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Epp, Stephanie Ann Moss Rita Kay. „Conditions affecting Illinois National Board Certified Teachers' decisions to work in hard-to-staff schools“. Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197941&SrchMode=2&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224113&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2007.Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Kay Moss (chair), Paul Vogt, Thomas Crumpler, Lara Handsfield, Barnett Berry. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.
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Bobo, Tammy Tillotson. „An analysis of working conditions of South Carolina teachers and expected working conditions of Clemson University student teachers“. Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263400508/.
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Sclan, Eileen Mary. „The effect of perceived workplace conditions on beginning teachers' work commitment, career choice commitment, and planned retention /“. Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396349.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).
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Milbourne, Suzanne A. „The effect of ambient working conditions on teacher-child interactions and teacher stress and wellness“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3247574.
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Robinson, Terri J. „ELEMENTARY TEACHERS’ PERCEPTIONS OF CHILDREN LIVING IN CONDITIONS OF POVERTY“. Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3137.
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This study analyzed elementary teachers’ perceptions of their challenges working with children who live in conditions of poverty. This study found that teachers often work with children from very difficult situations, including exposure to alcohol, drugs, violence, and abandonment. This study found that no matter the challenges teachers encounter daily, they remain motivated, dedicated and determined to take the necessary steps to meet the needs of their students. One way they do this is by using Culturally Responsive Pedagogy, which attempts to include various aspects of their students’ daily lives and interests in the curriculum. The teachers in this study were concerned about the number and frequency of mandated tests, which can take away from instructional time. However, this study also found that teachers valued formative assessments to help them meet their students where they are academically. All the teachers reported that establishing partnerships with stakeholders was important to obtain community support for their schools. Although children from a background of poverty will always present challenges, the teachers in this study remained committed to working with their students with respect and appreciation and to meet their personal and academic needs in moving these children towards academic success.
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Anderson, Lauren Marie. „Opportunities to teach, grow and transform exploring relationships among school conditions, teachers' social networks and teachers' careers /“. Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835126231&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Selemani-Meke, Elizabeth. „An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district“. Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/501.
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This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
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Cope, Jessica. „Perceptions of Working Conditions of Family and Consumer Science Teachers in Kentucky“. Thesis, Northern Kentucky University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640325.
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Currently in Kentucky there is a shortage of applicants for filling vacant teaching positions, specifically Family and Consumer Science (FACS) teaching positions. There are more vacancies than there are teachers to fill the positions. This study’s primary purpose was to determine the current working conditions, perceptions of working conditions, and changes that could improve satisfaction for FACS teachers. This research included a survey and three focus groups with FACS teachers in Kentucky. Through these methods, data was collected to identify the areas that could use improvement and how these improvements could be made. The results were that most teachers were very satisfied or usually satisfied. For an increase in satisfaction, teachers indicated smaller class sizes, more money, updated classrooms, updated equipment and more administrative support.
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Adkins, Beverly Bullock Lyndal M. „An analysis of job satisfaction for special educators who instruct students with emotional/behavioral disorders how working conditions impact commitment /“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12067.
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Fall, Anna-Maria. „Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments“. Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30262.
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I used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the characteristics, qualifications (e.g., credentials, preservice preparation, self-efficacy, and induction) and work conditions (e.g., school support, work manageability and induction support) of early career special education teachers in high- and low-poverty districts and the effects of these variables on teacher commitment.
Organized as a set of thee articles, this research presents findings from a nationally representative sample of 935 early career special education teachers. Data analyses included descriptive statistics, factor analysis, reliability analyses, and logistic regression.
Significant differences were found in the credentials and preparation of teachers working in high poverty vs. more affluent districts, with those in high poverty schools having fewer credentials and less preparation. In contrast, the two teacher groups reported similar induction opportunities and gave themselves comparable ratings on both self-efficacy and in skillfulness in various work tasks.
Teachers in high poverty districts also reported less desirable work conditions than their counterparts in more affluent districts. When compared to teachers in low poverty districts, those in less affluent districts viewed their principals and colleagues as less supportive, perceived less involvement in school decisions, reported having fewer materials, and indicated higher and more diverse caseloads. In contrast, the two teacher groups reported similar professional development and induction opportunities.
Finally, logistic regression results suggest that problems with work manageability were negatively related to teacher commitment, whereas positive school support and good match between preparation and assignment positively influenced teachersâ commitment. However, district level of poverty, district support, and perceived helpfulness of induction support were not significantly related to teachersâ commitment.
These studies draw attention to inequalities in the education of students with disabilities in high poverty districts; and emphasize the critical need not only to recruit and prepare qualified teachers for high poverty schools, but also to address disparities in work conditions. Policymakers and educational leaders concerned with fostering teachersâ commitment should consider developing supportive work environments, involving teachers in decision making, and creating manageable work assignments.Ph. D.
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Stuckey, Bronwyn. „Growing online community core conditions to support successful development of community in internet-mediated communities of practice /“. Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080911.092048/index.html.
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Tomayko, Ming Chang. „An examination of the working conditions, challenges, and tensions experienced by mathematics teachers“. College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7592.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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NUNES, CELIA MARIA FERNANDES. „THE EXPERIENCE KNOWLEDGE OF INITIAL SERIES TEACHERS: PRODUCTION CONDITIONS AND FORMS OF MANIFESTATION“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5485@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta tese se insere no campo de estudos sobre saber docente e tem como objeto de investigação especificamente o saber da experiên cia. Trata-se de tema ainda pouco explorado pela literatura especializada em que pese a contribuição no plano teórico de autores como Maurice Tardif, Claude Lessard, Clermont Gauthier, Philippe Perrenoud referências chaves em nossa pesquisa. Do ponto de vista do recorte, privilegiamos as condições de produção do saber da experiência e suas formas de manifestação inscritas na prática docente de professores de séries iniciais, de uma escola pública bem sucedida situada na cidade de Mariana, interior de Minas Gerais. Foram utilizados os seguintes instrumentos de pesquisa: observação das práticas pedagógicas de oito professores tomando como lócus a sala de aula, entrevistas semidiretivas com a diretora, supervisora e doze professores além de questionário aplicado aos professores. Com a análise dos dados foi possível identificar na prática docente destes professores a manifestação de uma pluralidade de saberes com os quais os professores se relacionam de forma diferenciada. Percebemos que o saber da experiência vai ser produzido em um movimento onde o professor a partir das condições de seu trabalho articula os diferentes saberes que a prática e os anos de carreira lhe proporcionaram. Esse saber da experiência construído pelos professores se manifesta através das rotinas, improvisações e estratégias de trabalho por meio da mobilização do habitus que no aporte bourdiano representa uma gramática reguladora de práticas. Concluímos afirmando que embora o saber da experiência possa ser considerado como um tipo de saber docente, não pode ser mensurável, engarrafado ou encapsulado. Ele é composto pelo saber do quê e do como ensinar que o professor adquiriu e construiu durante a sua carreira com as condições próprias de seu trabalho. Esse saber vai se ampliando na medida em que o professor, em seu cotidiano, se depara com situações inéditas e se questiona sobre a utilização dos conhecimentos adquiridos na sua formação. A existência desse saber é reconhecida pelos professores que relatam recorrer a ele constantemente, construindo-o em suas práticas cotidianas e incrementando a sua formação e o seu trabalho.
This dissertation is inserted in the subject area of teacher`s knowledge and has as investigation object specifically the experience knowledge. It is still a theme few explored by specialized literature in spite of theoretical contributions from authors as Maurice Tardif, Claude Lessard, Clermont Gauthier, Philippe Perrenoud, key references in our research. Through the focus of this research, we privileged the production conditions and manifestation forms of the experience knowledge, which take place in teachers practice from initial series, of a successful public school located in the town of Mariana, in the state of Minas Gerais. The data were collected trough the following research instruments: observation of eight teachers pedagogical practices taking as locus the classroom, semi-directive interviews with the principal, supervisor and twelve teachers besides questionnaires answered by these teachers. With the data analysis it was possible to identify in these teachers practice the manifestation of a plurality of knowledge which teachers related itself in a differentiated way. We noticed that the experience knowledge is produced in a movement where the teacher, starting from the conditions of his work, articulates different knowledge that practice and years of career have provided. This experience knowledge built by teachers reveals itself through routines, improvisations and work strategies from the habitus mobilization that represents a regulatory grammar of practices in Bourdieu`s view. We concluded affirming that, although the experience knowledge can be considered as a kind of teacher`s knowledge, it cannot be measurable, bottled or encapsulated. It is composed by the knowledge of what and how to teach, knowledge the teacher acquired and built during his career with the own conditions of his work. This knowledge enlarges as the teacher, day by day, comes across unexpected situations and questions himself about the use of the acquired knowledge in his education. The existence of that knowledge is recognized by the teachers that report they counted constantly on it, building it in their daily practices and increasing their education and working conditions.
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Brunt, Rachel Lucy. „Teachers' experiences of working with children with life-limiting conditions in special schools“. Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12981/.
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This research explores the experiences of teachers who work with children with life-limiting conditions in special schools. The study is located within a qualitative, interpretive paradigm utilising a phenomenographic approach. Semi-structured interviews were used to collect data from eighteen teachers currently teaching children with life-limiting conditions in special schools. Interview data was transcribed and analysed using the Four Stages of Analysis for phenomenographic data (Schröder & Ahlström 2004). Following data analysis, five categories of description were identified; challenges faced when working with children with life-limiting conditions, pedagogical considerations, school health provision, emotional impact and emotional support. The findings demonstrate that teachers' educational biographies are characterised by a number of significant challenges, particularly around curriculum and assessment, communicating with parents and professionals and attending to medical emergencies. The most significant challenge faced by teachers of children with life-limiting conditions was the death of a child, an event that was regularly experienced by the majority of those interviewed. The challenges of the teaching role were found to have a huge impact on the emotional wellbeing of teachers which in turn was found to impact on their personal and professional lives. Emotional support was sought through formal and informal channels, including through professional counselling or via friends and family. However, barriers to this support were found to include a lack of understanding, awareness and an underestimation of the time the support was needed for. This research provides a clear and original understanding of the experiences and support needs of teachers who work with children with life-limiting conditions in special schools. It has important implications for those responsible for teacher training and professional development programmes, particularly in the areas of grief and bereavement, as well as for senior leadership teams responsible for ensuring the emotional wellbeing of their teachers.
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Brooks, Kanini Wanjira Ward. „Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?“ Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804832/.
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Given issues in education concerning teacher shortages, the omnipresence of alternative certification programs and the growth of online programs in higher education, this study investigated teacher retention for 77 secondary education teachers who completed an online teacher preparation program in Texas. Teacher retention was examined from 2003-2013 and investigated the influence of factors such personal characteristics, working conditions and school setting characteristics on teacher retention. Data was collected electronically utilizing a survey instrument designed by two teacher education experts and I. A total of 21 variables and two open-ended questions were investigated using the survey instrument. Exploratory factor and hierarchical multiple regression analyses were conducted to identify a multi-factor model for teacher retention utilizing the participants' survey responses. These analyses yielded evidence of the program's effectiveness in preparing teachers for long careers. Specifically, the areas of program support, field experience, and classroom management were statistically significant factors that contributed positively to teacher retention. Additionally, variables outside the program, were examined. These factors included personal characteristics, working conditions, and school setting factors. The predictor model accounted for 56% of the variance; F (17, 54) = 3.015; p = < 0.001. In particular, working conditions contributed to 41% of the variance associated with the teacher retention model. A qualitative analysis of open-ended survey questions was used to further examine decisions to remain in teaching. Support of administration, colleagues, staff, and parents was shown to influence teacher retention.
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Tam, Siu-ling Maureen. „Conditions limiting effective teaching in a sample of part-time teachers in continuing education : implications for college management /“. Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033623.
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Cavers, Lloyd. „Teacher efficacy : its relationship to school level organizational conditions and teacher demographic characteristics“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29231.
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This empirical study explored the relationship between teacher efficacy and each of school level organizational conditions and teacher demographic characteristics in order to provide information which could be used in school improvement planning. Teacher efficacy, the extent to which teachers believe they have the capacity to affect student performance, has two components as defined in this study: teaching efficacy, and personal teaching efficacy. Teaching efficacy, considered to be a general measure of teacher efficacy, describes the teacher's belief in the ability of teachers, as a group, to influence learning. Personal teaching efficacy, considered to be the more specific and important measure of the two, describes the belief that the individual teacher has the skills and abilities to bring about student learning. The teacher's sense of personal teaching efficacy is believed to have the most potential for affecting the teacher's motivation and future behaviour.
A teacher's sense of efficacy is believed to be affected by several variables including school level organizational conditions and teacher demographic characteristics. Nine school level organizational conditions and five teacher demographic characteristics were selected for study from the literature because they had been positively related to good schools. A volunteer sample of 339 school-based teachers in one Alberta school district were surveyed and the principal of each of 15 schools was interviewed.
Quantitative analyses were used with the teacher as the unit of analysis; these findings were verified and amplified using a qualitative analysis with the school as the unit of analysis. The main conclusions were: (1) teacher sex and teaching grade level were significantly related to teacher efficacy, while teacher age and experience were not; and (2) teachers' perceptions of student behaviour and horizontal communication were significantly related to teacher efficacy.
The study suggests seven implications for school administrators and others interested in enhancing teachers' sense of efficacy. These include: (1) providing opportunities for teachers to discuss instruction-related topics; and (2) implementing a school discipline policy aimed at improving student behaviour. Ten implications for further research include the consideration of a secondary school focus and also the use of research methods with the potential to establish a causal relationship between teacher efficacy and school level organizational conditions.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Forbes, Carine Madge Sybil. „Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas“. Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020258.
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Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.
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Ip, Tak-ming, und 葉德明. „Conditions conducive to a curriculum change: teachers' perspectives on reforming moral and civic education“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962981.
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Ip, Tak-ming. „Conditions conducive to a curriculum change : teachers' perspectives on reforming moral and civic education /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25753332.
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Holmes, John. „Continuous Admission : Effects of Continuous Admission on teachers’ working conditions in Swedish adult education“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28335.
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Adkins, Beverly. „An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12067/.
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Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet personal and professional needs. The push for certified teachers and limited training to work with students with special needs create stressors that can prohibit effective teaching in the workplace. Teacher moral drops and half of newly hired employees leave the profession. Equally important, student outcomes are affected. Demographic information, program practices, and commitment information from special education teachers across the country were examined in this study. These areas of study helped to determine the best indicators for teacher job satisfaction and barriers that threaten satisfactory working conditions. An online survey was designed to capture 29 areas to explore qualifications and working environments for these teachers. Of the 600 targeted teachers, 332 individuals participated in Likert-like scales to determine their degree of satisfaction or dissatisfaction for working conditions, use of intervention strategies, and areas of commitment. Closed-ended and multiple-choice questions were used. Descriptive analyses and tables aided in understanding this study. The resulting factors indicated that, although some respondents pointed to job dissatisfaction within the subset of questions, participants who worked for more than 6 years were less likely to vacate their positions than teachers working for less than six years.
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Mills, Sandra Hartington. „Causal factors in teacher stress and morale : causes of absenteeism, low morale, illness and loss of efficiency among secondary school teachers with recommendations for the improvement of working conditions, effectiveness and the self-concept of teachers“. Thesis, University of Bradford, 1985. http://hdl.handle.net/10454/3843.
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Problems that face teachers, especially those in secondary schools, are discussed. How they have developed over the years to what is now considered to be a crisis level, the increase in absenteeism and illness of the teaching force are also reviewed. A review of existing material explains the nature of stress. The psychobiological aspects are reviewed paying particular attention to the many coping mechanisms that the person will employ and explains how perceptions of situations can play a vital role. Factors that create stress for the teacher are discussed and categorised into familiar sections including pupils, working conditions, working in an organisation, the effects of management, the self concept and role conflict. Selection, training, assessment, pay and promotion are dealt with together in an additional category. Results from a Questionnaire completed by teachers from four local education authorities provides additional material to be considered and reinforces many of the previous claims and observations. After the findings are discussed, conclusions and recommendations are made for the improvement of morale and the reduction of stress in the teaching profession. Many of the conclusions made are linked closely to the self concept of the teacher. This self concept appears to be the focal point at which the problems besetting the teacher meet and are dealt with in either a positive or negative manner. Many of the recommendations made have the effect on the self concept of the teacher as a prominent feature. The stress provoking situations experienced by teachers seem to be reaching unacceptable levels. The physical and mental welfare of teachers is called upon to be monitored in order to reduce the harmful effects that poorly motivated teachers may have on pupils and in order to reduce the physical and mental difficulties apparently being suffered by the teaching profession.
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Håkansson, Lindqvist Marcia. „Conditions for Technology Enhanced Learning and Educational Change : a case study of a 1:1 initiative“. Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-109887.
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The uptake and use of digital technologies continues to increase in schools throughout the world. In many schools the uptake and use of digital technologies takes place in One-to-One (1:1) initiatives in which teachers and students have their own laptops. In this thesis the uptake and use of digital technologies is studied from the student, teacher and school leader perspectives in order to through this gain knowledge regarding the conditions for Technology Enhanced Learning (TEL) and educational change in K-12 schools. In the Unos Umeå research project the uptake and use of digital technologies in two schools, an upper secondary school and a compulsory school, was studied. A research design involving a case study approach (Yin, 2003, 2009) was used to study a 1:1 initiative. The methods of data collection were surveys, interviews and classroom observations. To explore, identify and describe conditions for TEL and educational change the data collected were used to map the initial expectations regarding the uptake and use of digital technologies from the start of the initiative as well as to follow the development of teaching and learning activities related to the uptake and use of digital technologies in the 1:1 classroom over a period of two years. The Ecology of Resources Model (Luckin, 2010) was used as a theoretical framework including the use of the concept of filters. Regarding the conditions for TEL, the results show that the uptake and use of digital technologies provides possibilities for new forms of teaching and learning in the 1:1 classroom. Students reported increased motivation, engagement and variation in schoolwork. Teachers described new forms of teaching as well as possibilities for collaboration, sharing of materials and continued professional development. For school leaders possibilities were found in collaboration, administrative support and follow-up of students and teachers, creating a unified vision of the work with digital technologies, and collaboration and sharing within the schools as an ecology of resources. The challenges seen from the student, teacher and school leader perspectives were related to use, technical support and optionality. If the possibilities are to be achieved, there is a need for continued professional development for teachers and school leaders. Further, clear directives through policy will be of importance. In the short term, the practical implications of the uptake and use of digital technologies, specifically in 1:1 initiatives, seem to be strongly connected to sustainability in schools. In the long term, if sustainable conditions for TEL and educational change in the 1:1 classroom can be created and upheld, the practical implications may for example be teachers’ improved skills to integrate a thought-through student use of laptops in their teaching practices and an increase in equality of digital competence between students, between schools and between classrooms in the same school.
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Domingues, Camila. „As significações de professores readaptados sobre as condições de trabalho docente e suas implicações no processo de adoecimento“. Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21685.
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This research refers to the meanings of teachers who are readapted on the working conditions of teachers and their implications in the process of becoming ill. The idea that guides it is related to the precarious way in which the working conditions experienced by the readapted teacher are configured, given that in the area of education many professionals are affected by the contradictions inherent in the profession in such a way that they even trigger or aggravate processes of illness that are often irreversible. The general objective of this study is to identify and analyze the relationships between the meanings of these teachers and their illness processes. For its elaboration, two specific objectives were outlined: a) to analyze the significations of the teacher about the constitution of his current professional condition and b) to analyze the significations of the teacher about the possibilities of illness generated in the professional activity. The illness of the teacher prevents him from acting professionally in his function of origin, directing him to a category of employees in the margins of his effective profession. However, it is believed that looking at this reality based on the Historical and Dialectical Materialist method and from the perspective of Socio-historical Psychology makes it possible for the analysis and interpretation of the statements of a group of readapted teachers to express meanings in relation to their current working condition , facilitating the dialogue as well as the enrichment of the discussions and propositions about the problematic. The group, composed of three PEB I readapted teachers, linked to the São José dos Campos-SP Education Department of the state teaching system of São Paulo, answered a questionnaire and participated in a meeting that was recorded and transcribed. Consistent with the aforementioned theoretical-methodological assumptions, the procedure of analysis and interpretation of the information called Nuclei of Meanings (AGUIAR; OZELLA, 2006, 2013; AGUIAR; MACHADO; SOARES, 2015) was chosen. This procedure enabled the analysis of meanings revealed by the group, expressed from statements about coping with the process of becoming and remaining a readapted teacher, a process that generates suffering, especially due to the daily experience of invisibility. The analysis of this study suggests that the valorization of the readapted teacher should be linked to the policies of training, career valorization and health, with a focus on self-knowledge and recognition as a professional in education
Esta pesquisa se refere às significações de professores readaptados sobre as condições de trabalho docente e suas implicações no processo de adoecimento. A ideia que a orienta se relaciona à forma precarizada como se configuram as condições de trabalho vivenciadas pelo professor readaptado, dado que, na área da educação, muitos profissionais são afetados pelas contradições próprias da profissão de uma forma tão acentuada que chegam a desencadear ou agravar processos de adoecimento muitas vezes irreversíveis. O objetivo geral deste estudo é identificar e analisar as relações entre as significações desses professores e seus processos de adoecimento. Para sua elaboração, dois objetivos específicos foram delineados: a) analisar as significações do professor acerca da constituição de sua atual condição profissional e b) analisar as significações do professor acerca das possibilidades de adoecimento geradas na atividade profissional. O adoecimento do professor impede-o de atuar profissionalmente em sua função de origem, direcionando-o a uma categoria de funcionários à margem de sua efetiva profissão, denominada readaptados. Contudo, acredita-se que olhar essa realidade fundamentada no método Materialista Histórico e Dialético e sob a perspectiva da Psicologia Sócio-histórica possibilite que a análise e a interpretação das falas de um grupo de professores readaptados expressem significações em relação à sua atual condição de trabalho, propiciando o diálogo bem como o enriquecimento das discussões e proposições acerca da problemática. O grupo, composto por três professoras readaptadas PEB I, vinculado à Diretoria de Ensino de São José dos Campos-SP da rede estadual de São Paulo, respondeu a um questionário e participou de um encontro que foi gravado e transcrito. Coerente com os pressupostos teórico-metodológicos supracitados, elegeu-se o procedimento de análise e interpretação das informações denominado Núcleos de Significação (AGUIAR; OZELLA, 2006, 2013; AGUIAR; MACHADO; SOARES, 2015). Esse procedimento possibilitou a análise de significações reveladas pelo grupo, expressas a partir de falas sobre o enfrentamento do processo de tornar-se e manter-se um professor readaptado, processo gerador de sofrimento, especialmente, devido à experiência de invisibilidade. A análise deste estudo sugere que a valorização do professor readaptado deva estar atrelada às políticas de formação, valorização da carreira e saúde, com foco em seu autoconhecimento e em seu reconhecimento como profissional da educação
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Gunther, Jeffrey M. „Evaluating the Role of Nonmonetary Factors in Teachers' Employment Decisions“. DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7366.
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Teacher recruitment and retention is a problem of perpetual concern among education policymakers. High rates of teacher attrition, particularly within the first few years of a teacher’s service have been of particular concern. It is believed that persistent teacher shortages contribute both to underperformance of students generally, as well as to achievement gaps between students of different races and socioeconomic backgrounds. The importance of this issue has led to a great deal of research in the field, which has found that there are a large number of factors that influence the desirability of schools to teachers. What is still unclear from this research is how much these different factors matter relative to one another and to salary.
This study aimed to address this gap in the literature by introducing a new survey methodology to the field that allows for quantification of the extent to which various working conditions factors matter to teachers. A survey was distributed to all secondary teachers in the state of Utah where respondents were asked to choose between hypothetical school choices that varied on salary and certain nonmonetary factors. Periodically, respondents were asked to answer open-ended questions explaining their responses. The results of this survey allow for an estimate for each individual of how much salary and each of the working conditions influenced the decisions that they made. These results were analyzed for trends with respect to teacher demographics and contextual factors and were compared to the responses teachers gave to the open-ended questions.
This study resulted in a number of practical recommendations for school administrators, policymakers, and fellow researchers. For practitioners, there are results from this study that generate clear recommendations for using limited resources to make schools more desirable to teachers. The results of this study also provide estimates for how much additional salary is needed to entice teachers to work in schools that traditionally struggle to recruit and retain high quality teachers. For researchers, this study provides a model that can be replicated in additional contexts to answer these important practical questions. The study also opens up avenues of future research including new methodological questions worthy of further investigation. By introducing a new survey methodology to this well-developed field of research, this study aims to recommend a new tool for use by researchers in addressing the persistent challenge of teacher recruitment and retention.
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Stark, Charles Henry. „The impact of background variables on the philosophical transition of vocational teachers“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/902.
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Tam, Siu-ling Maureen, und 譚小玲. „Conditions limiting effective teaching in a sample of part-time teachers in continuing education: implications for college management“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955721.
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Howe, James D. „A national assessment of the salaries and working conditions of agricultural education teachers in the United States, 1990-1991“. Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/39836.
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The purpose of the study was to determine the salaries and working conditions of agricultural education teachers in the United States. To accomplish this purpose the following objectives were identified:
1. To determine the demographic characteristics of agricultural education teachers.
2. To determine the salaries, salary supplements, and monetary fringe benefits of agricultural education teachers.
3. To determine the nonmonetary benefits of agricultural education teachers.
4. To determine the major instructional and noninstructional responsibilities of agricultural education teachers.
5. To describe the work settings and working conditions in which agricultural education teachers are employed.
6. To determine the work loads of agricultural education teachers.
Most agricultural education teachers reported receiving health insurance benefits. However, only a small percentage (14.7%) of respondents reported receiving fully paid health insurance for themselves and their families. In addition, fewer than one-half (41.4%) of the agricultural education teachers reported receiving fully paid major medical insurance, eye care (13.1%), dental care (20.5%), and life insurance (35.3%).
Production agriculture and agricultural mechanics remain the predominant subjects taught by agricultural education teachers. However, a majority of agricultural education teachers also reported teaching agriscience. Although only a small percentage (18.8%) of agricultural education teachers advised Young Farmer chapters, most (95.8%) advised FFA chapters.
Nearly all (98.4%) agricultural education teachers classified their employment status as full-time. Typically, agricultural education teachers were mployed a mean 11.3 months per year. Most (69.5%) agricultural education teachers were employed in comprehensive high schools with a mean student population of 662.4 students. Agricultural education teachers reported a mean of 6.7 periods in a typical school day and teaching load of 5.2 instructional periods per day. Nearly three-fourths of the respondents reported having one period per day allotted for planning, student visitations, or student conferences.Ed. D.
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Williams, Thomas Harwood. „Certified science and math teachers who are not teaching: reforms in the conditions of teaching required to encourage them to return to or enter teaching“. Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/54457.
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One hundred and twenty-two students at Virginia Tech who had completed teacher certification requirements in science and/or mathematics from 1980 to 1986 were surveyed to determine their current employment status, and if not currently teaching, then what reforms in the conditions of teaching might encourage them to return to or enter teaching. Opinions were solicited from three groups: current teachers, those who had left teaching, and those who had never taught.
Data were reported in four categories: general demographics of all groups, importance of work satisfaction for all groups, modifications in the conditions of teaching necessary to entice those not currently teaching to return to or enter teaching, and opinions of current teachers on how to improve recruitment and retention of qualified science and mathematics teachers.
It was determined that the general demographics of the individuals surveyed conformed to general descriptions of teachers in current literature with the exception that the parents of Virginia Tech graduates were more highly educated and tended to hold professional and semiprofessional positions in higher percentages. No significant differences were determined among current teachers, those who left teaching, and those who had never taught in regard to opinions of work satisfaction in teaching.
Lack of administrative support, poor student discipline, and low salaries were factors involved with decisions not to teach. Others left teaching to raise a family. Improvements in working conditions that would encourage non-teachers to teach include improvement of student discipline, reduction of class size, removal of incompetent teachers, reduction of teacher isolation, reduction of stress, and the improvement of the physical environment.
Almost 60% of individuals not currently teaching would teach if offered a suitable position. The majority of current teachers believe that raising teachers' salaries would be the most important improvement to increase recruitment and retention of teachers, however, beginning teachers' salaries compared favorably with those of individuals employed outside of education. Almost two out of three current teachers indicated they planned to leave teaching within five or more years.Ed. D.
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Ip, Kim-wai William. „A study of the conditions influencing the present state of fieldwork teaching in lower secondary schools in Hong Kong“. Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626974.
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Holdaway, Alex S. „The Effects of Training and Consultation Conditions on Teachers’ Self-Reported Likelihood of Adoption of a Daily Report Card“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1364391151.
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Davison, Valerie Anne. „Individual power of teachers in the informal social structure of selected elementary schools“. Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184643.
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This study investigated the individual power of teachers as subordinates in elementary schools. It focused on the informal social structure in "good" elementary schools and the roles played by principals, teachers who held formal governance positions, itinerant teachers, and participants in the district's career ladder pilot program. Roles sampled were (1) providers of moral support, (2) sources of teaching expertise, (3) dispensers of procedural information, and (4) those able to "get things done" in the school. Peer and principal dependency data were also collected. Teachers and principals in five elementary schools in a single school district were sampled twice in a two year period. Findings were: (1) Although "good" principals received high total scores for providing resources to the faculty, there were instances when individual teachers scored as high or higher than the principal. (2) Faculty and principals depended on providers of moral support more than they depended on any of the traditionally power-producing roles. (3) Teachers depended on peers mostly for moral support, less for teaching expertise and "getting things done," and least for information. Teachers depended on the principal for moral support and information, less for "getting things done," and least for teaching expertise. (4) Full-time classroom teachers and specialists were most active in the social structure. Part-time teachers, itinerant teachers, and special services personnel, such as psychologists, speech/language pathologists, etc., were not key participants. Some full-time teachers, such as fine arts, physical education, and self-contained special education teachers were less active. (5) Teachers holding formal governance positions in the school established or gained influence while holding the formal positions, and they apparently did not lose influence the year after leaving the positions. Formal positions were held by full-time classroom teachers and only occasionally by a specialist. (6) Career ladder candidates or participants established or gained influence in the school's social structure during the career ladder process. Itinerant teachers and individuals who teach specialized curricula were more active in the career ladder program than they were in the school governance network.
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Ahmed, Zaiboenisha. „Teachers’ perception of the integration of socio-scientific issues in their science classes“. Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1856.
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Thesis submitted in fulfilment of the requirements for the degree
MASTER OF EDUCATION
in the
FACULTY OF EDUCATION AND SOCIAL SCIENCES
at the
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
2014The purpose for this study was to reveal the perceptions held by science teachers on the integration of socio-scientific issues in their science teaching. Also pertinent to this investigation was an understanding of what these teachers saw as the purpose(s) of such integration, how they purported to carry out the integration in their classroom, and how they perceive the role of social justice in science teaching. The theoretical principles of critical pedagogy underpinned the study and its methodology was guided by a phenomenological approach. The qualitative study was confined to eight schools in the Cape Town Metropole and ten science teachers made up the purposefully selected sample. Grounded theory was used as a method of analysis of the transcripts obtained from the semi-structured interviews conducted with the teachers on the socio-scientific issues depicted by two scenarios. Teachers saw the purposes for SSI integration in terms of its focus on the science curriculum, the everyday relevance of science and the impact of science. In addition they thought SSI integration could be useful to inculcate values, encourage behaviour change, advance both society and self, and develop critical thinking. They cited seven different teaching strategies and practices which they preferred for such integration: enquiry-based tasks; science content-specific activities; science-technology-society-environment (STSE) activities; communication of science information; science oriented projects; literacy programmes and deliberation and decision-making. The teachers thought that they could use the SSI scenarios to address socio-economic issues and issues pertaining to equity, self-determination, equality and civic values. Four general teacher profiles emerged from the research findings. These profiles captured both the commonalities and diversity existing among the participants’ perspectives.
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Altraifi, Jameela S. „The perceptions of women teachers in the United Arab Emirates of the conditions under which the work“. Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270741.
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Trauernicht, Mareike [Verfasser]. „Burnout symptoms in preschool teachers and the relation to job conditions and quality of care / Mareike Trauernicht“. Berlin : Freie Universität Berlin, 2021. http://d-nb.info/1234985292/34.
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Seane, Boitumelo Seville. „An IPA study of the integration and work conditions of white teachers in historically black (township) schools“. Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/4606.
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This interpretative phenomenological analysis study focuses on analyzing the lived experiences of white teachers with regards to their integration and work conditions within the context of historically black (township) schools. It consists of four aims: a) what are the experiences of white teachers teaching in previously disadvantaged schools; b) what do they experience to be major obstacles towards the day to day process of teaching and learning; c) what are the positive highlights and accomplishments they experienced while teaching in previously disadvantaged schools; d) what aspects do they deem essential for an efficient culture of teaching and learning. Five semi-structured interviews were conducted with regards to the experiences of the teachers. The methodology chapter will cement the notion of the use of semi-structured interviews as a function within IPA. As a result, this should not be inadvertently be confused to be an aspect of thematic analysis which is distinctive from IPA. Four of the participants were females and one was male. The interview questions were centered on the main aims of the study. Data was analyzed using Interpretative Phenomenological Analysis (IPA). The results and interpretations of narratives revealed 6 super ordinate themes. They are: a) reinforces; b) enablers and desirable principles; c) social ills and other challenges; d) organization and administration factors; e) challenges with regards to teaching and learning and lastly, f) systemic and systematic issues. The following are the key findings that emerged during the interviews: Most of the teachers felt that they were well integrated in their schools. There was one exception. There were similarities with regards to adapting to working in previously disadvantaged schools. There were variations with the length or duration of service in the teaching profession from a minimum of less than a year, an average of 14 years and a maximum of 30 years. The teachers shared major challenges with regards to discipline among learners. Most of the teachers shared that their schools were variable with regards to lack of amenities and lack of finances. The dominant aspect was that some previously disadvantaged schools had many deprivations or encountered many difficult circumstances. Most of the teachers shared concerns that learning difficulties where being overlooked and there was lack of capacity to correctly intervene with regards to them. Various social ills emerged as having some level of impact on the lives of learners within their schools. Teachers reflected on the experiences about racism and racial intolerance; racial stereotypes and myths as well as no experiences of being marginalized. There were various experiences to diversity, culture and gender. Finally, various systemic and systematic issues that pose a challenge towards education within previously disadvantaged schools emerged. This study is based on the theoretical frameworks of assimilation, integration, multi-cultural education and anti-racist education.
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Jimana, Sonwabo. „Strategies employed by two (2) East London schools to adapt in times of teacher loss implications for leadership and management“. Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/466.
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The issue of “teacher loss” has been reported widely as one of the biggest challenges facing schools around the globe. The international concern is that education departments have more teachers leaving than entering their systems. Evidence shows that this situation is also synonymous in South Africa and remains one of the ongoing phenomena, also noted in the provinces, including the Eastern Cape. As previous research focused on the reasons for “teacher loss”, as well as the strategies for the retention of teachers, the purpose of this study was to investigate how the selected schools adapt in times of “teacher loss”. The implications for leadership and management in this regard were also explored. In exploring this issue, a qualitative research approach was adopted in the form of a case study, which involved two (2) rural schools, one (1) primary and one (1) secondary school. This qualitative approach entailed semi-structured interviews involving eight (8) participants and document analysis as data collection methods for the study. The findings reveal that there is little support that schools receive from the Department of Education in order to cope with “teacher loss”. Teachers‟ limited knowledge in terms of strategies to cope with “teacher loss” results in de-motivated and stressed teachers. Several implications for leadership and management were also drawn out, including equipping school management teams with skills that can enable them to assist teachers to cope with “teacher loss”.Goven Mbeki Reaserch and Development Centre
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Hayes, Angelyn. „Conditions of Possibility and Agency: A Qualitative Inquiry into the Professional Lives of Three Women in the Liberal Arts Academic Disciplines“. unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-074609/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo A. Hutcheson, committee chair; Donna Breault, Susan Talburt, Benjamin Baez, Elaine Manglitz, committee members. Electronic text (214 p.) : digital, PDF file. Description based on contents viewed Mar. 26, 2008. Includes bibliographical references (p. 171-183).
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Higgs, Jeannè. „Social support, psychological conditions and work engagement as predictors of intention to stay / Jeannè Higgs“. Thesis, North-West University, 2011. http://hdl.handle.net/10394/10283.
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Education in South Africa plays an important role in the economy and in the future of the people of our country. There is a major shortage of suitably qualified teachers, not only in South Africa but worldwide. Other problems that exist within the teaching profession are teacher strikes, large number of learners in classes, violence, depression, anxiety, to name a few. Many teachers leave the profession as they are faced with all these different problems. It is therefore necessary to recruit and retain qualified teachers. Some teachers find pleasure from all these stressors and they can be described as engaged in their work. Hence, a shift towards a positive psychology mind-set is needed for teachers to stay in the teaching profession. Social support can be regarded as a positive mechanism between co-workers to show concern for each other's fee lings and to encourage good work performance. Social support is therefore a key factor in retaining teachers. The psychological conditions (psychological meaningfulness, psychological safety and psychological availability) are included in this study to examine how teachers experience themselves at the school and how psychological conditions influence their work engagement. The more social support colleagues receive, and the more engaged they are in their work, the more likely they are to stay in the profession. The general objective of this study was to investigate teachers' intention to stay in the teaching profession. A cross-sectional survey design was used in this study. A quantitative approach was followed by selecting a convenience sample of participants (N=233) in the Gauteng East di strict. The measuring instruments that were administered include the Work Experiences Scale and the Work Engagement Scale (May, Gilson & Harter, 2004), and the Intention to Stay Scale (Mayfield & Mayfield, 2007). The statistical analysis was carried out by using the SPSS programme (SPSS, 2009). Statistically significant relationships were found between social support, psychological conditions, work engagement and intention to stay. The results confirmed that social support and work engagement were significant predictors of intention to stay. The relationship between social support and work engagement was mediated by psychological conditions. Some of the recommendations include that schools should implement formal or informal support groups to maintain productivity as well as to create an environment that is safe. These support groups will make teachers more available to each other in order to discuss different challenges and initiatives. Regarding the recommendations for future research it came about that qualitative research would show the potential to identify vital factors that have not been recognised by this study where only certain questionnaires were used to find data amongst teachers. To conclude, this study suggests that social support and work engagement are vital constructs to consider when conducting research on the intention to stay of employees, and that psychological
conditions plays a role in the relationship between social support and work engagement. Therefore, these dimensions also seem to have an influence on teachers' work and their intention to stay in the teaching profession.M.Com, North-West University, Vaal Triangle Campus, 2011
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Laughton, Lorraine Rosemary. „Teacher-stress in South African state high schools“. Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1005865.
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Moulthrop, Dorothy Russo. „Retaining and Sustaining Mid-Career Teachers: The Middle Years Matter“. The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1521788878644674.
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Gillespie, Patricia A. „Examining the perceptions of American educators on meeting the social and emotional needs of students“. Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/755.
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Ip, Kim-wai William, und 葉劍威. „A study of the conditions influencing the present state of fieldwork teaching in lower secondary schools in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38626974.
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Hawkins, Laurie, und University of Lethbridge Faculty of Education. „Education and society in Moscow : teachers' perceptions“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999, 1999. http://hdl.handle.net/10133/111.
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Within the span of less than a decade, Russian teachers have lived through the collapse of the Soviet Union, the end of Communist rule, the emergence of a free market economy and levels of inflation which have pushed much of the population into poverty. Restrictive government poliies have been replaced with an infrastructure often described as corrupt and infeffective. New laws on education now allow for innovative curriculums and methodology, but economic restrictions have limited much possiblity for change. The purpose of this descriptive study is to examine the perceptions of Moscow educators regarding public educaion and society in Russia. Selected teachers were surveyed and interviewed about their perceptions of recent soical, political and economic changes within Russia; communism and the future of communism in Russia; democracy in Russia; schooling, students and teachers in general in Moscow; the creditation and training of educators in Russia; their responsibilities as educators in Russia; and the future of their individual professional lives. The study discusses the context of education and schooling in Moscow, provides data from a Likert type quesitonnaire and personal interviews, discusses the quantitative and qualitative data and uses a one way analysis of variance (ANOVA) with teachers' age as the variable. Major findings include teachers' perceptions that the political and economic changes in Russia are "inevitable." Teachers' lives continue to be restricted, however, that restriction is dictated by economics as opposed to political repression. The fall of the communist state is considered desirable and teachers are unsure if the communist party will ever again form the government of Russia. Teachers do not consider themselves to be "free" or Russia to be a true democracy, and most are undecided if Russia will become a true democracy in their lifetime. As well, the quality of public education is seen to have suffered since the end of the Soviet state with severe underfunding limiting the opportunities for innovative practice. Teachers, however, believe that educators in Russia are well-
prepared to be professional teachers in post-communist Russia. They also believe that teachers are responsible for fostering a sense of Russian nationalism and instilling proper values in students. They have an important role to play in shaping Russian society in the future and are optimistic about the future of the teaching profession and the role they will play in determing that future.1 v. (various pagings) ; 29 cm.
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Lapointe, Manon. „La formation préparatoire aux séjours et aux échanges interculturels des étudiants futurs maîtres et les conditions de succès de ces séjours et échanges /“. Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2002. http://theses.uqac.ca.
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Gordon, Mary. „Primary school teachers and traveller children : a foucauldian-informed analysis into the conditions of possibility for traveller education in Ireland“. Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550430.
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Traveller children fare poorly in school in Ireland, as elsewhere, according to all the usual markers of participation and achievement. The application of a Foucauldian lens to the issue of Traveller education in this research study produced an innovative take on a matter of critical relevance to social justice and to educational practice. The thesis describes the response of teachers in 15 primary schools across Ireland to a research intervention which asked them to assess 43 Traveller pupils as always-already acceptable and resourceful. Their description of the pupils in the form of pen portraits and their feedback on the intervention gathered through group interviews provided access to the discursive practices they were using in their work and produced a rich vein for investigation using a Foucauldian discourse analytic. The foci of interest were on how the teachers were construing their role, the implications of this for the subjectivities of their Traveller pupils, the relationship between the teachers' work and the wider operation of government and the effects on the teachers themselves of structuring their professional practice in this way. The outcomes of the analysis provided evidence to support an interpretation of primary education as normalising and regulatory and of teachers as committed to the task of educating all their pupils, both Traveller and "settled" alike. Travellers are an interesting case because of how they actively resist incorporation into mainstream society and construct themselves, as they are constructed by others, as different. This withholding from the settled population, together with their primary identification as members of an extended family rather than as autonomous individuals, is a direct challenge to modem forms of government that seek to regulate people's conduct in both totalising and individualising ways. Current commitments to an inclusive and intercultural educational agenda represent a more pastoral and less punitive, but no less powerful, attempt to assimilate Travellers. However, education is also productive and, furthermore, is central to forms of resistance that refuse subjectification. The implications of the research outcomes for educational psychology theory and practice are considered.
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Randall, Elizabeth Sylvia. „Teacher development and change in the context of teaching large under-resourced science classes“. Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07102009-170724.
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Jia, Xuejiao [Verfasser]. „Pre-Service Science Teacher Education in China: The Views of Students and the Views of Their Teachers : A Study of the Conditions and Effects of Science Teacher Training at Six Chinese Universities / Xuejiao Jia“. Berlin : Freie Universität Berlin, 2018. http://d-nb.info/1176633988/34.
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Ferguson, Pauline Lynsay. „Becoming 'expert' : an exploration into the social conditions and effects of subjectivity formation within the Marketing Academy“. Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/395.
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The marketing academy arguably holds an influential position within society, yet culturally speaking, very little is known about it; its people, processes or knowledge. Regardless of its privileged situation, we remain reflexively impoverished in terms of disciplinary self-understanding. This study, in some small way, hopes to change that. Indeed espousing and pursuing import around its scholarly intervention, this research instigates questions of a reflective nature, around marketing academia. More specifically, taking an anti-foundational perspective, it seeks to explore processes of knowledge production within the discipline. Having reviewed current approaches to the evaluation of knowledge production from within marketing and beyond, this study comes to suggest a disciplinary lacking with regard to reflexive understandings, through marketing’s; (1) lack of consideration around knowledge as practice and (2) unsatisfactory consideration of the academic ‘subject’ therein. With this in mind, it located a more precise interest around ‘the marketing academic’ and specifically, subjectivity formation, within a doctoral process of a major UK University. It was believed that this focus would provide a potentially revelatory means for generating new and responsible understandings into the conditions and effects of our disciplinary (re)production. To this end, having theorised and analysed subjectivity formation through a Foucauldian lens (‘subjectification’, 1983) this study came to produce five main conclusions. These included suggestions that (1) ‘the self’ was constituted, not inherent (despite dominant evaluatory positions to the contrary), (2) subjective reproduction within the site included ‘independence’ and ‘knowledgability’ (3) the rhetoric of independence served to obscure power relations and everyday interactions within the doctoral process (4) problematic power relations, in part, defined the supervisory relationship, and that (5) effects of training were both positively and negatively experienced by informants.