Dissertations / Theses on the topic 'Effective teaching practice'
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Paulmann, Greg. "Master teachers' critical practice and student learning strategies a case study in an urban school district /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263657018.
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Thesis (Ph.D.)--Antioch University, 2009.Title from PDF t.p. (viewed March 25, 2010). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 171-175).
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Flores, Muxí Maria del Carmen. "Identifying Effective CLIL Teaching Practice in Higher Education: A Case Study of Integrated Practices in Pre-Service Teacher Education." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/650899.
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Aquesta tesi estudia els processos d'ensenyament i aprenentatge que tenen lloc en dues assignatures CLIL impartides a la Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna, Universitat Ramon Llull. L'estudi té com a objectiu identificar la Pràctica docent AICLE / CLIL efectiva (ECTP) en la formació inicial dels futurs mestres i avaluar com l'ensenyament a través de l'AICLE / CLIL pot afectar l'adquisició de contingut, del llenguatge específic de l'assignatura i del coneixement ECTP.
Seguint un enfocament integrador, s'ha cercat evidència utilitzant mètodes quantitatius i qualitatius, amb dades recopilades sobre producte (rendiment), procés (pràctica docent) i participants (estudiants i docents).
Mitjançant la revisió i anàlisi de la literatura, s'ha especificat el concepte de ECTP i s'ha dissenyat i utilitzat una eina d'observació per explorar ECTP. Les percepcions dels estudiants i els professors han revelat estratègies i pràctiques d'ensenyament que s'han identificat en aquesta tesi com ECTP.
Les dades podrien confirmar que l'ensenyament AICLE / CLIL afecta positivament l'adquisició dels continguts i del llenguatge específic de l'assignatura. No obstant això, les dades també han descobert alguns resultats contradictoris.Esta tesis estudia los procesos de enseñanza y aprendizaje que tienen lugar en dos asignaturas CLIL impartidas en la Facultad de Psicología, Ciencias de la Educación y del Deporte Blanquerna, Universidad Ramon Llull. El estudio tiene como objetivo identificar la Práctica docente AICLE/CLIL efectiva (ECTP) en la formación inicial de los futuros maestros y evaluar cómo la enseñanza a través del AICLE/CLIL puede afectar la adquisición de contenido, del lenguaje específico de la asignatura y del conocimiento ECTP. Siguiendo un enfoque integrador, se ha buscado evidencia utilizando métodos cuantitativos y cualitativos, con datos recopilados sobre producto (rendimiento), proceso (práctica docente) y participantes (estudiantes y docentes). Mediante la revisión y análisis de la literatura, se ha especificado el concepto de ECTP y se ha diseñado y utilizado una herramienta de observación para explorar ECTP. Las percepciones de los estudiantes y los profesores han revelado estrategias y prácticas de enseñanza que se han identificado en esta tesis como ECTP. Los datos pueden llevar a confirmar que la enseñanza AICLE/CLIL afecta positivamente la adquisición de los contenidos y del lenguaje específico de la asignatura. Sin embargo, los datos también han descubierto algunos resultados contradictorios.
This thesis studies the teaching and learning processes taking place in two CLIL subjects taught at the Faculty of Psychology, Education and Sports Sciences Blanquerna, University Ramon Llull. Content and language integrated learning focuses on both language and non language content aims. The study aims to identify Effective CLIL Teaching Practice (ECTP) in pre-service Teacher Education and to assess how teaching through CLIL may affect the acquisition of content knowledge, of subject-specific language and of ECTP knowledge Following an integrative approach, evidence has been sought using quantitative and qualitative methods, with data gathered on product (performance), process (teaching practice) and participants (students and teachers). Through literature revision and analysis, the concept of ECTP has been specified and a tool for observation has been designed and used to explore ECTP. Perceptions from the students and the teachers have revealed strategies and teaching practices that have been identified in this thesis as ECTP. Data may lead to confirm that CLIL teaching positively affects the acquisition subject contents and of subject-specific language. However data have also uncovered some contradictory results.
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Padden, Dawn H. "Effective school -wide discipline through Positive Behavior Supports: An analysis of current practice." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618530.
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The purpose of this study was to determine the implementation status of School-wide Positive Behavior Supports (SWPBS) in selected elementary and middle schools (N = 123) situated within three regions of Virginia. Additionally this study sought to identify and determine the relative impact of specific facilitators and barriers to successful implementation. Finally, this study identified the types of professional development opportunities related to SWPBS available to school personnel. In order to answer each overarching research question, participants were asked to complete the School-wide Positive Behavior Support Systems Implementation Survey, a validated instrument, adapted from the Delaware PBS Implementation Self Assessment. Findings indicate above average levels of implementation on 35 of 36 specific features of SWPBS. Additional findings reveal significant levels of impact related to specific facilitators and barriers on identified critical feature categories of SWPBS. Finally, with regard to professional development, results indicate that a majority of schools offer more than one type of professional development opportunity to school personnel and that most schools use new teacher orientation programs to provide in-service for SWPBS.
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Kyriakides, Elena. "Effective teaching of literacy in Cyprus : an investigation of the practice of Grade 1 teachers." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10018408/.
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A key finding from the research into school effectiveness is that children's educational progress is highly dependent on effective teachers (Darling-‐Hammond, 2000; DEST, 2005; NCQT, 2011). But, the literature into teacher effectiveness offers less literacy-‐specific evidence. Nonetheless, successful literacy learning in Grade 1 is crucial as it has long lasting consequences on children's literacy development (Riley, 1996, 2007; Tymms et al., 2009), thus making the effective teaching of literacy an important focus of investigation. Researchers have also raised the issue of the inter-‐relationship of effective teaching and the context within which it takes place (Hopkins and Reynolds, 2001; Campbell et al, 2003). Within the specific context of Cyprus there is a paucity of evidence into teachers' literacy practices in correlation with the insights from the effectiveness research. Therefore, the aim of this study is to investigate this particular context and use the insights offered in order to illuminate thinking about effective literacy teaching practice. In order to do so, it draws upon relevant bodies of literature, to identify the features of effective literacy teaching in Grade 1 classrooms. By using these teachers as a lens into teaching practices, the study explores what these teachers do and also how the omissions in their practice compare with the literature in the field, as well as what they do differently and which has not, as yet, been widely recognised. In addition, the study examines what teachers report they rely on and how they claim to have learned their practice. The study is located within a qualitative -‐ interpretive paradigm, using thematic coding to deductively and inductively analyse classroom observations and interview data from fifteen teachers who were deemed to be effective. The findings offer an agenda to re-‐consider both the content and pedagogy of effective literacy teaching in Grade 1. Also, the implications that arise for programmes of Initial Teacher Education and Continuing Professional Development are addressed.
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Huang, Jo-Ying Angela. "Effective harp pedagogy - A Study of Techniques, Physical and Mental." Thesis, University of Canterbury. Centre for Fine Arts, Music and Theatre, 2011. http://hdl.handle.net/10092/6256.
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This study examines the techniques required to effectively play the modern concert harp. Following a study of the main harp performing methods and an examination of the most popular instructional books published in recent times, this study explores and analyses the practice techniques of harp playing. It investigates and identifies general current practice techniques in music, and sees ways in which these may be incorporated into the learning of the harp. A number of musical excerpts are selected as the bases of specific practice plans which are designed to demonstrate how physical and mental techniques may be combined to support accurate and musical harp playing. The practice techniques and plans are assessed and supported by referring them to teachers and senior students. These research participants provided useful information regarding their own learning experiences and observations on the place that technical studies played in the growth of their own performance skills.
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Liese, Anne Brackney. "Special Educators' Perceptions on Effective Preparation and Practice for Student Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4528.
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Alternative school settings are success prospects for students at risk of school failure. However, research on the daily experiences of the special educators in alternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure; (b) to determine how to improve special educator preparation programs in alternative school settings. Deci and Ryan's self-determination theory, focused on student success provided the study's framework. Twelve semistructured interviews were conducted to examine special educators' perceptions on preparation and practice for student success. Data were analyzed through block coding, code comparison and thematic searches. The study's results included accounts of special educators' perceptions and challenges related to preparation and practice for student success in alternate school settings. Emergent themes included applying classroom structure and technology, as well as individualized student instruction. Participants cited a need for rich teacher/student relationships to advance student success. Included are inferences regarding the development of teacher/student relationships. Also included are suggestions for educational leaders to consider while preparing preparatory methods for special educators who teach within the alternative school setting such as administrator knowledge of what special educators require to teach in the alternate classroom. This study may lead to social change by providing information on special educator preparation coursework meant to develop student success for the alternative school student population.
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Wickham, Barbara Martin. "Designing Effective Professional Development for Teaching Students in Poverty: Impact on Teacher Beliefs and Classroom Practice." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97519.
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Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act put pressure on educators to close the achievement gap that exists for economically disadvantaged students. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. This study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. This PD was based on research from multiple studies on educators' perspectives and effective teaching strategies for poor students. The study was conducted using action research, with a mixed-methods approach, incorporating the quantitative analysis of surveys and the qualitative analysis of professional learning experiences and interviews. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.Doctor of Education
Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act required educators to close the achievement gap that exists for students from poverty. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. The study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.
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Bossaer, John. "Four Strategies for Becoming a More Effective Educator – Part 3: Teaching Students to Think Critically." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7794.
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Abrahams, Byron. "Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2498.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.Current insights into the South African education crisis suggest that emphasis needs to be placed on developing teachers’ mathematical knowledge for teaching (MKfT) through ongoing professional development. Aiming to provide insight into teacher professional development, this research describes an initiative undertaken by a group of Mathematics teachers who formed a Community of Practice at their school. Through the implementation of Habits of Mind that promotes Relational Understanding, these teachers attempt to improve the teaching and learning of Mathematics at their school, and further their professional development. A qualitative phenomenological design of inquiry was conducted to describe the teachers’ experiences when implementing Habits of Mind in their teaching. Group interviews, individual interviews and documentary sources were used to gain a rich description of the lived experiences of these teachers during the research period. To analyse the data a combination of Giorgi’s phenomenological model and the interconnected model of professional growth was used. Results indicate three insights into teacher professional development: (1) Communities of Practice promote the sharing and development of MKfT though the mechanism of collaboration; (2) Teachers are challenged when implementing intervention strategies as firstly their learners are challenged in their literacy ability which limits their articulation in Mathematics lessons, and secondly they are faced with time constraints imposed by workload demands; (3) The attempt to implement intervention strategies within a Community of Practice, despite being challenging, encourages reflective practice which informs individuals’ professional practice and supports ongoing professional development.
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Verst, Amy L. "Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195054.
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Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that revolve around learner-centered teaching practices, characteristics of outstanding teachers, effective teaching, and pressures on the professoriate related to the phenomena of academic capitalism. Outstanding professors from the College of Arts and Sciences, and Schools of Business, Education, and Nursing were invited to participate in this research. Weimer's (2002) five learner-centered changes to teaching practice framed this investigative study. This conceptual framework consists of altering the role of the teacher, balancing power in the classroom between teacher and students, changing the function of course content, instilling student responsibilities for learning, and using different processes and purposes for evaluation that serve to guide teacher and students interactions throughout the course.The findings of the study suggest that faculty from the School of Education agree with and implement all five of Weimer's (2002) learner-centered changes to teaching practice. However, there is incongruence between the learner-centered teaching beliefs and learner-centered teaching practices of outstanding teachers from the College of Arts and Sciences and the Schools of Business and Nursing. This study seems to indicate that several pressures on the professoriate including the phenomena associated with academic capitalism affect teaching practices in the classroom. Existing learner-centered practice models can be informed by the salient findings of this study.
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Wheeler, John J. "Designing and Implementing Effective Social Skill Interventions for Learners with ASD: Applying the Evidence to Practice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/267.
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Dawson, David Bruce. "A case study in how theoretical concepts underlying integrated learning object-based instructional systems translate into effective practice." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000023.
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Ransom, Whitney. "The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2327.pdf.
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Al-Hinai, Nasser Said. "Effective college teaching and students’ ratings of teachers : what students think, what faculty believe, and what actual ratings show : implications for policy and practice in teaching quality assurance and control in higher education in Oman." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/649/.
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This study examines the extent to which teachers’ (N=248) and students’ (N=968) perceptions of effective teaching and students’ evaluations of teachers in six colleges of technology in Oman match or mismatch. It also investigates Omani students’ (N=922) ability to identify the teaching dimensions underlying a widely used American instrument used for collecting students’ evaluations of teachers and the extent to which the teaching dimensions found in Oman are similar to or different from those found in America and elsewhere in the West. In addition, the present research assesses the reliability of students’ ratings in Oman and the effect of a number of course, teacher, and student background characteristics on these ratings. Results showed that while teachers and students matched in their perceptions of various characteristics of effective teaching, they significantly differed in their valuation of many criteria of effective teaching. Differences were also observed between the two groups’ perceptions of the validity and utility of students’ ratings and the role of the student as an evaluator of teaching. The results also showed that Omani students are capable of identifying most of the teaching dimensions underlying the standardised American rating instrument. A few factors, however, appear to be inseparable in the Omani context. The inter-rater reliability of students’ ratings collected from Oman was analysed and found to be of good standard and only slightly lower than what was found in North America and Australia for the same instrument. Consistent with previous research, it appears, however, that students’ ratings are affected by various student, teacher, and course background characteristics. The evidence on the differences between teachers and students in their perceptions of quality college teaching and their criteria for judging teaching effectiveness calls for more investigation and verification. It is argued here that many of the mismatches in perceptions can be traced to students’ educational upbringing in pre-college education. Therefore, the assumption that quality can be improved in higher education irrespective of what learning styles and habits students bring with them from schools may be unrealistic. Contrary to the prevailing stance in Oman’s higher education, which generally views students’ ratings with distrust and suspicion, the present study results appear to provide preliminary support for the use of students’ ratings in Oman’s universities and colleges as a source of information in teaching evaluation and improvement. It is argued that involving students in the evaluation of teaching is an essential tool in implementing, institutionalising, and enhancing the newly introduced standards in teaching and learning.
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Cook, Whitt Katahdin Abigail. "A Structural Model of Elementary Teachers' Knowledge, Beliefs, and Practices for Next Generation Science Teaching." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1469091648.
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Lee, Toi-na Monique, and 李黛娜. "A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = "You er zong he gao xiao shi zi fa" : li lun yu shi jian de yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/212605.
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Currently, the pre-primary education curriculum in Hong Kong is using an Integrated Thematic Approach. In language learning, teaching activities are random and there is a lack of systematic teaching of Chinese characters. The aim of this study is to construct a theory in the teaching and learning of Chinese characters for preschoolers and to investigate the effectiveness of the “Young Children Integrative and Effective Approach” (IEA).
The theoretical framework of this research is based on the Integrative and Effective Approach and includes other word recognition theory, young children vocabulary acquisition and metalinguistic awareness research to further construct the IEA.
The researcher has used multiple-case study method, including teaching experiments, classroom observations, interviews of teachers and young children, and analysis of young children’s work samples, in the collection of data. The samples of this research come from two individual schools. The first case study isthe lower class of School A (n=30); and the second case study is the upper class of School B (n=26).Each case is divided into the experimental group and control group. The researcher conducted the research in the two schools, and invited the young children to attend the word recognition pre-test and post-test. For in-depth investigation, the researcher followed up on the learning of three children of different abilities of the experimental group in School A in the second year.
The research results were divided into two parts. In the first part, findings from the paired-samples t-test analysis showed that the young children in the experimental group using the IEA had significant improvement in word recognition. The data collected through classroom observations, teacher interviews and young children’s work sample analysis illustrated that the effectiveness of IEA lies in enhancing the young children’s learning of the meaning, sound and shape of Chinese characters.
As for the second part, findings from Two-way ANCOVA (teaching method x ability group) showed that young children of the middle and lower ability from the experimental group had significant improvement in the word recognition test compared with the control group. Moreover the data collected through the sample works of the three young children of different abilities from the experimental group and interviews indicated that IEA could continuously improve preschoolers of different abilities in their learning of Chinese characters throughout the two years.
The contributions of this study include filling the research gap, and developing a theoretical framework. The findings of the study could serve as a reference for early childhood teacher training, and for the development of curriculum and teaching materials.
香港的學前教育，主要採用「主題教學」的綜合課程模式，其中語文範疇變成隨機的教學活動，缺乏識字教學的系統。本研究的目的是建構幼兒識字學與教的理論及探討實踐「幼兒綜合高效識字法(高效法)」的效果。
本研究的理論，建基於「綜合高效識字法」，包括其他的識字理論、幼兒的詞彙習得及元語言意識的研究，進一步發展「高效法」的理論框架。
研究者採用多重個案設計，包括教學實驗、課堂觀察、教師及幼兒訪談、幼兒作品分析，從多渠道搜集資料。研究對象以兩所學校為整體單位。第一個案是學校甲的低班,共30人﹔第二個案是學校乙的高班，共26人。各個個案再分為實驗組和控制組。研究員在兩所學校進行教學實驗，並邀請幼兒參與識字的前後測試。為了增強研究的深度，第二年跟進學校甲實驗組3位不同能力幼兒的學習。
研究結果分為兩部分，第一部分，從配對T檢驗的分析，結果顯示「高效法」能全面提升幼兒的識字能力。其次，從實驗組的課堂觀察、教師訪談及幼兒作品的資料分析，結果深入了解「高效法」有效的特點，在於能促進幼兒的形音義發展。
第二部分，從二因子共變數(教學法x能力組別)的分析，結果顯示相對於控制組別，「高效法」能提升中能力或低能力幼兒的識字能力。其次，從實驗組3位不同能力幼兒的作品及訪談資料的分析，結果顯示「高效法」能持續於兩年增進不同能力幼兒的識字學習。
本研究的貢獻包括填補了幼兒識字教學法的研究缺口，並且發展幼兒識字學與教的理論框架。而研究所得，可應用於幼兒教育的教師培訓，以及發展識字課程及教材。published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Ou, Chun-Ming. "The Dynamics Among Non-English Speaking Online Learners' Language Proficiency, Coping Mechanisms,and Cultural Intelligence: Implications for Effective Practice for Online Cross-cultural Collaboration." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1338383346.
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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education?
The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes.
Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content.
These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.
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Kloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.
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During the past decade, direct instruction has been cited as one characteristic of effective schools. In response to increased accountability, many school districts and schools have incorporated the methods of direct instruction as a way to improve teaching performance and student achievement.
This study was designed to determine if the teachers who were identified as effective would naturally practice the elements of direct teaching to a greater extent than less effective teachers where neither the effective nor the less effective teachers had been trained in specific models of direct instruction.Ed. D.
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Warnock, Teresa Georgeanne. "School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062801/.
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The problem of the study was determining the supportive conditions related to instructional rounds (rounds) to understand better what conditions may allow for sustained systemic improvement over time. Three Texas school districts were studied to understand the perceptions of district leaders, principals, teacher leaders, and teachers with regard to the sustainability of instructional rounds as a systemic improvement practice, the supportive conditions necessary for sustainability, the salient characteristics that differentiated rounds from other improvement practices, and the potential of rounds to build organizational capacity. Observation of network rounds visits and document analysis was conducted to determine alignment of perception with observation and documents. Findings include perceptions, themes, and critical factors for the sustainability of rounds as an effective systemic improvement practice. Supportive conditions emerged as the most significant perception expressed by the participants. Implications for action for school districts beginning or continuing implementation of instructional rounds are suggested based upon findings from participant perceptions and observation of networks. Suggestions for future research are shared. With supportive conditions in place, instructional rounds has the potential to serve as an effective systemic improvement practice.
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Farmer, Vickie L. "Effective teaching practices in the linguistically diverse university classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7894.
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Hollandsworth, Sue Ellen. "Best practices of National Board certified teachers and non-board certified teachers in grades one and two." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=640.
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Hughes, Victoria M. "Teacher evaluation practices and teacher job satisfaction." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4468.
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Thesis (Ed. D.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 2, 2007) Includes bibliographical references.
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Paoletta, Toni Marie. "EXAMINING EFFECTIVE TEACHER PRACTICES IN HIGHER EDUCATION." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1588158069785567.
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Price, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.
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Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement.
All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the classroom curriculum.
Despite the increasing knowledge about the specific strategies and approaches that will most effectively support CLD students in classrooms, the teaching of CLD students within mainstream contexts remains far from ideal. Teachers need support to access the principles of effective teaching of CLD learners that are available, and importantly to transfer the knowledge into classroom practice.
Professional development and learning is linked to improved teacher practice and student learning outcomes. When teachers have opportunities to be engaged in successful elements of in-depth professional learning such as in-class modelling, observation and feedback, and co-construction of teaching and planning they are able to demonstrate improved pedagogical content knowledge. Their beliefs may also need to be challenged.
The study was conducted in two schools in a large city in New Zealand where I am employed as an ESOL and literacy adviser. Using an action research method I was able to examine how a professional development and learning process shaped my own knowledge and practice as well as teacher knowledge and practice.
The study fills a research space to gain insights into the effective professional learning processes that impact on teacher strategies and approaches with their CLD learners A central tenet of this research is that teachers can improve their practice of teaching CLD students and they can specifically learn strategies and approaches that are considered effective for them.
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Reece, Virginia Elizabeth. "Using performance feedback to increase preservice teachers' effective practices teaching elementary students in small math intervention groups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419161&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 178-185). Also available for download via the World Wide Web; free to University of Oregon users.
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Saturley, Margaret Hoffman. "Educators' Oral Histories of Tampa Bay Area Writing Project Involvement." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6141.
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The purpose of this study was to describe and explain participants’ perceptions of Tampa Bay Area Writing Project (TBAWP) influence on professional learning over time. This study explored Writing Project impact on professional learning by accessing the oral histories of three educators who were involved in TBAWP between 1998 and 2004. The research question was:
• In what ways, if any, has long-term involvement in the Tampa Bay Area Writing Project impacted the teaching practice, career growth, and professional learning of participating educators?
This qualitative study employed constructivism as the theoretical framework. Analysis of study data resulted in specific findings. Educators’ stories revealed Writing Project participation significantly impacted their teaching practice, career growth, and professional learning. The lasting impact of Writing Project involvement was seen in the ways in which educators infused the concept of community into their teaching practice, accepted leadership positions within the profession, and ultimately went on to conduct professional learning experiences for educators.
Data analysis generated a conceptual model that examines the lasting impact of educator professional learning. Implications of this finding are significant for longitudinal inquiry of educator professional learning and for impact studies of long-term Writing Project involvement. In addition to providing exemplars of educator stories of practice over time, the study contributed to development of a fuller understanding of effective professional development, educator professional learning, and the lasting impact of Writing Project involvement.
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Davidson, U. S. Baker Paul J. Lomeli Ramona A. "Exemplary teaching practices in high schools utilizing the block schedule." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.
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Thesis (Ed. D.)--Illinois State University, 2001.Title from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.
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Sherretz, Christine Edwards. "Mindful teachers case studies of intermediate teachers and their mindful teaching practices /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/christine_e_sherretz/sherretz_christine_e_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 105-113) and appendices.
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Mpungose, Zanele Carol, M. S. Mabusela, and I. S. Kapueja. "Leadership practices that promote effective teaching and learning in the King Cetshwayo district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1793.
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Dissertation submitted to the faculty of education in partial fulfilments of the requirements for the Decree of Masters of Education in the Department of Curriculum and Instructional studies at the University of Zululand, 2018.The purpose of this study was to investigate the leadership practices that promote effective teaching and learning in primary schools in the King Cetshwayo District. The King Cetshwayo District was chosen, because it has both rural and urban schools, though rural schools are dominant. Both rural and urban schools in this district face the same disadvantages. This study was qualitative in nature and adopted structured interviews to investigate leadership practices that promote effective teaching and learning in the targeted area. The findings revealed that the principals as school leaders perceived leadership practices differently; this leads to huge differences in their leadership. The findings also confirmed that the school principals shared the same activities and practise differently, but for the same purpose of promoting effective teaching and learning in schools they lead. This study further revealed that school leaders need to work together and discuss the ways to overcome the challenges they face, in order to progress and prosper in their leadership practices. The following recommendations were made based on the findings from the interviews. The idea was to determine which leadership practices promote effective teaching and learning in the King Cetshwayo District. It is recommended that the school leaders should plan the workshops where they will gain knowledge regarding the effective practising of their roles effectively to promote teaching and learning in the schools they lead, the school leaders should attend academic meetings set to help them and understand curriculum matters.
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Oberg, Timothy Chris. "Teacher voice : how the research-based practices of professional learning teams, implemented to address the challenges of standardization, validate teacher voice /." Connect to dissertation online, 2008.
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Molloy, Melanie A. "Ways to implement the practices of the Met school into a traditional grade 3-5 classroom /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MMolloyPartI2006.pdf.
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Rodriguez, Migdalia Elizabeth. "Effective Pedagogical Practices in Online English Language Teacher Education." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613241.
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Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on learning about how to improve the online experience. In the Language Teacher Education field, online learning options are growing and Language Teaching post-secondary programs, certificates, and professional development courses are readily available. Consequently, it is essential for providers to demonstrate quality of instruction and for students to reflect on their needs as online learners to receive a quality educational experience. Challenges now are related to the new affordances allowed by the online environment in relation to the teaching and learning process and how these technology advances might enhance it. This study explores students and instructors' perceptions of effective pedagogical practices in Online English Language Teaching Education (OLTE) courses. Instructors (N=18) and former students (N=125) from non-credit certificate, professional development and post-secondary credit OLTE courses were asked to complete an online survey that included items related to their perceptions regarding current pedagogical practices. Additionally, semi-structured interviews of 20 OLTE students, eight instructors, and two program coordinators were conducted to expand and support survey findings. The Community of Inquiry survey (Arbaugh et al., 2008) was the main tool used to evaluate students' satisfaction and its weight as validated instrument served to measure pedagogical practices considered effective for OLTE courses in particular. These OLTE practices labeled as Language Teacher Educator presence were first ranked by experts and subsequently included in the longer survey. A main component of these practices is the consideration of context as recommended by language teacher educators' authors Freeman, (2009), Graves (2009), Johnson (2009) and Murray (2013). Results of this study indicate positive perceptions about current pedagogical practices. However, the sense of collaboration between the groups surveyed presents a statistically significant difference. Analysis of surveys and interviews showed that instructional strategies can be improved. Issues for further research are related to collaborative tasks, the inclusion of oral participation, the perception of low instructors' presence in discussions, and a lack of variety of instructional activities.
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Tselentis, Colleen McDonald. "Effective teaching practices in a preschool music and movement program: An observational study." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/291902.
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This study examines the behavior and actions of one music and movement teacher, coupled with a look at one little boy's participation and reactions. It focuses on the following questions: What music and movement activities create opportunities for social, motor, cognitive, and language development? In what ways would a child having difficulty in the classroom respond to the teacher and activities in a music and movement enrichment program? What teacher qualities make a positive impact on the child's behavior and development? The study showed that the music and movement activities promoted positive experiences for the subject. It also found that the skillfulness of the teacher was one of the most important factors in the successful music and movement program. The study led to several recommendations including the following: ECE teachers need support, education, and resources; classes should be small; and young children need to music and movement to maximize development.
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Brown, Catherine R. "Best practices for the English language learner and the special education student in the inclusive classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CBrown2006.pdf.
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Britton, Linda R. "The examination of the effects of peer coaching on the practices of pre-service teachers /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/brittonl/lindabritton.pdf.
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Hall, Karen I. "Teaching for Equity and Justice| Methods and Best Practices of Effective Anti-bias Educators." Thesis, Webster University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814340.
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This study is the result of the researcher’s 25-year tenure in public education. That tenure developed a passion for disrupting racism and modeling social justice pedagogies to dismantle the barriers to educational equity in classrooms. The researcher wants to enact a vision of denouncing oppressive structures for students by positioning teachers to play a critical role in transforming society. The researcher contextualizes multicultural education, critical race theory, and social justice education to develop an overview of anti-bias teaching. Moreover, the researcher suggests the theoretical frames from multicultural education, critical race theory, and social justice education represent the underpinnings of anti-bias education.
Prejudice, bias, and stereotypes continue to exist in schools. For this reason, multicultural education and social justice education equip teachers with the strategies to recognize prejudice, bias, and stereotypes that create barriers to equitable education. This study will add to the growing field of educational research for equity-oriented teaching practices so school systems have the tools to dismantle inequities. The researcher’s study focuses on equity-centered approach through anti-bias teaching patterns of the 2016 Teaching Tolerance award-winning teachers.
What are the best practices and skills necessary for an anti-bias classroom setting? A study of the identified anti-bias 2016 award-winning educators from Teaching Tolerance program are the subjects of this research. The researcher’s goal is to identify patterns of teaching, and then compare these practices to Marilyn Cochran-Smith’s Six Principles of Social Justice. The outcome of the research will add to the growing educational equity work and provide teachers support needed to act in their classrooms for anti-bias education. Educators can transform and provide equitable teaching and learning for all students.
The design of the work is the case study. The researcher chose case study research because it allows the researcher to ask how and why questions. For the investigation, the case study method is the best fit for data collection and analysis. Moreover, case study design allows for description and narration in the research. This format will allow the reader to immerse him/herself in the lives of the teachers so they gain a better understanding of anti-bias educators.
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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.
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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal opportunities for all learners, irrespective of race or creed. However, the difficult conundrum was how such a complex systemic change could be driven by teachers who had not only been trained in a heavily segregated educational system but formed part of it. Therefore, the aim of the thesis was to determine how teachers conceptualised inclusive teaching, explore the teaching practices that were believed to be effective in promoting inclusion in the South African secondary classrooms, and determine how they could be developed. The two-dimensional research study firstly took the form of a qualitative collaborative action research project conducted with a team of fifteen teachers at a single South African secondary school. The project was non-positivistic, critical, emancipatory and allowed the participants jointly to define the constructs of inclusive education, inclusive teaching and inclusive class; to identify practices of inclusion through observation; to adopt other practices in their classes; to determine the effect of such practices on inclusive teaching and learning; and finally to draw conclusions about the specific practices that were clearly effective in the context of their school. Secondly, an inductive analytical framework was used by the researcher to determine the theoretical contribution the study would make to the notion of developing inclusive teaching practices and determining the way this could be achieved within the South African school context. Data were collected through a series of meetings, participant observations, focus-group interviews, and one-on-one semi-structured interviews during the action-research stages of planning, action and reflection. Limitations were the teacher-researchers' lack of experience in conducting research and the limited time the research team had to complete the research tasks. The findings indicate that, at the time of the research, the conceptualisations of inclusive teaching and inclusive pedagogy were varied and continued to be influenced by the former special-needs education system. Moreover, the findings show that, while the inclusive practices identified by the teachers in this study are popular in the international literature, they need to be contextualised in and made relevant to the South African situation. However, it is clear that the teachers' experience of participating in the action-research process had raised their awareness of the importance of inclusive teaching, promoted a sense of emancipation, and held out the prospect of successful and possibly lasting change. These findings clearly imply that the reconceptualisation of inclusive pedagogy should always take place within a specific context, and that South African teachers in particular should form communities of inquiry to reflect on and develop their inclusive practices. The study has captured the essence of inclusion within the South African school context and has identified areas that need further research, for example the impact of different cultural beliefs on both teachers and learners in relation to inclusion. In conclusion, the study has demonstrated the unique contribution of action research in promoting continuous reflection, revision and intervention as indispensable procedures in the process of improving inclusive teaching and learning.
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Hutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.
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This study compared the teaching practices and efficacy beliefs of traditional middle school teachers and International Baccalaureate Middle Years Programme (IBMYP) teachers in an urban school district using the framework of Stronge's Model of Effective Teaching (2007), Stronge and Tucker's (2003) Teacher Effectiveness Behavior Scale, and Tschannen-Moran & Hoy's (2001) Teacher's Sense of Efficacy Scale. Recommended practices for effective teaching were extracted from the following four categories of Stronge's (2007) Model of Teacher Effectiveness: classroom management and organization, implementing instruction, monitoring student progress, and construct of teacher's sense of efficacy.;A stratified random sample of teachers was selected from four middle schools in a large urban district. There were approximately 10 teachers selected from each school which gave a total of 40 teachers who participated in the study. There were 20 (n=20) IBMYP teachers and 20 (n=20) traditional middle school teachers who agreed to participate. A total of 18 IBMYP and 16 traditional teachers completed the online TSES questionnaire.;There was a significant difference (p<.05) in instructional differentiation, assessment for understanding, classroom management and encouragement of responsibility for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers. However, there was not a significant difference (p<.05) in efficacy for student engagement, efficacy for instructional practices, efficacy for classroom management, instructional focus on learning, instructional clarity, instructional complexity, expectations for student learning, use of technology, quality of verbal feedback to students, classroom organization, caring, fairness and respect, and enthusiasm for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers.
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Bugler, Ann Kathleen. "Perceptions and practices of effective distance teaching a survey of faculty at Iowa State University /." [Ames, Iowa : Iowa State University], 2006.
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Unobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.
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Thesis advisor: Robert J. StarrattOften educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect each other's approach; when they do disagree, they focus briefly on ideological differences and then move on to another topic before identifying the specific instructional techniques that work. This dynamic persists in all schools, but particularly in high performing schools in which most students are succeeding, teachers choose to avoid these difficult conversations and thus avoid close examination of their practices. This study examines a leadership project that strove to draw teachers into fruitful conversations about best practice by diminishing competitiveness within the group. Rather than asking them to compare student performance on common assessments, and identify the teacher whose students did the best, the Principal/Researcher focused teachers on the goal of establishing a common approach to teaching certain math topics. In order to find this common approach, teachers had to examine their practices very closely, adopting some new ones but keeping the ones that worked. Rather than the work of one teacher, the "best practice" that the group members chose was a synthesis of strong teaching methods from all members of the group
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Roy, Meagan. "Effective Practices for Teaching Learners with Autism Spectrum Disorders: Validation of a Program Assessment Tool." ScholarWorks @ UVM, 2010. http://scholarworks.uvm.edu/graddis/204.
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Creating effective education programs for students with autism spectrum disorder is challenging for schools for a variety of reasons, most notably because of the increase in population, a widespread lack of expertise, and the variability in the presentation of the disorder itself. This study takes a systems approach to understanding how to meet the needs of students with autism. It examines the reliability and validity of an observational tool that was designed to analyze the quality of an educational program for students with autism spectrum disorders. The Best Practice Measures for Educating Students with Autism: Lesson Observation and Document Audit Matrix (Autism LODAM) was created by synthesizing the relevant research on those program elements that are essential to an appropriate education for all students with autism. It is a tool created specifically for school systems and is designed to assist program administrators in analyzing their specific needs and creating steps for change. The study examined content validity, interrater reliability and predictive validity. Overall, the Autism LODAM was determined to be a reliable and valid measure of program quality for students with autism spectrum disorders. It can be used by schools to help them more systematically understand the present state of their educational program for this population, and more importantly can be used to outline specific areas for improvement. It is hoped that this study and the Autism LODAM can help generate real change in the quality of education for students with autism on a broad scale by providing a comprehensive tool that will measure all elements of program quality for this unique population.
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Van, Heerden Sene. "Newly qualified teachers ‘classroom practices as supported by initial teacher education." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2870.
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Thesis (MEd)--Cape Peninsula University of Technology, 2019.The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.
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Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.Doctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
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Ouédraogo, Étienne. "Qualité de l'éducation au Burkina-Faso : efficacité des enseignements-apprentissages dans les classes des écoles primaires." Thesis, La Réunion, 2016. http://www.theses.fr/2016LARE0031/document.
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Le thème de cette thèse se situe à l'intersection de plusieurs disciplines relevant des sciences de l'éducation : la pédagogie, la didactique, la psychologie, la sociologie afin d'éclairer ce qui relève de « la relation éducative scolaire ». Notre objet de recherche se centre sur les facteurs d'efficacité, ou supposés tels, des enseignements-apprentissages dans des classes de CMl. Plus précisément, cette recherche porte sur les organisateurs qui structurent et déterminent les pratiques de classe des enseignants du Burkina Faso. Ces classes ont été les lieux de collecte de nos données en 2013. Une enquête exploratoire nous a permis de tirer leçon et de restreindre nos ambitions initiales en focalisant nos analyses sur les interactions entre l'enseignant et ses élèves au cours d'une séance pédagogique, en l'occurrence de grammaire. Puis nous avons constitué un corpus composé d'entretiens et d'observations pour un public de 12 enseignants et 36 élèves. Ainsi nous nous sommes évertués à rechercher les dimensions de trois organisateurs qui présentent les fréquences les plus élevées en comparaison des déclarations des élèves et des enseignants. La méthode retenue est déductive. Les résultats de cette recherche tendent à montrer que le domaine de l' « organisation pédagogique » domine dans les interactions en classe, suivi du « climat relationnel » puis, de façon ténue, de la « gestion didactique » peu présente dans les classes observées. Notre ambition est de mieux comprendre les pratiques d'enseignement dans le but de suggérer des actions et des modes d'intervention en faveur de l'amélioration de la qualité de l'éducationThe topic of this Thesis is at the crossroad between many topics of education sciences: pedagogy, didactics, psychology and small group sociology in order to illuminate what concerns « educational relationship in schools ». It focuses on the effectiveness of teaching-learning in fourth grade classes. This Research paper focuses especially on organizers who structure and determine teachers' class activities in Burkina Faso. Classrooms were the places where we collected our data in 2013. An exploratory survey led us to narrow our goal, limiting it to the classroom-interactions between the teacher and his pupils during an educational session, namely grammar class. Secondly, we created a body of data including interviews and comments through films the a sample of 12 teachers and 36 pupils. Then, we tried to find the dimensions of the three areas compared with pupils' and teachers' declarations. The method is the deductive one. The results tend to illustrate that the "educational organization" dominates, followed by "relationship atmosphere" and lastly the "didactic management". Our goal is to better understand teachers' practices in order to suggest actions to be conducted towards improving the quality of education
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Coblentz, Chanda Rhodes. "Effective Educational Practices Regarding General Education Teachers and Inclusion of Students With Autism." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3242.
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Owing to the influx of students with autism to the general education classroom, the role of the educator has drastically changed. Limited training and negative perceptions among teachers of students with autism are concerning. A qualitative case study, based on Bandura's theory of self-efficacy as a conceptual framework, was used to gather information based on the preservice training and personal classroom experiences from 7 general education teachers who were purposefully selected based on their licensure in the state of Ohio and experience in teaching students with autism. Research questions for this study examined the types of training teachers received, perceptions and attitudes regarding the inclusion of students with autism, and classroom strategies used by teachers. Semistructured interviews with open-ended questions were used to guide the interview process. Data were analyzed through reflection, coding, and identifying prevalent themes. Findings indicated that none of the participants initially felt adequately prepared to teach students with autism but attempted to convey positive attitudes and individualize teaching strategies for each child. Based on these findings, an online course regarding students with autism was developed for preservice teachers. Successful project implementation may increase the knowledge base among teacher candidates in research-based teaching strategies that could potentially improve general teacher perceptions and encourage successful inclusion of students with autism
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Brown, Alan Victor. "Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings." Diss., Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1701%5F1%5Fm.pdf&type=application/pdf.
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Wallace, Tamara Katina. "Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30251.
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This research study examined the most salient experiences that facilitated the multicultural understanding, development, and practices of effective teachers of diverse students. Field notes collected during four months of participant observation in addition to teacher and student interviews provided the data for this study. Critical race theory was used as a framework for exploring the factors influencing the teachers' educational philosophies and pedagogical practices. The data for this study were analyzed according to emerging themes, depicting each teacher's background experiences, instructional philosophies and practices, and their recommendations for pre-service teacher teacher education. The following themes emerged from the data analysis and interpretations: (1) Teachers' background experiences provoked an awareness of societal influences on race; (2) Teachers' understanding of the sociocultural factors of race influenced their pedagogical decisions; (3) Teachers' critical awareness promoted a comprehensive view of students and their behaviors. The implications from this study suggest that opportunities to critically examine society promote an understanding of how societal messages both implicit and explicit influence thinking which in turn affects how teachers and students participate in the process of "schooling."Ph. D.
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King, Laura. "TEACHING CHARACTERISTICS AND PRACTICES WHICH AFFECT LANGUAGE AND LITERACY DEVELOPMENT FOR STUDENTS WITH COMPLEX COMMUNICATION NE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3600.
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This study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large urban school district, this study utilized a multiple case study design. Criteria for participation included the teacher as the primary reading/language arts instructor for a student who used an augmentative and alternative communication system (AAC). This study builds on prior research and fills a gap in current research through a focus on the teacher. This study was conducted through three phases: a survey of teacher characteristics, observations of teacher practices, and a semi-structured interview. Four instruments were utilized to ensure validity. Results suggest that teachers for this population require knowledge on language and literacy specific to the non-verbal child. AAC training is critical in regard to programming and navigation. The use of other technology supports which offer auditory, visual, and access options are essential. Strong collaborative teams (school and district) are also important. However, one of the most significant findings documents that success may lie with the teacher's 'choice' to embrace challenges with this population. This issue of 'choice' questions the teacher's willingness (personally or professionally) to accept this commitment. This finding also questions the degree to which teachers are willing to pursue opportunities. Recommendations include the need for: training (teachers and paraprofessionals), pursuit of opportunities for supports, addressing parent issues, a district-based liaison between home and school, and to examine issues which prevent the recommended instructional time (90 minutes of reading instruction plus 45 minutes of supplemental instruction). Conclusions indicated that participants ranged from effective to ineffective. The identification of 'highly qualified' teachers through level of education and amount of experience did not correlate with participants' level of effectiveness. Given the limited research available, this study addresses a need in the field and lays the foundation for future research with this population.Ph.D.
Department of Child, Family and Community Sciences
Education
Exceptional Education
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Nag, Anindita. "Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.
Full textAbstract:
Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.