts. Kolb‘s work helped to understand their learning processes and Gardner‘s work indicated the learning abilities that these teachers valued in the new ICT environment. Meanwhile Vygotsky‘s work – and in particular three concepts, uchit, perezhivanija, and mislenija – presented a richer and more informed basis to understand immigration and change. Finally, this research proposes that teachers learn ICT through what is termed a hyperuchit model, consisting of developments; action; interaction; and reflection. The recommendation is that future teacher university ICT professional learning incorporates this hyperuchit model.

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2

Standen, Richard Phillip, und standen@hn ozemail com au. „The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School“. Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030730.102127.

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The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the schools assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teachers practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teachers beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teachers orientation. These recognisably different labels demonstrated that each teachers four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teachers orientation is with the ethos underpinning the innovation.

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3

Lynch, Dale P. „Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms“. Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2943.

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The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and implementing instruction are also noted. Educators were asked to respond to 36 likert-type items regarding their beliefs about developmentally appropriate practices. Respondents were also asked to respond to 27 likert-type items related to their instructional practices based on developmental appropriateness. Data were analyzed using an oblique factor analysis. Findings include a difference between multi-age and single-age classroom teachers regarding developmental education.

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4

Curtis, Diane M. Smith. „On becoming a competent multi-age practitioner“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ54878.pdf.

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5

Zeelie, Shani Antoinette. „Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the PIRLS Literacy 2016 results which revealed that South African Grade 4 learners achieved the lowest reading literacy scores out of the 6 participating countries. This study is a secondary analysis utilising standard multiple regression analysis of the PIRLS Literacy 2016 achievement data and the contextual data from the teacher and school questionnaires. The study’s results revealed that there is no statistically significant relationship between South African teachers’ participation in either formal or informal professional development and learners’ reading literacy achievement. Based on the literature however, the emphasis was placed on the educational significance of teachers’ participation in effective professional development activities.
Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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6

Jacobson, Gilbert R. „An analysis of the decisions of New York State school districts to accept or reject the State's early retirement incentive plan /“. Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10692265.

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7

LaFever, Kathryn S. „Interdisciplinary Teacher Education: Reform In the Global Age“. Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228748083.

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8

Simerly, Jennifer A. „Teachers’ Perceptions of Students’ Readiness for Kindergarten“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2369.

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The increase in the number of parents who decide not to enroll their children into a formal kindergarten once they become of age has triggered questions of what impacts readiness. The act of redshirting has doubled since 1980. Redshirting is simply delaying a child’s entry into kindergarten by 1 year after they become age eligible to enroll. Parents want to make sure that with high stakes testing, a more demanding curriculum, and an increase in rigorous standards that their children are ready to start kindergarten with the best opportunity for success. The purpose of this study was to examine how preschool and kindergarten teachers perceive age, gender, prior preschool experience, and socioeconomic status impact a child’s readiness for kindergarten upon school entry. The study was also an examination of perceptions of preschool and kindergarten teachers as to whether or not readiness can be determined by a readiness test. The design method chosen for this study was nonexperimental quantitative. Teachers responded to an online survey. The survey was distributed via email to preschool and kindergarten teachers who were employed in 2 rural east Tennessee counties. This study included the responses of 46 participants who chose to respond to the survey.

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9

Foley, Virginia P. „Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5990.

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10

Camilli, Valerie Mae Lundquist. „"Squeezin' in" : transition effects when students move from multi-age to single grade classrooms /“. ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270511&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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11

Luo, Dazun. „The effects of age, ethnic name and grade point average on screening decisions in teacher selection“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955084.

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This study was formulated around the critical issues of teacher selection, potential discrimination, and candidate competence. This study investigated the effects of teacher candidate's age, ethnic name and undergraduate Grade Point Average (G.P.A.) on the school principals' evaluation of the candidate in the resume screening stage of selection.One hundred secondary school principals from a national random sample rated the hypothetical teacher candidates with different age conditions and resume conditions (ethnic name and G.P.A.). The principals' ratings for each candidate on the six selection criteria on the evaluation form were computed to yield a composite score for the candidate. Analysis of Variance (ANOVA) was used to examine the differences among composite scores for the candidates with different age and resume conditions. There was no statistically significant difference found in the principals' ratings for the candidates with different age conditions. This finding indicated that candidate's age did not have an effect on the principals’ evaluation. There was a statistically significant difference in the principals' ratings for the candidates with different resume condition. This finding indicated that candidate's resume condition had influence on the principals' evaluation.A post-hoc procedure, Tukey (HSD), was further used to detect the specifics of the resume condition effect. The data analyses indicated that candidate's G.P.A. had a direct effect on the principals' evaluation only for the Anglo-Saxon name candidates not for the Hispanic name candidates The data analyses also indicated that candidate's ethnic name had an indirect effect on the principals' evaluation, and the effect was in favor of the Hispanic name candidates with a high G.P.A.
Department of Educational Leadership

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12

Moran, Renee Rice, und Huili Hong. „Using Photo Elicitation to Understand Teachers’ Perspectives in the Age of Common Core“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3625.

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13

Kato, Yuko. „Education for the global age : a comparative study of the views about education for the global age at secondary school held by students, student teachers and teachers in England and Japan“. Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/10793/.

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14

Lightman, Timohty. „Power/knowledge in an age of reform| General education teachers and discourses of disability“. Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666801.

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In this qualitative study, comprised of interviews and observations, I explore how discourses of disability circulating within the epistemologies and practices of four general education teachers at two different public elementary schools. Utilizing a Foucauldian lens, I am particularly interested in how these teachers responded to the power/knowledge claims asserted through the dominant medicalized discourse of disability institutionally employed and deployed through special education and the public school system writ large. Moreover, I have looked for acts of resistance, or in the parlance of Foucault (1983), "modes of action," recognizing that the formation of resistance is both a precondition and consequence of the exercising of power, and that power is the medium through which social change occurs.

In one of the schools, Taft, I encountered a school culture in which the institutional and discursive authority of special education and a medicalized discourse appeared deeply entrenched in the school culture encasing teachers, administrators and children within a network of power relations. This network discursively produced children identified with disabilities as unable to learn in general education classrooms, and general education teachers as unable to teach all children. Within this environment, opportunities for interrogation and resistance were nullified. In the other school, Bedford, I encountered a school culture in which the institutional and discursive authority of special education and a medicalized discourse appeared diminished, absent the institutional authority of special education. In its stead, appeared an internal bureaucratic discourse of assessment and accountability, concerned primarily with issues of compliance. With instruction and classroom management discursively organized, teachers were produced as officers of compliance, mobilized as agents in the discursive production of docile and compliant children.

Yet, with a weak administration and in the absence of an institutionalized special education apparatus within the school, I posit that at Bedford a localized alternative discourse circulated within the school, and that opportunities for interrogation and resistance arose in particular classrooms, with particular teachers, and in particular moments of time. However, despite an apparent disassociation from a medicalized discourse at Bedford, escaping the underlying assumptions of the medicalized discourse proved unreachable, if not impossible, and it continued to shape classroom teachers, and their notions of disability and inclusion as well as their perceptions and interactions with special education.

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15

Karimi, Marziyeh. „Internet usage within the workplace and teachers’ job satisfaction: role of Age and Gender“. Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80765.

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In recent years, the Internet has made many changes to different aspects of individuals’ professional and personal lives. It is used in different professions for various reasons such as improving communication, increasing efficiency and access to more resources and opportunities. Furthermore, improved conditions at work can help increase employee’s job satisfaction and the positive feeling toward their job. The aim of this study is to examine the effect of Internet use on Job satisfaction for teachers and the potential moderating effects of gender and age on this relationship. To conduct this study, a sample including 71 teachers was used and a survey was used to collect the information from the teachers. Two regression analyses were carried out and three hypotheses were tested. The results from these analyses did not support the idea of an effect of Internet use on teachers’ job satisfaction or moderating effects of age and gender on the relationship. However, there was some evidence that teachers in the sample viewed the Internet as positive for their job. It should be mentioned that the conclusions are limited by methodological problems such as questionnaire design and sampling.

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16

Deakin, Paul Andrew. „Revisioning the religious education teacher : towards a multidimensional model for training secondary RE teachers in an age of competences and standards“. Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246482.

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This thesis seeks to: 1) establish reasons for the introduction of Competenceand Standards-based Initial Teacher Training (ITT) in England and Wales; 2) assess the impact ofCompetences and Standards on Secondary RE ITT; 3) offer proposals for a new 'multidimensional' RE ITT paradigm. The thesis is structured around four research questions. The first research question: Why were Competences and Standards introduced into the lIT process? informs a historical inquiry into the origins of Competences and Standards in Part 1. The second and third research questions: To what extent do documents such as 9/92 and 4/98 represent idealized models of teacher training and assessment? and How do Ofsted inspectors interpret ITT Competences and Standards in practice?, are considered in Part 2, where DfEE Circulars 9/92, 4/98 and other ITT inspection-related materials are analyzed and critiqued. The fourth research question: Can Standards be successfully integrated into ITT structures that seek to develop personal and professional qualities that lie far beyond the mechanical acquisition of depersonalized and decontextualized skills, behaviours and knowledge? leads in Part 3 to the presentation of proposals for new Secondary RE ITT structures. After outlining the salient features of these proposed ITT structures, possible barriers to their successful implementation are considered.

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17

Hardy, Gary K. „Bridging the literature gap with age-appropriate writing for middle school boys and their teachers“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/GHardy2006.pdf.

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18

Chappell, Kerry. „Creativity within late primary age dance education : unlocking expert specialist dance teachers' conceptions and approaches“. Thesis, City University London, 2005. http://openaccess.city.ac.uk/11882/.

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This study is a qualitative interpretive investigation of three expert specialist dance teachers' conceptions of and approaches to creativity with late primary age children in England carried out using a multi-case case study approach. These specialists were working in a variety of educational settings and had extensive experience as dance educators with some degree of experience, past or present, of creating and/or performing as dance artists. The study was carried out in order to increase understanding of expert specialist dance teachers' conceptions of and approaches to creativity, and how these relate to theories of creativity and teacher knowledge from within dance education and wider relevant education literature, particularly in light of the creativity agenda in England stemming from the NACCCE Report (1999). The purpose of this study was firstly exploratory and illustrative with the exploration of Foundations for Creativity; Creativity as Individual, Collaborative and Communal; and Creating the Dance underpinning the explanation of Teaching for Creativity: Spectra of Approaches and Shaping Influences. These findings were compared with existing literature and contribute to the field In a number of ways. Firstly, they provide: an 'image of the possible' from these experts of an embodied socially constructed way of knowing and accompanying pedagogy as foundational to creativity in primary age dance education, which is also potentially pertinent to wider primary education; an argument for moving beyond individualised conceptions of creativity to embrace deeper understanding of the dynamics of creativity as collaborative and communal within dance and wider education; and a teacher-derived image of the creative process which reinforces arguments against 'over-assuming'the commonalities of creativity across domains. Secondly, the findings offer a possible pedagogical toolkit for teaching for creativity in primary age dance education including three pedagogical spectra, images of their possible use in action, and details of the dilemmas faced and overcome using professional practical knowledge, which may also be applicable in wider educational settings. And, thirdly, the findings contribute to understanding how the dance teachers' practical knowledge in relation to creativity developed through reframing, leading to an argument for wellsupported reflective practice within specialist dance teacher training and CPD as a key way of contributing to the professionalisation of their work.

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19

Keith, Karin, Renee Rice Moran, Huili Hong und Stacey Fisher. „Using Photo Elicitation to Understand Teachers’ Perspectives on Literacy in the Age of Common Core“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/996.

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20

Weeda, Jocelyn R. „Cultivating the Fire With(In): Teacher's Resistance in an Age of Corporate Reform“. Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407193226.

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21

Newby, John C. „The effect of candidate age, candidate experience, and administrative level in the teacher selection process“. Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917820.

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Teacher selection is an important component in the way schools and school corporations hope to attain their overall goals and objectives. This study was designed to partially replicate a study completed by H. Bradford Allison in 1981 at the University of Wisconsin - Madison which looked at the effect of candidate age, candidate experience, and administrator position in the teacher selection process.Randomly selected administrators (300 principals and 300 superintendents) were sent a packet of information which included a candidate summary containing hypothetical information about a teacher candidate and a position description which outlined the teaching position to be filled. The candidate summary varied age two ways (29 years and 49 years) and experience level three ways (no experience, three years experience, and eight years experience). After reviewing the information, respondents were asked to rate the hypothetical candidate on the following six criteria:1. Candidate's knowledge of the curricular area.2. Candidate's ability to transmit knowledge.3. Candidate's likelihood to contribute to overall school operations.4. Candidate's ability to maintain a disciplined teaching environment.5. Candidate's ability to create a friendly classroom environment.6. Candidate's potential to grow in the profession.The dependent variable was the composite score or overall candidate rating computed from the six criteria on the candidate evaluation form. A 3X2X2 factorial design was used for this experiment and analysis of variance was used to analyze the effects of the variables on the composite rating.An alpha level of .05 was established as the critical value. The analysis yielded a significant F ratio (.033) for the three way interaction of administrator position, candidate age, and candidate experience. There was no significant F value for any of the two way interactions (administrator position X candidate experience, administrator position X candidate age, and candidate experience X candidate age). Nor was there a significant F value for any single main effect.Further analysis of the statistically significant three way interaction found that superintendents rated 49-year-old candidates with eight years experience significantly lower than they rated 29-year-old candidates with eight years experience. These findings suggest that under the conditions utilized in this study, age discrimination was not universally evident but occurred in the way superintendents rated 49-year-old candidates with eight years experience.
Department of Educational Leadership

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22

Wernke, James A. „Kindergarten Teachers' Perceptions of Student Readiness for School“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3207.

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The design method for this study was non-experimental quantitative. The survey was distributed via email to Kindergarten teachers in two Northeastern Tennessee school districts. There were 69 Kindergarten teachers who responded to the survey. The study revealed that Kindergarten teachers perceive that gender, socioeconomic status, and preschool experience have a significant impact on student readiness for school. Chronological age was not perceived to have an impact on student readiness for school to a significant extent. Kindergarten teachers perceived that preschool experience has the greatest impact on student readiness for school when asked to rank the order of impact from greatest to least. Chronological age was perceived to have a greater impact on student readiness for school than either socioeconomic status or gender.

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23

Wake, Bev. „Education in the information age, why computers should be a cautious addition to teachers' tool kits“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ57765.pdf.

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24

Oto, Todd. „Effects of national origin, chronological age, and locus of decision on teacher selection decisions : a social distance and person-organization fit perspective /“. For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.

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Thesis (Ph. D.)--Joint Doctoral Program in Educational Leadership (California State University, Fresno and University of California, Davis).
Typescript. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).

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Chambers, Betty Maureen. „Provision, personnel and practice in schools for children under 11 years of age in Peterborough between 1929 and 1974“. Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020357/.

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26

Davis, Cove Johnstone. „Retaining effective urban teachers in the age of accountability: How do successful urban schools address staffing challenges?“ Thesis, Boston University, 2010. https://hdl.handle.net/2144/31965.

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Thesis (Ed.D.)--Boston University
Many urban schools struggle to retain their best teachers because of challenging work environments, poor salaries, and ineffective school leadership. The additional requirements of the No Child Left Behind legislation for teachers to be highly qualified and the increased academic requirements of raising students to a proficient level in reading and mathematics mean that these schools face additional challenges to retaining teachers. Little research has been done on teacher retention in relation to NCLB in urban schools, but the few studies available have suggested that NCLB has had a negative impact on teacher morale and retention in urban schools. The research project was a paired case study that examined teacher retention in four urban schools, contrasting two schools that showed improvement under NCLB in terms of student achievement with two schools that did not show improvement. This study used human resource data, teacher and principal interviews, and school improvement plans to answer the following three research questions: 1) Does the teacher retention rate remain constant as schools improve? 2) Is there a pattern of teacher retention in improving schools? 3) What do improving schools do to attract, train, and retain teachers? The results showed that all schools had increased levels of teacher retention from the beginning of the study until the end. Improving schools had slightly higher rates of teacher retention, especially among teachers who were determined to be desirable. There was some evidence that as student achievement rates rose in improving schools, so did the rate of teacher retention. Lastly, the findings suggest that schools that were improving were also schools that embodied many of the factors that teachers are looking for in a school, including strong school leadership, positive working conditions, and other supports for teachers new and experienced, such as professional development and mentoring. This study has several limitations, such as a small sample size and a limited pool of human resource data. The findings have important implications for urban school districts that are trying to retain quality teachers.

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Davis, Margery Ann Salisbury. „Age and dress of professors: influence on students' first impressions of teaching effectiveness“. Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/39428.

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Using the framework of attribution theory, the variables of age of professors, formality of dress of professors, and class of student were tested for their influence on college students' expectations of the teaching effectiveness of college professors in a first impression situation. A rating questionnaire containing ten positive professors' traits was developed. An older male and a younger male were photographed in black-and-white in three outfits, for a total of six photographs. The sample consisted of two groups: 179 freshmen and 175 seniors. Each student was randomly assigned one of the six photographs to rate. A Pearson correlation of the ten traits revealed two groups of closely related traits plus some miscellaneous traits. One group represented competence and one represented approachability. A multivariate analysis of variance indicated that the factors of age and formality were significant. Overall, the older professor rated significantly higher than the younger. The older professor received higher scores on knowledge, preparation, and organization, while the younger professor received a higher score on sympathy toward students. The lowest formality rated the highest of the three levels, with the moderate level receiving the lowest score. The lowest level rated significantly higher on clarity of communication. This trait had the highest negative association with formality. The highest and lowest level rated significantly higher for well-prepared. The older professor in the lowest formality of dress rated the highest of all six photographs. The factor of class was not significant. There were no significant two- or three-way interactions. Overall, results indicate that older males are expected to be more effective professors than younger males. Evidently age gives an impression of experience. Casual dress conveys the best impression. Perhaps students can relate more to professors when professors are dressed more like them.
Ph. D.

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Devitt, Patrick James. „Cultural intelligence and the expatriate teacher : a study of expatriate teachers' constructs of themselves as culturally intelligent“. Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15388.

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This study is situated in the field of cultural intelligence (CQ) research. It involves expatriate teachers employed at a college for Emirati women in the United Arab Emirates who are all EFL trained native English speakers with a minimum of 5 years overseas teaching experience. This interpretive study explores these teachers’ understandings of cultural intelligence through individual interviews and focus groups. In so doing it contributes to the discussion on expatriate teachers constructs of what it is to be culturally intelligent, and augments knowledge on the cultural intelligence construct itself through rich qualitative data. The research design and subsequent data analysis are informed by Sternberg and Detterman’s (1986) multi-loci of intelligence theory, and Earley and Ang’s (2003) multi-factor construct of cultural intelligence; metacognitive CQ, cognitive CQ, motivational CQ, and behavioural CQ . Results suggest that these four factors of CQ feature in the respondents constructs of cultural intelligence. Metacognitive CQ is evident in the importance placed on being alert to the cultural context and of consciously assessing and reassessing cultural knowledge before making decisions about how to proceed appropriately. Cognitive CQ is displayed in the significance cultural knowledge has for the participants; the data suggest that cognitive CQ is evident in the willingness and the effort made to learn specific cultural information pertaining to the context. For the respondents the desire to travel and engage with different cultures and a confidence in their own ability to manage successfully in novel cultural settings is clear evidence of motivational CQ. The results show that not only do the participants demonstrate behavioural CQ in their actions, they also employ strategies to facilitate accurate acquisition of cultural norms of behaviour through adopting a non-threatening observe and listen approach. In addition the study produced some interesting findings related to the context and attitudes to Arab culture such as the idea of the Arabic language as a cultural ‘gate-keeper’. Other findings that warrant further study include the strong association the respondents made between language learning and CQ, close personal relationships and CQ, age and ‘stage of life’ influences on CQ development, and the correlation these respondents felt exists between EFL teacher qualities and CQ capabilities.

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Wu, Wan-yin Winnie. „Transport planning in the information and telecommunication age : the transportation implications of telecommuting of university students and teaching staff in Hong Kong /“. Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B42576623.

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Tweed, Stephanie R. „Factors that Influence the Implementation of New Technologies in the Classroom: A Look at Teacher Age, Years of Experience, Quality Professional Development & Self-Efficacy“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3047.

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Greenfield, Richard. „'Once a tortoise always a tortoise' : teachers' awareness of, and responses to, age differences in conventionally grouped classrooms“. Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019883/.

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Klassen, James E. (James Edward). „The Effect of Age or Previous Post-Secondary Experience on Student Evaluation of Instruction“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279073/.

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The increase in the number of nontraditional aged undergraduate students (25 yrs. and older) and students transferring between post-secondary institutions has raised the question of whether effective instruction is viewed the same by these different groups of students. This study addressed this question by analyzing the responses of these different groups to 23 instructional questions on a standard faculty evaluation form.

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Islam, Faisal. „'New teachers for new times'? a participatory evaluation of a school-university partnership to improve novice teacher education in rural South Africa in the age of AIDS“. Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95110.

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New teachers for new times?': a participatory evaluation of a school-university partnership to improve novice teacher education in rural South Africa in the age of AIDS is an evaluation of the Rural Teacher Education Project (RTEP), a school-university partnership between University of KwaZulu-Natal (UKZN) and two rural higher secondary schools in the Vulindlela district in the province of KwaZulu-Natal, South Africa. This thesis attempts to explore what difference the school-university partnership can make in preparing new teachers in the troubling context of rural schools typified by HIV and AIDS, poverty, and the sense of isolation. Drawing on the participatory evaluation of the three phases of RTEP (2007-2009), my thesis investigates how student teachers as a Community of Practice' self-reflect upon their: professional development, identity creation, pre-conceived orientation about teaching and learning in rural schools, and teacher preparation as per their perceived challenges in rural schools. In addition, I also looked at how a school-university partnership can influence the broader education discourse in rural schools, especially teacher education. This includes investigating what spaces the partnership has provided to the schools in rural areas to reflect on their practices, include their voices in the dominant teacher education discourses and improve their capacities/ understanding to address the challenges. Given that schools are usually considered as weak partners' in school-university partnership discourses, the focus of the partnership in the thesis is to ascertain how the partnership is beneficial or problematic from the standpoint of the schools. The study also raises the question of how these spaces can be sustained over time and what school-university partnership with limited resources can contribute in an era of growing disparities, missed opportunities and worsening inequalities in post-apartheid South Africa. This thesis signifies the i
Nouveaux professeurs pour les temps nouveaux? Une évaluation participative d'un partenariat école - université afin d'améliorer la formation d'enseignants débutants en Afrique du Sud rurale dans l'ère du SIDA, qui constitue une évaluation du Projet de Formation d'Enseignants Ruraux (Rural Teacher Education Project - RTEP), un partenariat école - université entre l'Université de KwaZulu-Natal (UKZN) et deux écoles secondaires rurales supérieures, au Vulindlela, dans le district de la province de KwaZulu-Natal, en Afrique du Sud. Cette thèse vise à explorer la différence qu'un partenariat école université peut faire dans la formation de nouveaux enseignants immergés dans un environnement rural affligeant, caractérisé par la présence du VIH, du SIDA, de la pauvreté, ainsi que du sentiment d'isolation. Élaboré par le biais d'une évaluation participative des trois phases du Projet de Formation d'Enseignants Ruraux (RTEP) entre 2007 et 2009, ma thèse examine comment les étudiants professeurs en tant que Communauté de Pratique' se projettent : dans leur développement professionnel; dans leur création d'identité; dans leur orientation préconçue d'enseignement et d'apprentissage dans les écoles rurales; dans la préparation des enseignants selon leurs défis perçus des écoles rurales. Par surcroît, j'examine également comment un partenariat école université peut influencer de façon plus large la portée du discours éducatif dans les écoles rurales, plus particulièrement la formation des enseignants. Ceci inclut l'analyse de la place que le partenariat a procurée aux écoles dans les régions rurales, et les répercussions sur leurs pratiques, incluant l'expression de leur voix au chapitre du discours dominant de l'enseignant ainsi que l'amélioration de leurs capacités et compréhension à relever les défis qui prévalent. Considérant que les écoles sont la plupart du temps considérées comme les partenaires fa

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Francis, Lauren Maree. „The relationship between assigned age group and child care teachers' staffing patterns, educational level, wages and benefits an exploratory analysis /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 116 p, 2007. http://proquest.umi.com/pqdweb?did=1342740551&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Brewer, Heather Jean Mary. „Teachers' perspectives on training to teach class music to children in the age range 7 to 11 years in England“. Thesis, Goldsmiths College (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414900.

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O'Connor, Michael P. „The impact of the 1986 amendments to the Age discrimination in employment act on schools of public health /“. Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169631.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Richard Anderson. Dissertation Committee: Thomas A. Leemon. Includes bibliographical references: (leaves 124-128).

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Koch, Cassandra M. „The impact of age on intermediate students' self-selection of literature“. Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300319511.

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Reynolds-Brewer, Gaynell D. McCarty Toni Morreau Lanny E. „Perceptions held by parents, teachers and elementary-age students with mild disabilities of the importance and responsibility for development of career goals“. Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803736.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 7, 2006. Dissertation Committee: Toni McCarty, Lanny Morreau (co-chairs), Kenneth Strand, Ming-Gon John Lian. Includes bibliographical references (leaves 76-88) and abstract. Also available in print.

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YONG, Kit Ying Connie. „Age identity and adjustment patterns in later life : a qualitative study of retired secondary school teachers and manual workers in Hong Kong“. Digital Commons @ Lingnan University, 2007. https://commons.ln.edu.hk/soc_etd/11.

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With escalating heterogeneity of the older population due to extending healthy life expectancy, chronological age is decreasingly likely to be an appropriate discriminator of social groups among the diverse population. It may be more fruitful to understand how older people actually feel and live their lives than merely using chronological age as a categorizing variable. Therefore, the present research investigates individual age identity which may provide a more realistic indicator of ageing in the life course. It may also underpin many behavioral phenomena. Age identity focuses on how an individual perceives himself or herself in terms of age. Previous studies have shown mixed findings between age identity and a number of variables, such as chronological age, gender, socio-economic status and health status. However, relatively few studies have gone beyond the determinants of age identity to explore the question of how age identity affects the adjustment process in later life. Self-perception is often cited as one of the components of both physical and psychological well-being, so it is also important from this perspective. It seems a good adjustment can contribute to a successful later life, and the study of age identity, as a specific dimension of self-perception, its determinants as well as consequences, may be crucial in such adjustment. Thus, age identity and adjustment form a timely research agenda and they grow to be vital topics for policy and service delivery. To study the relationship between age identity and the adjustment process, in other words, how people feel about themselves and whether they consider themselves to be old, face-to-face in-depth case interviews were conducted with 12 retired secondary school teachers and 10 retired manual workers. Results from this qualitative study show that different people hold different age identity irrespective of chronological age. Retired secondary school teachers in general reported younger age identity than the retired manual workers, mainly due to their previous job nature, more flexible retirement and greater work continuity after retirement. Three different patterns of adjustment were identified: assimilation, accommodation and mixed. Those with a younger age identity tend to take up assimilation while those with an older age identity were more likely to assume accommodation. It was also found that previous life experience, significant others and individuals perceptions of age and retirement are important in affecting age identity and adjustment patterns. In addition to its contribution to gerontology, this study of age identity and adjustment pattern in later life among different occupational groups can help policy-makers understanding of the needs of older persons. Knowledge of different age identification and adjustment patterns can help guide them on how to assist the diverse and expanding older population in maintaining a meaningful later life. Policy makers can thus give individual care and make personally suited interventions, with reference to one’s condition, or at least that of a particular segment of the older population, rather than their chronological age. It is also hoped that the current research will contribute in terms of guiding policy-makers on adjustment strategies design for the expanding older population. It may shed light on preventive measures by encouraging individuals to activate their own resources rather than depending on public social and health policies, many of which focus on needier older persons.

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Jasman, Anne M. „Teacher-based assessments : a study of development, validity and reliability of teachers' assessments and associated structured activities devised to assess aspects of the primary curriculum for age range 8-12 years“. Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/7640.

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This thesis reports the findings of research carried out as part of the programme: Observational research and classroom learning evaluation, based at Leicester University and the subsequent development and evaluation of in-service activities as part of a B.Ed. (Hons) in-service programme. The study addresses the following questions relating to the development of new forms of assessment. a) Can valid and reliable assessments of the performance of pupils be made in areas of the curriculum which are not amenable to measurement by standardised tests, by the provision of criteria for assessment in terms of observable pupil behaviours and structures classroom activities in which to observe these behaviours? b) Do teachers make valid and reliable assessments of pupil performance in areas of the curriculum not amenable to measurement by standardised tests? c) If teachers are unable to make valid and reliable assessments of pupils what are the factors contributing to their judgements of pupil performance in such areas? d) What is the relationship between pupil performance in those areas of the curriculum not assessed by standardised tests and other pupil characteristics such as age, sex, social class, attainment in basic skills, pupil type and teaching style? e) Does in-service education affect the quality of teachers’ assessments by the provision of appropriate information skills to facilitate assessment of pupil performance in areas other than those tested by standardised achievement tests? The results of the study indicate that the structured activities provided reasonably valid measures of pupil performance on study skills dimensions of questioning, sequencing, comprehension, originality and appropriateness. However, teachers’ assessments were found to be subject to a number of sources of invalidity. Pupil performance was also found to vary by sex and age on aspects of the structured activities and teaching style influences were noted. The study of in-service provision raised questions regarding the processes and outcomes of teacher professional learning in the current climate of accountability and advocacy of teacher self-evaluation.

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MONAHAN, DEBORAH JUNE. „PREDICTORS OF FACULTY EARLY RETIREMENT DECISION-MAKING IN ARIZONA“. Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187985.

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Changes in retirement policy in the United States have affected management policies and practices in higher education. As a result of the 1978 amendments to the Age Discrimination in Employment Act, mandatory retirement prior to age seventy is prohibited. The significance of this policy change has stimulated the development of innovative personnel and retirement policies in an effort to increase the number of "elective" early retirements. The purpose of this study was to assess whether particular departmental and individual characteristics had predictive power with respect to faculty decisions to retire early. Data sources were existing university administrative data files, combined with interviews from a random sample of seventy-two early retirees and eligible nonretirees. Results of the study are summarized below: (1) In general, demographic characteristics studied (age, sex, marital and health status, etc.) were not strong predictors of early retirement decisions among the respondents. (2) Faculty salary was not a strong predictor of early retirement behavior. (3) Self reported faculty productivity was a strong predictor of early retirement decision-making. (4) Job satisfaction variables were moderate predictors of early retirement decisions. (5) Departmental characteristics (governance, fit in the department, recognition and rewards, etc.) were strong predictors of faculty early retirement decisions. In the present study, multiple discriminant analysis identified thirteen variables that strongly discriminated between the early retiree and non-retiree groups. Analysis of the prediction function assisted in assessing the relative importance of these variables in distinguishing between the two groups, and may serve as a useful management tool in understanding motives for early retirement as well as identifying faculty who may be most (or least) likely to choose an early retirement option. The present study, by examining the joint influences of a wide variety of variables on the propensity to elect early retirement, helped reveal the complexity of the relationships, while seeking to parsimoniously characterize the key factors influencing these decisions.

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Ramsey, Sandra G. „Teachers' Perceptions of the Multiage Program at Kingsley Elementary School in Sullivan County, Tennessee“. Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2966.

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This study examines how teachers at Kingsley Elementary School feel about the multiage program now as compared to when the program was first implemented. There were 28 teachers and two administrators interviewed to determine their perceptions of the positive and negative influences of the multiage program. The purpose of the study is to reveal the success or failure of the multiage program at Kingsley Elementary School and to explore the process used by the school to implement the process. The approach to this study is qualitative and uses interview data from both former and current Kingsley staff. Five research questions were formulated. The field effort concentrated on the respondents' perceptions of the developmental process of the multiage program. Results suggest that the teachers' and administrators' perceptions of the multiage program at Kingsley Elementary School are basically for traditional methods. During the analysis, suggestions emerged from the interviewees to improve the multiage program. Some of these suggestions could be used as a guide for other school systems that are beginning implementation of a multiage program.

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Boman, Eva. „Noise in the school environment - Memory and Annoyance“. Doctoral thesis, KTH, Civil and Architectural Engineering, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3731.

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Objectives.The general objectives of this dissertationwere to examine the effects of acute exposure to meaningfulirrelevant speech and road traffic noise on memory performance,and to explore annoyance responses to noise exposure in theschool environment for pupils and teachers in different agegroups.

Methods. The thesis comprises seven papers, representingdifferent methodological approaches: experiments, surveystudies and interviews. In the experiments, reported in PapersI-V, 288 pupils and teachers participated in the age groups,13-14 years (n=96), 18-20 years (n=96), 35-45 years (n=48) and55-65 years (n=48). The subjects were randomly assigned to oneof three conditions: (a) meaningful irrelevant speech, (b) roadtraffic noise, and (c) silence. The equivalent sound level inthe noise conditions was set to 66 dB(A). A test batteryreflecting episodic and semantic memory were used. The surveystudies, reported in Paper VI and VII, included 207 pupils(M=13.5) and 166 teachers (M=45.9). Two separate questionnairesmainly comprising items about annoyance, noise sensitivity andstress symptoms were administered. Paper VI presents results offocus group interviews (n=16) treating the main topics:disturbing sounds, emotions, ongoing activity, and suggestionsconcerning future changes. Results. The overall findings showedthat both noise sources affected episodic and semantic memoryto the same degree for all age groups. The results indicatedthat the similarity of semantic content between noise and thetask at hand was not the only suitable explanation model, sincea non-speech noise impaired memory as much as speech.

Resultsalso indicated that attention effects did notmediate the obtained noise effects and that the noise effectsdid not differ between age groups. Therefore, it seemedunlikely that different memory and attentional capacities stoodout as explanatory factors of the memory effects. Sinceperformances of both episodic and semantic memory tasks wereimpaired, the explanation based on level of access to long-termmemory was also ruled out. However, the episodic memory task,reading comprehension, stood out to be most impaired by noise,suggesting that complexity of the task to perform was ofimportance. For reading comprehension there was also adifferent noise pattern obtained. Participants performance wasin this task, more impaired by meaningful irrelevant speechthan by road traffic noise. This effect indicated thatmeaningful irrelevant speech might reduce the availablecognitive resources necessary for learning the text. Theannoyance models derived from the survey studies indicated thatsensitivity acted as a mediator between hearing status andannoyance, with stress symptoms as an outcome. Whetherannoyance arises or not was also determined by control andpredictability of the noise. In the interviews a differentannoyance pattern was found, in that stress symptoms appearedto be a determinant of annoyance. To be involved, respected,take own responsibility and respect others were suggestions onhow to change the environment to become more silent.

Conclusions.For both pupils and teachers acute exposureto meaningful irrelevant speech and road traffic noiseinfluenced both the achieving and providing of knowledge. Acommon annoyance pattern was also found for pupils andteachers, where individual and situational factors were ofimportance. To achieve a more silent school environment in thefuture, the pupils pointed out that the interaction betweenthemselves and their teachers was of importance.

Key words:Noise, meaningful irrelevant speech, roadtraffic noise, memory, age groups, school environment, pupils,teachers

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Wessels, Elsabé. „'n Analise van die faktore wat die rekenaarselfdoeltreffendheid van Grondslagfase onderwysers beïnvloed / Elsabé Wessels“. Thesis, North-West University, 2006. http://hdl.handle.net/10394/779.

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In many countries the introduction of Information and Communication Technology (ICT), especially computers, into schools has been praised as the necessary (although not without problems) course of action for the qualitative improvement of teaching and learning methodology. However, one of the greatest barriers inhibiting the successful adoption of a range of strategies to improve learning in a new technologically enriched framework is resistance from teachers who may feel threatened and disempowered by the change brought about by the introduction of technology into their classrooms. The purpose of the study was to investigate the factors that influence the self-efficacy of teachers in the foundation phase: Which factors influence the computer self-efficacy of foundation phase teachers? What is the relation between the identified factors and the computer self-efficacy of teachers? 0 What are the implications of the results for future training of foundation phase teachers? All teachers (N=34) in the foundation phase in the central region of Lichtenburg, a town in the Northwest province of South Africa, participated in the study. They completed a questionnaire, which consisted of two sections: The first section determined the teachers' computer self-efficacy. a The second section identified the possible factors that may influence the computer self efficacy of foundation phase teachers. To ensure that all possible data, with regard to factors that might affect teachers' computer self efficacy, were collected, the researcher also made use of interviews and observations. The data was analysed by using frequency distributions, Pearson product-moment correlations as well as Analysis of Variance, (ANOVA). The results regarding age and computer efficacy was analysed using ANOVA. The results showed a slight difference in the computer efficacy of the teachers from different age groups. Therefore, it may be possible to enhance the computer efficacy of teachers from any age group. The results indicated a relation between the computer self-efficacy of foundation phase teachers and some of the identified factors, namely formal training, computer experience and school support. The relation was statistically as well as practically significant. Age and access to a computer did not seem to have a statistically significant effect on computer self-efficacy. The results of this study have implications for teacher training. Computer training will be to the benefit of Foundation phase teachers. Explicit guidance on the choice and use of software and the integration thereof with teaching methods is essential, because computer technology is an integrated part of the 21st century generation of learners.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

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Miliziano, Kelly R. „Teaching social studies in an age of globalization : a case study of secondary social studies teachers' participation in the UNA-USA's Global Classrooms curriculum program“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002925.

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Elitharp, Toni. „The Relationship of Occupational Stress, Psychological Strain, Satisfaction with Job, Commitment to the Profession, Age, and Resilience to the Turnover Intentions of Special Education Teachers“. Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29578.

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This paper presents findings from a study of factors that lead to special education teacher attrition and retention involving 212 special educators in the Commonwealth of Virginia. Structural equation modeling was used to test a hypothesized model of the relationship between Teacher/Administrative Support, Role Dissonance, Psychological Strain, Satisfaction with Job, Commitment to the Profession, Age, and Psychological Resilience to determine which variables directly and indirectly affect the turnover intentions of special education teachers. Structural equation modeling identified a path model wherein nine variables had a statistically significant influence on special education teacher turnover intentions. This paper reports on significant findings that emphasize for the first time the role of psychological resilience in the study of special education teacher retention. In addition, the confirmed path model suggests that one's perception of the effects of adversity due to physical or sexual abuse and adversity due to family loss play some role related to resilience. As the perception of Psychological Resilience increases, Commitment to the Profession increases, and the Intent to Leave the field of special education decreases.
Ph. D.

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胡韻然 und Wan-yin Winnie Wu. „Transport planning in the information and telecommunication age: the transportation implications oftelecommuting of university students and teaching staff in HongKong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B42576623.

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Kappann, Jair Izaías [UNESP]. „As drogas segundo a percepção de professores e alunos do ensino fundamental“. Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/97642.

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Made available in DSpace on 2014-06-11T19:29:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-12-06Bitstream added on 2014-06-13T20:38:12Z : No. of bitstreams: 1 kappann_ji_me_assis.pdf: 455900 bytes, checksum: 99ef6e54ae0cf3ad13560003f044fa1d (MD5)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Na sociedade atual o consumo abusivo de drogas psicoativas tornou-se motivo de constante preocupação por causar problemas sociais, associados ao tráfico, violência, criminalidade e à saúde do indivíduo usuário. As pesquisas epidemiológicas apontam que o início do consumo de drogas começa no final da infância e inicio da adolescência. O ambiente escolar que é o ponto de encontro por excelência desta faixa etária, torna-se, dessa forma, o local ideal para a realização de atividades preventivas e para promover a educação para a saúde e a qualidade de vida. Visando contribuir para a ampliação do conhecimento qualitativo em relação a uma questão tão proeminente em nossa sociedade, foram analisadas a percepção que professores e alunos têm da questão e a melhor forma de tratá-la na escola. Os participantes são alunos de 12 a 16 anos de ambos os sexos e de diferentes turmas do ensino fundamental e 8 dos seus professores, todos de uma escola pública, de ensino fundamental e médio da cidade de Assis-SP. Os adolescentes foram divididos em 6 grupos focais de 8 membros cada, 3 grupos do sexo masculino e 3 feminino, com os quais utilizou-se a técnica do grupo focal e questionários, para a coleta dos dados. Com os professores, foram usadas entrevistas semidirigidas e questionários. Para analisar os resultados foi utilizada a análise de conteúdo. Constatou-se uma carência de conhecimento por parte dos professores em relação às drogas e suas características, como conseqüência uma declarada dificuldade para lidar com alunos, por eles identificados como usuários, que despertam...
In the current society the excessive psychoactive drug use has become a reason for a constant worrying by causing social problems which are associated to the drug trafficking, violence, criminality and to the drug user health. The epidemiological researches show that the beginning of drug use starts at the end of childhood and in the beginning of adolescence. The school environment that is the meeting place of this age group becomes the ideal local for preventive activities and to organise the education for health and for the quality of life. With the aim to help the qualitative knowledge enlargement in relation to a very much important question in our society it was analysed the perception that the teachers and the students have about the question and the best way to deal with it at the school. The students who took part were from 12 to 16 years old from both sexes and from different classes of middle school, and 8 teachers who teach them. Everyone belong to a public school which was chosen randomly and is situated in the city of Assis-SP-Brazil. The school-age adolescents were divided into 6 focal groups with 8 members each, where 3 groups were male sex and 3 female. To the teachers were applied semi-managed interviews and to the students the focus group technique and questionnaries. In order to analyse the results it was used the content anlysis. It was verified a lack of knowledge by the teachers in relation to the drugs and its characteristics , and on the other hand a great difficulty in dealing with students when the teachers had noticed a student was a drug user and in its turn can arouse different feelings as fear and apprehension. On the other hand... (Complete abstract, click electronic access below)

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Kudlawiec, Mark. „What are the Perceptions of Rural School Safety and Violence as Seen Through the Eyes of Superintendents, Principals, Teachers, and Students 18 Years of Age or Older?“ Thesis, Point Park University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788761.

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A safe learning environment is the very first measure every school district needs to have in place. An environment that provides students with a sense of security and safety enables students to flourish and be successful.

This qualitative research study determined the perceptions of rural school safety and violence as seen through the eyes of superintendents, principals, teachers, and students 18 years of age or older. By utilizing the Cobb (2014) study which focused on the areas of relationships, respect for diversity, school participation, emotional safety, physical safety, substance use, physical environment, academic environment, wellness, and the disciplinary environment, the researcher was able to gather information on what supported a safe school. The researcher used the interpretivism framework also defined by Butin (2010) who defined it as “reality is intersubjective in that it is socially constructed, such that it can be described and represented through diverse perspectives.” This was incorporated through a triangulated approach to research including The Oregon School Safety Survey, Pennsylvania School Safety Report, and focus group interviews; the researcher was able to gather perceptions on just how safe rural schools are in the Appalachia Intermediate Unit 08 in Pennsylvania.

The researcher was able to show the most common areas that all the focus groups concurred upon were drug use, fighting, and bullying/cyberbullying, and these three areas continually maintained the top three positions across all measures of the triangulation approach utilized by the researcher. However, in relation to positive safety factors, research has shown that student involvement in extra-curricular activities, parent involvement, and teacher relationships were of major importance in mitigating threats within the school system.

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Salomoni, David. „Scuole, maestri e scolari nelle communita degli stati Gonzagheschi ed Estendi tra il tardo mediovo e la prima eta moderna“. Thesis, Avignon, 2017. http://www.theses.fr/2017AVIG1175/document.

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Le projet de recherche réalisé avec cette thèse vise à étudier la structure e le fonctionnement des écoles pré-universitaires entre le bas Moyen-Âge et la première époque moderne (XV-XVI siècle) dans une partie des régions italiennes Emilia-Romagna et Lombardie. En particulier, les formations politiques considérées correspondent aux états des Gonzagues et d'Este et aux municipalités qu'ils contenaient. L'analyse examinera plusieurs aspects de nature culturel, social, politique et, bien sûr, pédagogique, liés au phénomène éducatif dans ce contexte encore peu étudié dans le panorama de l'historiographie italienne
My doctoral thesis focuses on the theme of pre-university educational structures and their connections with communal and princely institutions in the context of Gonzaga and Este states. The research was conducted on two distinct moments of the evolution of Renaissance political structures, the 15th and 16th century. This approach gives the possibility to address the issue not only in horizontal terms but also diachronically. The first central element of the thesis, which is the conceptual framework upon which all the work was carried out, is the idea that in both urban and non-urban communities of the political entities thay I have taken into account existed a mutual influence and a close connection between the political and the educational structures

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