Dissertations / Theses on the topic 'Clinical Teachers'
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Chow, Shirley. "Nursing students' and clinical teachers' perceptions of effective teacher characteristics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/420.
Full textSchultz, Karen Kennedy. "What do Master Clinical (Experiential Teachers do When Teaching Clinically?" Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26957.
Full textPh. D.
Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.
Full textAbstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.
Forbes, Helen V. "Clinical teachers' experiences of nursing and teaching." Connect to full text, 2006. http://hdl.handle.net/2123/2060.
Full textTitle from title screen (viewed 22 November 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2007 ; thesis submitted 2006. Includes bibliographical references. Also issued in print.
Sellappah, Sue. "Questioning strategies: Their use by clinical teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1095.
Full textTin, Jia Jian. "Student Bullying of Teachers in California Public Schools: A Study on Bullying and Its Impact on Teachers' Burnout." Thesis, Alliant International University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28002459.
Full textRitchey, Brad Matthew. "Perceptions of initial licensure candidates regarding the effectiveness of field experiences and clinical practices in teacher preparation programming." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211904397.
Full textErnstzen, Dawn V. "Students' and clinical teachers' views on effective clinical education in Physiotherapy at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1598.
Full textClinical education in health sciences is an important and distinct part of health care education. In clinical education situations, students learn to integrate the knowledge, skills, attitudes and values of the profession. The attainment of clinical competence is one of the main outcomes of the Clinical Physiotherapy module for physiotherapy students at Stellenbosch University (SU). In its Strategy for Teaching and Learning (2001:3), SU embraces a student-centered approach to teaching. In a student-centered approach towards teaching, the focus is on the quality and quantity of student learning. In the current changing context of higher education, all spheres of education need to be assessed to determine the meaning of student-centeredness and to establish whether it is achieved. The above-mentioned approach may lead to quality management in teaching and learning.
Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.
Full textHolmes, Susuan Posey Witte James E. "Student and faculty perceptions of clinical teaching effectiveness of full-time and part-time baccalaureate degree clinical nursing faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/HOLMES_SUSAN_9.pdf.
Full textKelly, Claudette. "Students' conceptions of the effectiveness of clinical teachers in nursing." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28246.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Louka, Amazis Nashed. "Clinical dental education as a situated activity, the teachers' role." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq23393.pdf.
Full textHouk, Tracy A. "The clinical supervision experiences of beginning teachers, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq39144.pdf.
Full textSundstrom, Helen E. "The characteristics of effective clinical teachers in baccalaureate nursing programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0018/MQ53231.pdf.
Full textHoffman, Karen. "Students' perceptions of clinical teacher behaviors." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958793.
Full textSchool of Nursing
Tanasugarn, Annie. "Predictors of Burnout Among Southern California Special Education Teachers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6687.
Full textOstrum, Erin. "Adolescent Body Image| Examining the Relationship Between Adolescent Dancers and Their Teachers." Thesis, Alfred University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10639773.
Full textThis study examined the relationship between the perceived verbal and nonverbal messages given by dance teachers and the body image of their adolescent dancers. Variables such as level of dance (i.e., competitive or purely recreational) and amount of time spent practicing dance were also examined. Seventy-eight female adolescents, who were enrolled in dance classes in studios in Western New York, participated in this study. This is a sample that is younger than has typically been studied. Results indicated that more negative messages perceived by the dancer from their teacher related to a more negative body image in the dancer. Additionally, a significant relationship with the dancers’ body image was not demonstrated when considering competitive level and amount of time practicing dance. Thus, regardless of level of dance or amount of time spent practicing dance, a strong relationship existed between verbal and nonverbal messages perceived by the dancer from the teacher and a dancer’s body image. Given the limited amount of current research that exists for this group of adolescent recreational dancers, the significant findings of the current study may begin to shape the future interactions between dance teachers and their students. Specifically, dance teachers should be aware of the connection between the messages they give and their dancer’s body image. This awareness might prompt them to take more care with the messages they offer or even seek training in this area.
Zoromski, Allison K. "Middle School Teachers’ Perceptions of and Use of Classroom Management Strategies: What are Teachers Doing that Works?" Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470613079.
Full textHolbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.
Full textWall, Karen Lynn. "The use of intuition by expert clinical nursing teachers in the assessment of the clinical performance of nursing students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0022/MQ32973.pdf.
Full textPeterson, Christine H. A. "Coping with Attention Deficit Hyperactivity Disorder: A Manual for Parents and Teachers." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539272212.
Full textPerry, Robin K. "Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.
Full textBeattie, Heather, and res cand@acu edu au. "The Theory Practice Interface: A case study of experienced nurses' perception of their role as clinical teachers." Australian Catholic University. School of Educational Leadership, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp3.14072005.
Full textTape, Widaad. "Exploring the sense of coherence and psychological symptomatology of teachers in under-resourced schools in Cape Town." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11387.
Full textThe purpose of this study was to explore and describe the psychological symtomatology, sense of coherence and the relationship between these two factors, of teachers from under-resourced schools in Cape Town. The sample consisted of 58 male and female teachers. Data was collected by means of three measures including a Biographical Questionnaire, Symptomatology Check List Revised (SCL-90-R) and the Sense of Coherence Scale (SOC-29) also known as the Orientation to Life Questionnaire. Descriptive statistics and the Spearman Rank Order Correlation was utilised to meet the aims of the study. Of the nine sub-dimensions of psychological symptomatology measured on the SCL-90-R, results revealed that the teachers scored high in the three dimensions of obsessive compulsive, paranoid ideation and depression.
Cromer, Philip W. "Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.
Full textTitle from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).
Retallick, John Anthony, and mikewood@deakin edu au. "Clinical supervision and symmetrical communication: Towards a critical practice of supervision." Deakin University. School of Education, 1988. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.090305.
Full textSMITH, DENNIS MICHAEL. "MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188013.
Full textRamage, Charlotte. "The experiences of link teachers in clinical nursing practice : a grounded theory study." Thesis, London South Bank University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323893.
Full textWhitehead, William. "An investigation into the effects of clinical facilitator nurses on medical wards." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11264/.
Full textWood, Rosemary Jane. "Community-clinical psychological consultation with teachers in an "African" lower primary school : discourses and future directions." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/14401.
Full textFollowing the action research tradition, a series of four workshops was conducted with 14 - 20 teachers at Songeze Lower Primary School in Guguletu. The workshops were in response to a preceding 'fact-finding' study as to the teachers' perceptions and attributions regarding common emotional and behavioural problems of pupils at their school. This pilot study arose from debate about the relevance of psychological practice in the South African context and in an attempt to identify feasible means of extending the services of the University of Cape Town's Child Guidance Clinic to "oppressed communities" in the Cape Peninsula. It was hypothesized that workshops would be a resource-efficient means of triadic, community - clinical consultation. This workshop series was negotiated with the teachers and comprised: 'Problem Identification and Assessment', 'Discipline', 'Listening Skills' and 'Referral Resources and Group Consultation'. During each workshop, didactic input was supported with hand-outs while large group discussion and problem solving was also stimulated. The last three workshops were quantitatively evaluated by the teachers and in a fifth meeting their qualitative feedback was elicited. An important variable in the above study involved its having been conducted by two researchers, one being "black" and the author being "white". Issues of language barriers, credibility, trust and differing perceptions and expectations between researchers and the participant teachers complicated the workshop process. The teachers' differential responses to the researchers, based on their 'colour', resulted in each experiencing and interpreting their role and relevance differently. It was found that the teachers' most pressing needs concern basic teaching skills and that clinical psychologists have a relatively minor contribution to make via simple, directive input along behaviour modification principles. Workshops were not found to be an optimal mode of intervention. It is suggested that inter-disciplinary team consultation, with clinical psychology interns playing a role in psychological and psychometric assessment and providing workshops on topics such as Discipline may be a more appropriate means of extending the Child Guidance Clinic's services to schools in the Guguletu community. A strong recommendation is made that the study of an "African" language be included in the Clinical Psychology training program. A further suggestion of exploring the need for, and feasibility of, interns conducting teacher support groups is also forwarded.
Benuzzi, Stacey. "Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.
Full textBy 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, & Mathur, 2012). The need to educate and produce more STEM graduates is eminent, and research shows that the pipeline to prepare students for STEM fields begins in elementary school. Research also shows that many elementary teachers lack the pedagogical content knowledge (PCK) and confidence to teach STEM subjects (Dorph, Shields, Tiffany-Morales, Hartry, & McCaffrey, 2011). Meanwhile, opportunities for elementary teachers to develop their STEM PCK and confidence in teacher preparation programs or professional development are limited.
To address this problem, programs like Raising the Bar for STEM Education in California are emerging. A yearlong case study utilizing both qualitative and quantitative methods was employed to examine the program’s effectiveness in preparing future elementary teachers to effectively teach STEM subjects through a STEM-rich, clinical, co-teaching model of student teaching. Data collection methods included qualitative interviews, observations through videotaped lessons, documents, and quantitative pre- and post-surveys. The key findings from this study include that the STEM-rich, clinical, co-teaching model of student teaching was successful in increasing pre-service teachers’ confidence and expanding their pedagogical knowledge of teaching inquiry-based lessons. Pre-service teachers were willing and excited to teach STEM subjects in their future elementary classrooms at the conclusion of the program. However, the growth in content knowledge and confidence was uneven among the four STEM content areas and there was a lack of integration. \
Based on the findings of this study, it is recommended that future STEM professional development programs emphasize the vital importance of STEM fields as the rationale for teaching STEM subjects; build pedagogical content knowledge; integrate STEM subjects through a focus on engineering; explicitly link STEM to Common Core State Standards and Next Generation Science Standards; design the STEM professional development around the characteristics of Adult Learning Theory; and foster reflective, collaborative communities of practice. Further recommendations for policy and research are presented and discussed.
Gauthier, Geneviève. "Capturing and representing the reasoning processes of expert clinical teachers for case-based teaching." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86667.
Full textIn the context of medical education, we propose a methodology that addresses the challenge of capturing and representing evolving knowledge into a validation activity. This activity is anchored on case-based teaching practices commonly performed by physicians in medical education. The study examines the reasoning processes of five medical experts while they solve and teach three specific cases. Verbal protocol combined with outcome and process measures lead to an initial visual representation of expert's reasoning processes. These initial visual representations are used with experts for them to validate and evaluate their own reasoning processes for each case. This reflection task informs the design of a combined visual representation for each case that shows similarities and differences in experts' performance. These results can inform the design of complex assessment practices that incorporates models of competent performance and helps to guide curriculum development in medical education.
L'apprentissage utilisant la méthode de cas appliqués est une approche d'apprentissage qui a fait ses preuves tant dans le milieu professionnel que dans le milieu éducatif car elle stimule le développement du raisonnement et favorise la prise en charge de l'apprentissage chez les apprenants. Toutefois son utilisation dans le milieu éducatif est limitée car les objectifs d'apprentissage clés de cette approche ne sont pas soutenus par les méthodes d'évaluation ayant cours dans le système éducatif. Cette situation est problématique car les méthodes d'évaluation ont un très grand impact sur le type et la nature des apprentissages ayant cours dans les salles de classes.
Dans cette étude nous proposons d'explorer une approche d'évaluation inspirée de la conception basée sur des données probantes (evidence-centered design) dans un contexte d'éducation médicale. La première étape, permettant d'établir les bases d'une telle approche d'évaluation, consiste à construire de manière empirique des modèles permettant l'évaluation et l'interprétation des caractéristiques et paramètres de performance de résolutions de cas. En proposant une méthodologie qui a pour but de capturer et de représenter visuellement le processus de résolution, cette étude analyse la performance de cinq experts cliniciens dans le cadre d'une activité simulant la présentation et la résolution de trois cas de patients. Le protocole verbal combiné à des mesures caractérisant leur processus de raisonnement et leurs solutions sont utilisés pour créer une représentation individuelle pour chacune des résolutions de cas. Ces représentations sont ensuite utilisées avec les experts afin qu'ils valident et évaluent leur propres performances. Cette deuxième étape permet d'établir les étapes importantes communes et les différences menant à une résolution valide de cas. Ces modèles et cette méthodologie ont pour but d'établir une base servant à l'évaluation et au développement de matériel pédagogique pour l'apprentissage par cas.
Robbins, Helen Jean. "The Effect of a Clinical Practicum on Elementary Education Preservice Teachers' Development of Reading Expertise." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/214.
Full textMacDonald-Clarkson, Christine Marie. "Characteristics of effective and ineffective clinical teachers in nursing as perceived by students and faculty." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26005.
Full textApplied Science, Faculty of
Nursing, School of
Graduate
Maiuri, Alyssa. "The Inclusion of Autism Spectrum Disorder in Mainstream Classrooms: Teachers’ Perspectives." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1618666934002468.
Full textJetha, Farah Shirazdin. "Teaching needs and evidence-based strategies to support novice nursing clinical teachers: a rapid evidence assessment." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44317.
Full textGopaul, Margaret. "Title: Parents and Teachers’ Perceptions and Clinical Diagnosis of Autism Among White and Non-White Groups." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/4767.
Full textProcaccini, Joanna C. "Development and assessment of an accelerated AD/HD training for teachers in elementary schools." Thesis, Union Institute and University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595247.
Full textAttention-deficit/hyperactivity disorder (AD/HD) is the most frequently diagnosed psychiatric disorder among children (APA, 2000). This information is especially relevant to teachers in the elementary school population where this disorder is often first evidenced (Wilens, Faraone, Biederman, & Gunawardene, 2003). Individuals with AD/HD frequently experience significant difficulty meeting social/emotional, academic, and behavioral expectations.
Even with the high prevalence and significance of AD/HD, very little research has investigated teachers' knowledge of AD/HD or defined a protocol for quickly updating teachers' knowledge of this subject. In particular, there is limited literature examining primary-school teachers' overall knowledge in this area (Kos, Richdale, & Jackson, 2004).
This study developed and assessed the effectiveness of a 45 minute on-line accelerated AD/HD training developed for elementary school teachers. This on-line Accelerated Elementary School Professional Development AD/HD Training was geared towards educators who have some basic knowledge and experiences with children who have AD/HD but who have been unable to keep abreast of new findings regarding AD/HD and associated gender, culture, and environmental factors.
Training effectiveness was assessed by comparing results obtained in on-line pre and post training testing as well as by assessing responses to 11 post training "interview questions". The basic assessment instrument used was the Knowledge of Attention Deficit Disorders Survey (KADDS). Each training participant completed a Descriptive Demographics Questionnaire which was correlated with their KADDS' test results.
Analysis of participants' responses to the KADDS questions, across the three categories of knowledge reflected in the KADDS, combined with a qualitative assessment of responses to the Post Training Interview Questions, support the conclusion that the study was able to assess the effectiveness of the 45 minute Accelerated Elementary School Professional Development AD/HD Training (herein referred to as the "Accelerated AD/HD Training"). This training was developed to increase teachers' awareness of their significant role in the early identification of children at risk for AD/HD and to equip them with general knowledge of AD/HD as well as its symptoms and interventions. The training provides essential information regarding gender, cultural and environmental considerations as they impact presentations of AD/HD. As part of this study, strengths and weakness of the training were identified and recommendations were provided to address specific training weaknesses as well as KADDS shortfalls in the areas of AD/HD knowledge relating to gender, culture, and environmental factors. This study is one of the first to demonstrate that a web-based medium can quickly improve the AD/HD knowledge of elementary school teachers.
Following implementation of noted training improvements, the protocol may serve as a model for development of future AD/HD trainings and also specifically address the DSM-5 diagnostic criteria. Recommendations were also made regarding possible future studies. The studies identified are based upon observations made during this study and teachers' responses to Post Training Interview Questions.
Beattie, Heather Joy. "The theory practice interface: A case study of experienced nurses' perceptions of their role as clinical teachers." Thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/ceb5f1300d3b950ef03e0698cca7d6cf6c8edbb9cd6068107ac42bd2e88e5309/1264218/64793_downloaded_stream_18.pdf.
Full textHopkins, Erin. "Emotional Self-Regulation and Management of Disruptive Behaviors in Schools." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1534503525225481.
Full textLanesman, Beverley. "An exploration of the perceptions of pupils, parents and teachers with regard to the role of the school social worker." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/14277.
Full textLiterature research has indicated that school social work is a relatively new branch of general social work. The role of the school social worker is the main focus of literature in this field. The school social worker's role is continually changing and adapting as society and school systems change The primary purpose of this study is to investigate the perceptions of the pupils, parents and teachers with regard to the school social worker's role within a particular school setting. The current awareness of the social worker's role and function, is examined in as far as it affects the effective use of the social work service. A literature survey was undertaken, after which a close-ended questionnaire was constructed and administered to all pupils and all teachers, and a close-ended questionnaire mailed to all parents of the particular school. A descriptive analysis of the findings reveals that clarification is needed amongst pupils, teachers and parents in terms of the purpose, function and roles of the school social worker, and of the methods of social work employed. A disparity is reflected with regard to the issue of confidentiality, where the findings indicated that pupils are more concerned with confidentiality issues than the parents and teachers. The main recommendations made are with regard to compiling a booklet clarifying the roles and functions of the mental health professionals in the school. A policy with regard to confidentiality is recommended.
Trimmell, Michael David. "The effects of stem-rich clinical professional development on elementary teachers' sense of self-efficacy in teaching science." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704976.
Full textThere is a deficiency of science, technology, engineering, and mathematics (STEM) qualified college graduates to meet current workforce demands. Further, there is a weak pipeline of STEM qualified educators, which are needed to help produce the skilled candidates necessitated by these demands. One program aimed at creating highly qualified STEM teachers was the Raising the Bar for STEM Education in California: Preparing Elementary Teachers in a Model, Scalable, STEM-Rich Clinical Setting (Raising the Bar Program). The Raising the Bar professional development program focused on addressing deficiencies in elementary teachers’ pedagogical content knowledge, specifically in science. The purpose of this study was to determine the effects of the Raising the Bar professional development program on elementary master teachers’ sense of self-efficacy in teaching science. Research shows there is a clear link between self-efficacy and outcome expectancy to improve student outcomes in STEM fields.
This study utilized an explanatory mixed methods approach. Specifically, a quasi-experimental design was followed to collect, first, quantitative data, and then, qualitative data. The quantitative data consisted of survey data collected from each of two groups: the treatment group of master teachers participating in the Raising the Bar professional development series, and the control group of master teachers not participating in the professional development. The qualitative data was collected in the form of two focus group interviews, one from each group. Further, two university student teacher coordinators were interviewed to add depth and perspective throughout the entire professional development process.
Quantitative and qualitative data were analyzed to determine the effects of the Raising the Bar professional development on teachers’ sense of self-efficacy in teaching science. The major research findings indicated that the STEM-rich professional development was successful in significantly increasing teachers’ sense of self-efficacy in teaching science. Further, the findings of the study demonstrated that there is a clear need for focus on science across the curriculum, a clear need for a science-specific professional development model, and a clear need for inclusion of specific content courses as a requirement in administrative credential programs. As a result of the research, a science-specific model of professional development was created. The proposed model suggests that the science-specific professional development must be aligned, intentional, differentiated, ongoing, and purposeful.
Recommendations based on the findings of this study include further exploration of the factors that positively affect self-efficacy in teaching science. Additionally, it is unclear if self-efficacy alone is sufficient to improve overall science teaching practice at the elementary level. Research specifically aimed at the factors affecting teachers’ sense of self-efficacy in teaching science can help determine the best course of action for teacher credentialing programs, professional development programs, and instructional leaders working in the field.
Hustus, Chelsea L. "Examining the Impact of Nudging Interventions on Teachers’ Reported Willingness and Desire to Use an Evidence-Based Classroom Intervention." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1620123668356157.
Full textHustus, Chelsea L. "Examining the Impact of Nudging Interventions on Teachers’ Reported Willingness and Desire to Use an Evidence-Based Classroom Intervention." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1620123668356157.
Full textWalter, Eric. "Teachers’ Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1587666061242924.
Full textSamms, Jillian. "Inclusion in Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, and Concerns." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3367.
Full textShaffer, Dixie. "Observations and Teachers' Perceptions of the Implementation, Benefits, and Challenges of Breakfast in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1552.
Full textReinhardt, Kimberly S. "Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556960.
Full textBeers, Courtney. "Early Childhood Preservice Teachers' Knowledge of Children's Cognitive Development and Developmentally Appropriate Pedagogical Practices| Understanding the Role of Clinical Experiences." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300319.
Full textThe quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
The purpose of this qualitative study was to propose a middle-range, systematic theory for the types of practices and ideologies that the most successful early childhood teacher education programs use to prepare their preservice teachers for the education profession. A more focused purpose of this grounded theory study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development as well as how they describe their application of this knowledge to developmentally appropriate pedagogical practices. A secondary purpose of this study was to examine these various clinical models as described by experts in the field. Analysis was completed on semi-structured interviews with preservice teachers and faculty members, open-ended surveys completed by preservice teachers, and university documents. As a result of rigorous data analysis, a theory emerged to explain clinical practice at three model early childhood teacher preparation programs. Findings suggest that there are seven layers of strength that contribute to the model programs’ expertise in preparing their preservice teachers. This study is significant in that it reports researchbased elements that may contribute to policy regarding models for teacher preparation and meaningful clinical experiences.
Phuma, Ellemes Everret. "Development of neonatal nursing care clinical competency-based assessment tool for Nurse-midwife technicians in CHAM nursing colleges, Malawi." University of the Western Cape, 2015. http://hdl.handle.net/11394/5079.
Full textLiterature has shown that Malawi is experiencing a shortage of qualified healthcare providers, with the greatest burden on maternal and neonatal health. The majority of health service providers are Nurse-Midwife Technicians (NMT), contributing to 87% of the nursing and midwifery workforce. However, research has shown that the NMTs lack the ability to transfer skills into different clinical settings. It was not known what competencies were taught in Christian Health Association of Malawi colleges to equip the NMTs with clinical competence in neonatal nursing practice and how the clinical teachers assisted these NMTs to acquire the competencies. Furthermore, there was no documentation on the availability of a clinical competency-based assessment tool to validate the NMTs’ achievement of clinical competence in neonatal nursing. The purpose of this study was to develop a neonatal nursing care clinical competency-based assessment tool to validate NMTs’ achievement of clinical competence in CHAM nursing colleges. The competency, outcomes and performance assessment (COPA) model and the skills acquisition model were the conceptual frameworks used as the foundation of the study. The study adopted a sequential mixed method approach in which both qualitative and quantitative methods were utilized. Data collection was conducted using focus group discussions, document review and cross-sectional survey. The design and development model developed by Reeves (2006) and steps to development of assessment tools identified by the Department of Training and Workforce Development (2012) guided the study and development of the competency-based assessment tool. The study was conducted in eight CHAM nursing colleges. The researcher employed purposive, convenient and proportional stratified sampling to select the participants. Ethics clearance was obtained from the University of Western Cape and the National Health Sciences Ethical Research Committee in Malawi, prior to data collection. The data collection involved 31 midwifery clinical teachers and 140 third year students for the FGD and 48 midwifery clinical teachers and 195 third year students for the cross section survey. Document analysis was conducted at all the eight nursing colleges. The qualitative data was analysed using content analysis with Atlas.ti 7 and the quantitative data was analysed using descriptive analysis with SPSS 22. The research findings showed that the NMTs were taught basic nursing skills to enable them provide basic care to the health newborn baby. However, there were inadequate clinical assessments done to validate the NMT’s achievement of clinical competence in this setting. In addition, the clinical teachers used skills checklists to evaluate the NMTs clinical performance on specific procedures. The outcome of this study was the establishment of neonatal nursing clinical competencies, and development of a neonatal nursing care clinical competency-based assessment tool for the validation of NMT’s achievement of clinical competence. The tool provides a framework for neonatal nursing clinical teaching and assessments as well as tracking of the NMT’s clinical performance in this setting. It is recommended that training institutions should reinforce mechanisms to track the students’ clinical experience and performance assessments using this tool to ensure quality student outcomes. Furthermore, the clinical teachers should be oriented on the use of the developed assessment tool for familiarisation; thereby enhancing consistency and objectivity in the students’ performance assessments.
ICAP-NEPI Project Malawi