Dissertations / Theses: 'High school educators'

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Harris, Tene A. "Value, Networks, Desegregation, and Displacement at One of Georgia's Black High Schools, Athens High and Industrial School/Burney-Harris High School, 1913-1970." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/95.

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This dissertation tells the local history of one of Georgia’s earliest all-black accredited high schools, Athens High and Industrial School/Burney-Harris High School (AHIS/BHHS), in an attempt to add to the collective history of the all-black segregated school. The study investigated the Clarke County, Georgia school system, pre- and post- Brown, focusing on the uncovered themes within new research interpretations - the value within the segregated schools, networks among the all-black segregated schools, the costs and consequences of desegregation, and the displacement of black educators. Within the history of black education there is a recent effort to present alternative interpretations concerning the once stigmatized segregated school. Research now focuses on the value that was placed on black segregated schools by the local community, highlighting the schools’ strong leadership, caring teachers, academic curriculum and extra-curricular activities, and supportive community and parents. These factors were researched within AHIS/BHHS and found to have been substantial in assessing value to the school. Additionally, the study researched the involvement of H.T. Edwards, principal of AHIS/BHHS, within the national, state, and local networks determining that through its black principal, professional education associations, and professional development, AHIS/BHHS was a part of a system of networks among black schools. Reflecting the larger research indicating a loss within the black community upon desegregation, my study demonstrated this loss within the black community of Athens as a result of the closing of AHIS/BHHS and the displacement of its educators. The study employed historical methods such as archival data and oral histories.

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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.

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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.

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Wedge, Zachary J. "Educators' perceptions on religious expression and spirituality in Western Wisconsin public schools an exploratory study /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009wedgez.pdf.

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Radoff, Sara A. "Educators' dilemmas : post high school transitions for students without documentation." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37301.

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Through an institutional ethnography in two secondary public schools in northwest Washington State, this research explores the web of social relations coordinating the lived experiences of students without legal immigration status and the educators who taught them. The U.S. Supreme Court decision, Plyler v. Doe, guarantees students’ access to a public K-12 education, regardless of immigration status. However, without a pathway to legalize their residency, unauthorized status inevitably denies these students full social membership in a polity, which excludes them from assuming paid professional careers, presents significant obstacles in pursuing higher education, and precludes their full social and political participation. Those without authorized status are unable to fully actualize the dreams, knowledge and skills developed throughout their education. Situated in this tension, I examined educators’ everyday schooling activities that prepared students for life after graduation. Educators’ daily practices groomed students to become college-bound and career-driven. To pursue these goals, my research suggests that ruling relations positioned educators to enact depoliticized discourses of meritocracy and a decontextaulized student-centered practice, as well as practices that silenced the social, political and economic contexts of students’ lives. Situated in a contradictory intersection of education and immigration policy, I argue that redressing the root cause of the injustice that students without legal status experience requires political action. This research suggests that educators dedicated to a socially just education grounded in human rights would commit to political action, express passionate and informed encouragement to their students, and acknowledge and engage status as a lived experience in their students’ lives.

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Mhlongo, Cynthia Nonhlanhla. "The experiences of high school educators in dealing with substance abuse at uThungulu District Schools." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1636.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department Of Educational Psychology and Special Needs Education at the University of Zululand, 2018
The study examined the experiences of high school educators in dealing with substance abuse at uThungulu District schools. Data for the study was gathered through survey. A structured questionnaire was designed and used to obtain information from school educators who served as teachers and principals in selected schools. The descriptive design approach was employed in this study. Purposive sampling technique was employed to select five secondary schools in uThungulu Districts, while simple random sampling technique was used to select 176 educators from the five schools. The quantitative data collected through questionnaire were analysed using descriptive statistics of percentage and frequency counts. The results of the quantitative data were displayed as tables and graphs, followed by discussions of each result. The overall results revealed that substance abuse affects both mental and psychological wellbeing of learners, which later develops into poor academic performance. The Educators that participated in the study attested to this when they responded affirmatively that excessive use of drug affects physical coordination of learners in classes, mental disconnection, and permanent brain damage. The study recommends the inclusion of Education for Substance Abuse Avoidance and Treatment as part of the core subjects in South African schools, and such should be offered in local languages. In addition, interactive teaching methods such as brainstorming, open discussions, and role-playing are recommended for all learners, including those who abuse substance and those addicted. Lastly, the study recommends the engagement of the professional Guidance and Counsellors in the South African schools whose primary assignment would be to counsel learners not only on substance abuse but also on career choice and future professional guidance.

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Tolan, Linda A. "Career concerns, pathing, and professional development of high-school technology educators /." Link to Dissertation, 2008. http://eprint.cc.andrews.edu/39/.

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Theodocion, Kelley E. "Middle School Educators' Perceptions of Online Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1006.

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Numerous researchers have investigated distance education in postsecondary settings, but there is a paucity of research regarding the design and delivery of online professional development for K-12 educators. The goal of this mixed methods sequential exploratory study was to examine attitudes of middle grades educators toward an online professional development course held for teachers employed by one suburban school district in the southeast region of the United States. The theoretical framework is Knowles's theory of adult education (andragogy). The research questions addressed perceptions of connectedness and learning in an online professional development course. A structured interview protocol was used to collect qualitative data from 5 participants; data were coded and analyzed into 6 typologies. The Classroom Community Scale (CCS) that assessed perceptions of (a) connectedness and (b) learning effectiveness among 23 participants provided quantitative data to complement the interview findings. Mean ranks were used to prioritize 10 items within each of the 2 CCS subscales. Overall, participants felt like they could rely on others in the course yet were uncertain that others could depend on them. The study also identified a preference for immediate feedback and activities that required collaboration. These findings can be used to inform the design of online professional development courses for K-12 educators. This study contributes to positive social change by showing that online opportunities may allow teachers to collaborate with colleagues without the restrictions of time and travel by creating a community of learners through Web 2.0 tools.

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Simonis, Joan Marie Anne. "Relationship between music educators' ethical awareness and students' sense of belonging and academic achievement." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245351549.

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Hay, Edward H. "The perceived benefits of school-based-enterprise certification by marketing educators in Wisconsin." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009haye.pdf.

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Hosack, Ian Trevelyan. "Japanese high-school English teachers' role as citizenship educators : an exploratory study." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/21018/.

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The study discussed in this thesis addressed the question of how Japanese high-school English teachers (JTEs) may play a role in citizenship education. Similar to other countries, Japan faces challenges in preparing young people for citizenship in the context of globalization and increasing cultural diversity. Previous research from several countries has suggested that foreign language teachers (FLTs) can contribute to citizenship education by teaching intercultural communication skills and nurturing positive attitudes towards diversity. It suggests they can employ materials that promote reflection on contemporary issues, and help learners develop skills for dialogue. Notwithstanding the importance of English in Japan’s high schools, there has been little or no research on JTEs’ role in citizenship education, and an opportunity exists to contribute to knowledge in the field. The study discussed in this thesis explored JTEs’ role in citizenship teaching through the perceptions of JTEs who were purposively selected for their interest in this area. A questionnaire survey gathered views of 46 JTEs on citizenship and the possibility of incorporating citizenship education into English classes. Semi-structured interviews with 14 JTEs focused on ways they say they teach for citizenship and issues they say they confront in doing so. The study suggests participants tend towards a cosmopolitan view of citizenship, seeing the need for a strong Japanese identity combined with a sense of global citizenship. They believe JTEs can promote a cosmopolitan outlook by nurturing respect for human rights and cultural diversity and raising global awareness, and tend to emphasize the knowledge and values dimensions of citizenship rather than skills. The study highlights aspects of the local teaching environment that participants perceive as affecting their ability to pursue citizenship-related aims. It suggests JTEs’ role in citizenship education may be constrained by the extent to which schools prioritize entrance exam preparation and associated grammar-translation pedagogies.

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Forbes, Carine Madge Sybil. "Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020258.

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Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.

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Paleker, Parveen. "The promotion of reading among high school learners through text selection, evaluation and innovative methodologies." University of the Western Cape, 2016. http://hdl.handle.net/11394/5463.

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Magister Educationis - MEd
This study facilitated and evaluated the pedagogical approaches to the literacy pandemic that has afflicted South African learners, particularly high school learners in grade 8 and 10 in the English Home language classrooms. One of the key aims of the study was to find alternate and innovative pedagogical methods to increase the literacy levels in South African schools with the underlying focus being on promoting reading among High School learners. The objective of the study was to provide recommendations based on the findings of the research data, that could assist the educators and the school management on how to facilitate, guide and support high school learners in term of promoting reading through text selection, text evaluation and innovative teaching methodologies. Based on the proposed research questions, aims and objectives, this study was conducted using a qualitative approach to obtain data. It was proposed that the knowledge of the factors which demotivate learners from reading could be used to help educators to promote reading among high school learners. It was also proposed that this information would provide valuable insight that could be used to address the low literacy level at the school. The qualitative research approach method allowed me to conduct interviews; classroom observations; pose open-ended questions and allow for further discussion and investigation based on responses from participants. The study was situated within an interpretive, qualitative research paradigm using a case study design. The research was conducted in the Western Cape at a government high school named Cravenby Senior Secondary School (CSS). The motive behind choosing a government funded school is based on my belief that schools such as these need support given that one finds that the majority of South African learners are in the government schools. The research participants we derived from the focus group sampling method which consisted of 12 learners per group thus having 24 learners altogether from grade 8 and grade 10. Four educators also participated in the study; three of the four educators taught the grade 8 learners and two of the four educators taught the grade 10 learners. The research instruments included, for the learners, a demographic information sheet, interviews, questionnaires and classroom observations. The participant educators had to complete an information sheet, questionnaire, and participate in an individual interview as well as classroom observation. Content analysis was used to analyse and qualitative data by virtue of a three-stage open coding process for the content analysis. This was organized according to the main and sub-questions. The responses from the research participants were presented in the form of a summary in linear notes and summary tables. Key themes and issues were highlighted as themes and sub-themes in alignment with the theoretical framework. The findings of the study illustrated learners do in fact read too little and that their academic achievements are largely motivated by the amount of time they spend on reading. The study also proves that learners will read and engage with texts which they are able to relate to. The findings revealed that they the selection of texts which should be read and studied in high schools needs to be reevaluated and aligned to the needs and interests of learners and their daily realities. Based on these findings and those that are discussed in chapter four recommendations were made on how to assist high school educators in their various roles to teach; guide; support; facilitate and evaluate literacy and promote reading among high school learners.
National Research Foundation (NRF)

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Frans, Ruby. "The perceptions of learners and educators at Malibu High School on the provision of condoms to schools." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79926.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: In the light of the roll-out of the national combined school-health program which will include the availability of condoms to learners, this study was undertaken to determine what the perceptions of learners and educators are regarding the provision of condoms to learners at Malibu High School in Eerste River, Cape Town as a prevention strategy. The learners’ knowledge levels on HIV and AIDS were also tested. Questionnaires were handed out to learners as well as Life Orientation educators. The findings of the study revealed that the learners’ knowledge levels on HIV and AIDS are reasonably high and that parents are more involved as originally perceived to be. Learners seem to think that the provision of condoms by schools is a good idea. The educators’ views differ. The educators feel that the knowledge levels are low and that there is no visible parental or community involvement regarding HIV and AIDS. They see this as separate to their function. Educators are unanimous in their response that the provision of condoms by schools is not a good idea at all. They feel that it would send out the wrong message to learners. From the study, it became apparent that the Education department still needs to do a lot to get schools on board for the roll-out of the school-health program. A lot needs to be done regarding the training of and support to the educators. A few recommendations are listed in order for the school to effectively address the HIV and AIDS issues at the school in order to reduce its impact.
AFRIKAANSE OPSOMMING: Die toekomstige uitrol van die nasionale gekombineerde skole-gesondheidsprogram sluit die verskaffing van kondome aan leerders in. Hierdie studie was dus hiervolgens onderneem om juis uit te vind wat die persepsies van leerders sowel as die opvoeders van Malibu Hoërskool in Eersterivier, Kaapstad is rakende die verskaffing van kondome aan leerders. Die leerders se kennisvlakke rakende MIV en VIGS was ook getoets. Vraelyste was uitgehandig aan beide die leerders en die Lewensoriëntering-opvoeders. Die bevindinge van die studie weerspiëel egter dat die kennisvlakke van leerders taamlik hoog is en dat ouers eitlik meer betrokke is as wat aanvanklik waargeneem was. Leerders is van mening dat die voorsiening van kondome aan hulle deur skole eintlik ‘n goeie idée is. Die opvoeders se menings verskil egter. Die opvoeders is van mening dat die leerders se kennisvlakke laag is en dat daar egter geen sigbare ouer- en gemeenskapsbetrokkenheid bestaan nie. Opvoeders sien hierdie as apart van hul opvoedingsfunksie. Opvoeders voel dat die verskaffing van kondome aan leerders by skole nie ‘n goeie idée is nie. Volgens hulle sal dit egter die verkeerde boodskap aan leerders deurgee. Volgens die bevindinge van die studie is dit dus baie duidelik dat die Onderwysdepartement nóg baie moet doen om skole aan boord te kry rakende die uitrol van die skole-gesondheidsprogram. Baie moet gedoen word rakende die opleiding van en ondersteuning aan opvoeders in hierdie verband. ‘n Paar aanbevelings word voorgelê om die skool in staat te stel om die MIV en VIGS-kwessies effektief aan te spreek om sodoende die impak daarvan by die skool te verminder.

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Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-12062004-102701/.

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Scheurer, John J. "The Missouri State High School Activities Association and its music program : knowledge and attitudes of Missouri superintendents, principals, activities directors, and music educators /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841181.

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Serero, Lebogang Ivy Esther. "Support needs of high school educators directly affected by the HIV/AIDS pandemic / L.I.E. Serero." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2856.

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This study focuses on the impact of HIV/Aids on secondary school educators who are affected by the HIV/Aids pandemic. The study seeks to understand how the pandemic has impacted on educators and identify support needs of educators affected by HIV/Aids. Many educators are negatively affected by HIV/Aids due to the fact that their family members, loved ones, friends, learners and colleagues may be ill, dying or affected by HIV and Aids. Educators are personally and professionally affected by HIV/Aids. Personally many educators are emotionally, socially, spiritually and physically affected. Professionally many are negatively impacted as educator absenteeism rises, morale is lowered and professional roles become more complex. There are very few avenues of support for educators who are affected by the HIV pandemic. To determine how high school educators are affected and what their subsequent support needs are, this study followed a phenomenological design. Fourteen high school educators were interviewed. All participants taught at township schools in the Free State and were affected by the HIV pandemic. The data were coded with regard to how these educators were affected by the pandemic and what support they wished for. According to this study's findings, educators in township secondary schools in the Free State are personally and professionally affected. Their experiences are mostly negative. They wish for support from the Department of Education, school management, their colleagues and the community. Examples of requested support include training and counselling programmes, supportive attitudes and additional educators so that they might be assisted to cope with the HIV/Aids pandemic challenges.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

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Skatane, Poppie. "Educators’ attitudes towards HIV/AIDS care and support programmes for high school learners in Zululand district." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1669.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in the Department of Educational Psychology at the University Of Zululand, 2018
The rapid increase in HIV/AIDS infections and its effects in families and communities are vast. Around the world, young people are at the centre of the HIV epidemic. They are at high risk for HIV/AIDS infection and are, therefore, in need of targeted interventions. As a result, South African Government has established HIV/AIDS Care and Support Program to be implemented in schools by educators. The purpose of this study is to explore educators ‘attitudes towards this HIV/AIDS Care and Support Program for high school learners in Zululand District. The study seeks to explore how educators in high schools view schools as centres of care and support for learners infected and affected by HIV/AIDS; and also explore their beliefs about HIV/AIDS Care and Support Program being implemented in schools by educators; as well as factors that affect the effective implementation of the program. The results of this study should contribute to the research in the area of Sexuality Education in schools and influence the design and the implementation of HIV/AIDS Care and Support Program in high schools. The structured interviews with ten educators from ten high schools in Zululand District, comprising of five females and five males Life Orientation educators were conducted. The results reveal that the educators have positive attitudes towards HIV/AIDS Care and Support Program. However, they believe that the implementation of the program does not form part of their responsibility as educators due to lack of expertise, time, and support from school management and parents. The study also found that factors such as lack of effective training, lack of support from school management, lack of parental involvement, as well as confidentiality, hinders the effective implementation of HIV/AIDS Care and Support Program.

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Greco, Arthur E. "An analysis on whether Wisconsin high school educators, obtaining Cisco training or certification, are encountering barriers." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004grecoa.pdf.

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Laurenson, David James. "Patterns of interactions among mathematics educators: Perceptions of high school mathematics teachers and university mathematics faculty." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185922.

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The aim of this study was to describe the interactions among mathematics educators, particularly high school mathematics teachers and university mathematics educators, with a view to determining the professional development that occurs in a university setting. Two university mathematics departments were selected for this study on the basis of their proactive stance in mathematics education. Data were collected through interviews, observations, and written materials pertaining to the mathematics education programs offered. Six university mathematics faculty members and six high school teachers were studied in depth to gain insight into the history, the current endeavors, the goals, the beliefs, and the outcomes of the various programs offered at the two sites. The data were analyzed using Glaser's (1967) constant comparison method to allow explicit coding procedures to accompany the generation of theory in a systematic manner. Having students as the focus of interactions is a characteristic at both sites as is an emphasis on problem solving. Both university educators and high school teachers believe in the work they are doing and think of themselves as being on the cutting edge of developments in mathematics education. The contexts in which the interactions operate display conditions of support, trust, respect, openness, commitment, and vision. The educators are involved in processes of mutual sharing in environments conducive to thinking about change. It can be concluded that interactions among mathematics educators in a university setting can be beneficial. The development of relations and interactive processes take time to establish and require the dedication of individuals who truly believe that mathematics education can be improved. Future studies could focus on the development of a framework for mathematics teachers' beliefs and on the ramifications of linkage structures that exist in collaborative ventures between schools and universities.

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Zaremba, Stacey. "The Implementation of the Anti-Bullying Bill of Rights Act: New Jersey High School Educators' Perceptions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4029.

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New Jersey's high school teachers have many responsibilities to their students: they must educate them, work to mold their strength of character, and protect them from harming each other. The Anti-Bullying Bill of Rights Act (ABR), legally fortified these goals by protecting students from harassment, intimidation, and bullying (HIB), at the state level. Previous research has indicated that incident rates for these negative behaviors are growing globally. This reality has driven the need for intervention and prevention programming; however, few instances of successful implementation exist. An important gap remains in the current literature, as there is still a need to understand the teachers' perceptions of their role as the frontline defenders of anti-bullying policies. The primary area of focus for this qualitative study was on the challenges and supports encountered by teachers responsible for implementing their high school's anti-bullying program. Information was gathered using a phenomenological design through semi-structured, one-on-one interviews of 12 high school educators from three unique school districts. Lived experiences were interpreted using Espelage and Swearer's social-ecological system framework and Darley and Latané's bystander theory framework. The findings from this study gave voice to those responsible for implementing the ABR. Significant findings included policies that require reactive interactions with students where proactive measures would have been preferred, a lack of top-down communication, and ineffective prevention and intervention program training materials. An impetus for implementing policy change was established, and the potential for social change was welcomed through a move toward proactive measures in the school setting.

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Mathenda, M. B. "Implementing the code of professional ethics for high school educators in the Seshego Circuit of Limpopo Province." Thesis, University of Limpopo, 2010. http://hdl.handle.net/10386/2545.

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Dethlefsen, Anna K. (Anna Katheryn). "Differences in the Actual and Ideal Roles of Secondary School Counselors in Region X Schools as Perceived by Counselors, Principals, and Counselor Educators." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330590/.

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There has been extensive criticism of schools for allowing counselors to be used for duties that lie beyond defined counselor roles. The purpose of this study was to determine if counselors are still being misused today as they have allegedly been in the past. The problem was divided into nine questions in order to ascertain differences in actual and ideal roles of secondary school counselors as perceived by counselors, principals and counselor educators. The study was limited to secondary schools in the Region X Education Service Center in Texas. The study included brief definitions of roles and an extensive review of literature. Twenty-three schools from the Region X Education Service Center in Texas were chosen using a random, stratified selection process. A counselor and the principal from each of these schools were interviewed using a Q sort. Three counselor educators were randomly selected to participate from each of three universities in the area. The Q-sort technique was used in order to determine differences in actual and ideal perceptions of the counselor's role as held by counselors, principals, and counselor educators. Cohen's equation for Q sorts was used to establish correlations between the different perceptions. A t distribution for correlation was used to determine significance. There was a significant positive correlation for these groups concerning their perceptions of secondary school counselors' roles: 1. Counselors' actual and counselors' ideal. 2. Principals' actual and principals' ideal. 3. Counselor educators' actual and counselors* ideal. 4. Counselors' and principals' actual. 5. Principals' and counselor educators' actual. 6. Counselors' and counselor educators' actual. 7. Counselors' and principals' ideal. 8. Counselors' and counselor educators' ideal. 9. Principals' and counselor educators' ideal. The Q-sort questions were also analyzed to determine which roles were ranked by these three groups to be most and least important.

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Gargiulo, Vincent J. "Assessment of K-12 educators' awareness and need for online self-publishing services in the classroom /." Online version of thesis, 2009. http://hdl.handle.net/1850/10981.

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Trevino, Anna. "Latino Educators of Tomorrow: Culture-Specific Mentoring for the College Transition." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2711.

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The population of Latino students is growing faster than any other ethnic group in U.S. public schools today; however, the number of Latino teachers throughout the nation has remained low. The Latino Educators of Tomorrow is a new and ambitious Latino educational career program designed to increase the number of Latino students entering teaching as a profession. This research addressed the following questions: 1) What do participants identify as influential in their trajectory towards becoming an educator, and why?; 2) How do LET instructors, acting in the role of mentors, influence participants' desires and plans to become educators, and why?; and 3) What external obstacles hinder the participants' aspirations to become educators, and why? This qualitative study examines the perspectives of 24 high-school and beginning college-age students who participated in the Latino Educators of Tomorrow (LET). Using open-ended surveys and semi-structured interviews, this study identified underlying themes regarding the influence of mentors on the participants' desires and plans to continue to major in education; the positive impact of mentors' appreciation of participants' culture; and the financial obstacles participants identified as hindering their obtaining a college degree. Findings point to the importance of cultural appreciation in mentoring relationships, specifically for these Latino students in the transition from high school to college. Theoretical implications suggest practical recommendations for cultural appreciation to be combined with existing mentoring theory to assist students in their educational goals.

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Brooks, Sean M. "Urban High School Educators' Perceptions of Pre-Service and In-Service Conflict Resolution and Violence Prevention Education." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747045.

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Studies have shown that conflict resolution and violence prevention education may be lacking within school-based environments. There is a gap in the literature regarding pre-service and in-service conflict resolution and violence prevention education for urban high school educators. The purpose of the study was to understand the experiences and perceptions of urban high school educators’ pre-service and in-service conflict resolution and violence prevention education, and the student health-related antecedents that contribute to both. Utilizing a case study methodology, this study emphasized the diverse geographic locations of urban high school educators’ pre-service institutions and the perceptions of their pre-service and in-service education regarding 5 student health-related antecedents to conflict and violence in school. Data collection included individual audio-recorded interviews and a follow-up focus group. Data was analyzed by participant’s responses to interview questions that aligned with research questions. Data was then coded, cross-coded, and triangulated to generate themes. The results indicated that pre-service teacher education programs are not addressing conflict resolution and violence prevention in schools among pre-service teachers. Further, study findings indicate that teachers and administrators are currently experiencing student health-related antecedents to conflict and violence in school. Research findings also indicated that in-service training is failing to address these critical issues. This study could impact positive social change by implementing relevant and innovative education within pre-service and in-service educator training to address school-level violence.

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Lamberts, Monique. "The relationship between stress levels and job satisfaction amongst high school educators in De Aar (Northern Cape)." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2086_1363786447.

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A large number of studies show that educators are exposed to workloads that result particularly in stress. According to Olivier and Venter (2003), stress is considered to be the main factor contributing to job-related illnesses, early retirement, job dissatisfaction and absenteeism. Teaching, has without a doubt become a more demanding and stressful job. The lack of discipline in schools, abolishment of corporal punishment, large pupilteacher ratios and a new curriculum approach all contribute to raising the stress levels of teachers (Ngidi &
Sibaya, 2002). Stanton, Bachiochi, Robie, Perez and Smith (2002 cited in Brewer &
McMahan-Landers, 2003) is of the view that job stress is an antecedent of job satisfaction but the two constructs have been treated as related, yet they are different. The aim of this study is to determine the relationship between stress levels and job satisfaction amongst high school educators in De Aar as well as to
determine whether biographical variables (namely, gender, age, tenure, marital status and number of children) have an impact on job satisfaction and stress levels. The researcher hopes that
the findings would give the Department of Education in the Northern Cape an idea of the stress levels and job satisfaction experienced by high school educators in De Aar so that interventions can be implemented to issues proactively. The sample consisted of 86 educators employed at four high schools in De Aar. A biographical questionnaire, the Job Satisfaction Survey (JSS) and Stress Diagnostic Survey (SDS) were administered to assess respondents&rsquo
stress and job satisfaction levels. Informed consent was obtained from the various participants and anonymity of participation was ensured. Statistical analyses included inferential (Pearson&rsquo
s Product Moment Correlation Coefficient, Analysis of Variance &
T-Tests) as well as descriptive statistics. The results of the study
indicate that there is a statistically significant, inverse relationship between stress levels and job satisfaction amongst high school educators in De Aar. Furthermore, the results indicate that there
are statistically significant differences in stress levels as well as job satisfaction of high school educators on the basis of their biographical characteristics. The chapter concludes with presenting limitations of the study and putting forth recommendations for future research.

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Polkinghorne, Frederick William. "Reading Skill Integration In High School Business Courses: Perceptions Of Business Teacher Educators In The United States." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1879088921&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.
"Department of Workforce Education and Development." Keywords: Business teacher, Kruskal-Wallis, Non-parametric, Reading, Survey, Teacher education. Includes bibliographical references (p. 72-80). Also available online.

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Downes, John Matthew. "Middle Grades Students as Teacher Educators: Consulting with Students in Professional Development." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/544.

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Many teachers of young adolescents face compelling pressures to dramatically change their practice. The rapid adoption of 1:1 computing, whereby each student has nearly constant access to an Internet-connected laptop, netbook or tablet, poses unique challenges to established practices in curriculum, instruction and classroom management. A growing number of teachers also confront a movement to provide students more personalized and flexible pathways to high school graduation, including experiential, blended and online learning, and allow students to apply knowledge and skills to tasks of personal interest. How teachers cope in this dynamic period may hinge on their ongoing professional development. In recent decades, a general consensus has emerged that promotes teaching as a learning profession in which teachers work together in learning communities and seek expertise not just from outside experts, but also from colleagues attuned to local circumstances. At the same time, the student voice movement encouraged schools to empower students as key collaborators in school improvement. In spite of common themes in the narratives on teacher learning and student voice—collaboration, empowerment and effective change—they seldom intersect in traditional professional development settings or in teachers' collegial learning. This dissertation proposes student consultation as a link between students and teachers in collaborative school improvement and suggests next steps toward more sustainable efforts to involve students in the preparation and ongoing learning of teachers. Three studies are presented. The first study described a weeklong summer professional development institute in which students have played a central role for more than two decades. It outlined the conditions conducive to the collaborative culture among teachers and consulting students and summarizes participants' perspectives on student consultation. The second study applied a qualitative case study design involving observations, interviews, focus groups and surveys with 72 teachers and 20 students to delve more deeply into consultations at the summer institute. Most teachers and students perceived the consultations as enjoyable and beneficial, willingly embraced shifts in authority during consultations, and noted the benefits of strategies employed to support the culture and practices of student consultations. The third study explored how teachers engaged with students as consultants in classroom action research projects initiated at the summer institute and in professional development contexts. The multi-site, collective case study examined six projects involving twelve teachers and 241 students. Interviews and focus groups with nine teachers and 22 students were coded by stages of the action research cycle and characteristics of student involvement in order to examine at which stages in the action research and in what capacities teachers involved their students. The study confirmed teachers' and students' general appreciation of consultation and suggests that parsing the subtleties of when and how students are consulted can contribute to deeper understand of student involvement and better facilitation of action research in teacher professional development. Together, this collection of studies has implications for the design and evaluation of student consultation in teacher professional development.

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Washington, Carrie Smith Johnson. "A study of former Negro high school students, teachers and administrators in the Piedmont area of North Carolina." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-163233/unrestricted/Washington062302.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2002.
Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.

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Miller, Marilyn. "The Perceptions of High School Physical Educators on the Benefits of Block Scheduling in the State of Utah." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd968.pdf.

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Taylor, Nathan N. "“Misfits” and the Celebration of Queer Youth at one U.S. High School: Implications for Students, Educators, and Communities." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354052251.

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Palumbo, Jill. "ASSESSING ARTS EDUCATORS: HOW THE PERFORMANCES OF PUBLIC AND PRIVATE HIGH SCHOOL ART TEACHERS ARE ASSESSED IN VIRGINIA." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3204.

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Teacher assessment is a hot topic in today’s high-stakes, test-driven, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades, are assessed in their classroom teaching practices in Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack the content knowledge in the arts, by methods that are subjective, and with criteria that is inflexible. This thesis addresses the need to develop open forums that include the educator’s voice in order to create better teacher assessments that focus on student learning achievement in authentic and holistic ways. By learning about and sharing resources regarding how teachers in non-tested subjects and grades are evaluated suggestions are made to organize resources that may help develop more authentic assessments for art teachers focusing on meaningful student learning and achievement.

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Campher, Roelof Petrus. "A qualitative study: educator-targeted bullying by learners in a high school in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/4709.

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This study explores the phenomenon of educator targeted-bullying (ETB) by learners as an educational problem in terms of the incidence, frequency, severity and the impact on effective teaching and learning in classrooms. Abuse or bullying in schools usually happens amongst learners or to learners targeted by educators. However, the phenomenon of educator abuse by learners is escalating, internationally as well as nationally, and is experienced by many educators, especially by those teaching in secondary schools. An extensive literature review on numerous research national and international studies reports on the fact that the bullying of educators in all its forms, including physical, verbal, emotional and cyber bullying, impacts negatively on the emotional and psychological well-being of educators who are also stressed by other work demands, resulting in ineffective teaching and learning experiences in schools. The over-arching purpose of this local study was to determine the impact of ETB by learners on the effectiveness of teaching and learning in classrooms. In addition, other aspects of ETB were examined, namely the types of bullying, its severity and frequency, and the emotional and psychological effects on educators’ general well-being as victims. The study was conducted in a private high school in the Nelson Mandela Metropolitan area, Eastern Cape, South Africa. A qualitative methodology was used and all the educators employed at this particular school took part in the study. Convenience sampling was thus applied in the selection of the participants and questionnaires and written narratives were used as data gathering instruments. Twelve educators completed questionnaires to gather information-rich qualitative data to investigate the abovementioned aspects of this study. Four educators wrote narratives on their experiences of ETB by learners in this school context. The results of this research provided valuable evidence that ETB by learners in this school has a distressing impact on the educators and their psychological well-being, impairing teaching quality and learning outcomes in classrooms and, ultimately, with adverse educational consequences for all learners. The theoretical framework for this study was based on the ecological systems theory of the developmental psychologist and theorist, Urie Bronfenbrenner. Bronfenbrenner (1979) suggested that the process of human development is shaped and moulded by a person’s v environment and all the people and institutions that play a role in that environment. In my view, this theory may explain to some extent why some children are moulded and shaped as bullies as a result of the child’s exposure to and interaction with his/her environment. The main findings of this study include the fact that ETB is a serious phenomenon that an increasing number of educators are exposed to. It also appears that the incidences are becoming more severe and involve serious physical threats and bodily harm. Educators are also exposed to ETB on a regular basis, with many educators being bullied on a daily basis. It is clear that verbal abuse is the most prominent form of ETB leading to emotional damage, feelings of incompetence and reduced motivation to teach with innovation and enthusiasm. This in turn leads to the very concerning fact that ETB negatively affects successful teaching and learning in classrooms, adding more problems to an already embattled education system. Participants also provided some guidelines to reduce and possibly prevent ETB by learners. In doing so, these data can hopefully be used in the formulation of anti-bullying programmes for educators, which can result in safer working environments and more effective teaching and learning for learners.

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Tong, Ling-poon Andrew. "A study of the sexuality attitudes and the attitudes towards sex education of the secondary school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18815431.

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Atkinson, Erin Nicole. "An educational program on eating disorders for high school students and educators in Orange County, California a grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588580.

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The purpose of this project was to develop a school-based program, identify a funding source and write a grant that would fund an educational eating disorder program for students attending high school in the greater Orange County area. An extensive literature review indicated that there was an increase in eating disorders among adolescents and a need for an educational program that would provide reinforcing tools for healthy lifestyles, identification of symptoms of the illness, and resources for interventions, treatment and community referrals for both student and educators.

The Robert Wood Johnson Foundation was selected as a funding source for this grant as the goals of the foundation best fit this grant. More importantly to promote healthy lifestyles for children and adults so that they can live longer and healthier lives.

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Crittenden, Jason C. "Attitudes and perceived self-efficacy of Mississippi career and technical educators toward information and communication technology." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03302009-185048.

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Voldemaras, Georgette. "A study of soil survey report use by Indiana secondary school vocational agriculture/agribusiness and social science educators." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483130.

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Awareness, use and attitude by Indiana secondary school vocational agriculture/agribusiness and social science educators toward soil survey reports were determined using a mailed questionnaire. Results were analyzed based on teaching discipline and geographic location (urban and rural). In general, social science respondents were not aware of and did not use soil survey reports as a teaching aid whereas vocational agriculture/ agribusiness respondents did. The majority of educators responded positively to statements regarding usefulness of soil surveys. No significant differences were found between urban and rural areas. Results indicated that teaching discipline was the critical factor in educator use of soil surveys.Ball State UniversityMuncie, IN 47306

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Joubert, Nicola. "The classroom transferability of a university-based inset programme of workshops in practical work for senior high school Biology educators." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/8213.

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Professional criteria for assessing (a) the success and transferability of the programme and (b) the quality of the research evidence gathered from the Biology teachers and their learners in Cape Town, were adopted from a combination of the theoretical frameworks for INSET evaluation recommended by several authors, including the American National Science Standards (1996), Tamir (1997) and Oyasi & Oyasi (2000). The post-workshop data indicated that educators enjoyed the practical activities, and were active in implementing a number of them with their classes in subsequent years. It further revealed that their confidence in engaging in practicalwork improved significantly. To verify or corroborate these findings, ten educators observed at from the 1999 course were interviewed from 2002 to 2005. One educator was observed at two different schools, with different socio-economic backgrounds. The interviews were transcribed and five of the educators were observed while they dealt with the practical activities learnt during this series of workshops. The visual data from the classroom observations, and the interviewswere further processed and compared to the quantitative statistical data. It was It was found that, of the eight schools, four well-resourced schools implemented the programme successfully. This was in terms of the number of practical activities from the course that had been transferred to the classroom. Three of the under-resourced schools, with larger classes, also implemented the course successfully. This was due to the skills and motivation which the educators gained whilst participating in this series of workshops. In two of the schools the high rate of vandalism and the heavy workload of the educators was excessive to the point that they could not implement the programme successfully.

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Stewart, McCafferty McCafferty Anita J. "A Phenomenological Approach to Examining Perceptions of Middle School Students and Their Educators about Their Service-learning Experiences." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/951.

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A primary purpose of public education is to ensure that all citizens have the knowledge, skills, and dispositions to participate in a democracy. Service learning is a democratic, constructivist, instructional strategy that connects academic learning with community needs. This phenomenological study described: (a) how youth, their educators, and community partners who experience service learning perceive its effects on themselves, their schools, and their community lives and (b) how professional-development opportunities need to be structured in order to encourage high quality civics education instruction. The problem this study addressed was how to solve youth civic and political disengagement. This study relied heavily upon in-depth interviews of nine middle school students, six middle school educators, and one community partner from a rural community in the northeastern United States. In addition, participant journals and grant documents were reviewed. Rubin and Rubin's guidelines and Tesh's eight step coding process were used to analyze each transcript, journal, and document. Results showed that service learning promoted the application of academic content, motivated students, appealed to various learning styles, built relationships, encouraged collaboration, and provided leadership opportunities. By better understanding the benefits and challenges of service learning projects as described by participants, this study could facilitate positive social change and improvements to current civic education instruction, including higher quality service-learning projects. By working collaboratively, youth, educators, and community partners can address the problem of youth disengagement from civic and political life, thus ensuring the continuation of a healthy democracy.

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Van, Breda Maynard John. "Guidelines for empowering secondary school educators, in loco parentis, in addressing truancy among early adolescent learners." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/8481.

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Doctor Educationis
This study examined the prevalence and the nature of truancy among early adolescent learners attending secondary schools in the Education Management and Development Centre (EMDC) in the eastern metropole of the Western Cape. The main purpose of the study was to answer the following question: How can secondary school educators, in loco parentis, be equipped with the required skills and resources in order to deal with the issue of truant behaviour among early adolescent learners? A comprehensive literature review was conducted to explore the character and extent of truancy. Thereafter, various theories of child development were highlighted, followed by a synopsis comprising different dimensions of the development of the early adolescent learner. The empirical investigation was carried out through quantitative as well as qualitative research methodology. A focus group interview was conducted with six learners, offering them an opportunity to express their perceptions and experiences as truants. Interviews were conducted with principals to obtain their impressions regarding truant behaviour. Thereafter, a questionnaire, which investigated truancy related aspects such as interaction with peers, parents and caregivers' involvement in learners' school activities, educators' influence on learners' school work and learners' self-esteem regarding their schooling, was administered to three hundred learners. The quantitative investigation revealed significant aspects about truant behaviour, indicating that predominantly more male than female learners (173 male and 26 as in the case of the present study) display this type of behaviour, truants generally originate from single parent families, and that they experience their educators and learning environments as extremely negative. Finally, two in-depth case studies were conducted on two learners, one identified as a truant and the other as a non-truant respectively. The purpose of the in-depth studies was to explore possible differences in their experiential worlds. Although the qualitative data is not generalisable, the findings of the case studies have revealed significant differences in the life worlds of the two learners. Comparatively speaking, it appears that non-truant learners are significantly better adjusted on all their functioning levels than truant learners. The results of the empirical investigation were compared with relevant findings which emerged from the literature study. Based on the present investigation, the study was concluded by offering a range of recommendations to secondary school educators, in loco parentis, empowering them in addressing the phenomenon of truancy among early adolescent learners in the Western Cape with its distinctive problems.

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Turner, Kristin. "Northeast Tennessee Educators’ Perception of STEM Education Implementation." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1202.

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A quantitative nonexperimental survey study was developed to investigate Northeast Tennessee K-8 educators’ perceptions of STEM education. This study was an examination of current perceptions of STEM education. Perceived need, current implementation practices, access to STEM resources, definition of STEM, and the current condition of STEM in Northeast Tennessee were also examined. The participating school districts are located in the Northeast Region of Tennessee: Bristol City Schools, Hamblen County Schools, Johnson City Schools, Johnson County Schools, Kingsport City Schools, Sullivan County Schools, and Washington County Schools. Educational professionals including both administrators and teachers in the elementary and/or middle school setting were surveyed. The closed and open form survey consisted of 20 research items grouped by 5 core research questions. Quantitative data were analyzed using single sample t tests. A 4 point Likert scale was used to measure responses with a 2.5 point of neutrality rating. The open-ended question was summarized and recorded for frequency. Research indicated that Northeast Tennessee K-8 educators perceive a need for STEM education to a significant extent. However, many do not feel prepared for implementation. Lack of professional development opportunities and STEM assets were reported as areas of need. Teachers reported implementation of inquiry-based, problem solving activities in their classrooms. The majority of participants reported that the current condition of STEM education in Northeast Tennessee is not meeting the needs of 21st century learners. Challenges facing STEM instruction include: funding designated for STEM is too low, professional development for STEM teacher is insufficient, and STEM Education in K-8 is lacking or inadequate.

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Hall, H. Bernard. "Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/173008.

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Urban Education
Ph.D.
Grounded in theories of culturally relevant and hip-hop pedagogies, this ethnographic study of a demographically diverse "community nominated" cohort of urban public high school teachers who integrate hip-hop pedagogies into their English/language arts classrooms responds to the methodological and theoretical shortcomings of a burgeoning body of research known as "hip-hop based education" (HHBE). HHBE has argued that curriculum and pedagogy derived from hip-hop culture can be used to transmit disciplinary knowledge, improve student motivation, teach critical media literacy, and foster critical consciousness among urban students in traditional and non-traditional K-12 learning environments. However, the field's overreliance on firsthand accounts of teacher-researchers, the vast majority of whom position themselves as members of the "hip-hop generation," discounts the degrees to which teachers' cultural identity informs hip-hop based curricular interventions, pedagogical strategies, and minority students' academic and socio-cultural outcomes. I argue that the hip-hop pedagogies evidenced by non-researching "hip-hop based educators" were diverse and reflected different beliefs about hip-hop, pedagogy, and the politics of education. Three primary findings emerge from 280 hours of classroom participant-observations and ethnographic interviews (January-June 2010): (1) teachers psychologically and discursively construct and perform individual hip-hop cultural identities through "necessary and impossible" politics of difference, (2) teachers' respective curricular approaches to hip-hop as literary texts are closely linked to their respective hip-hop cultural identities, and (3) hip-hop pedagogues employed hip-hop methodologies and literacies that reoriented conceptions of self and other, teacher-student relations, and notions of knowledge around "pedagogies of hip-hop." Study findings are salient to the fields of hip-hop studies, critical multicultural teacher education, and English/language arts education as they provide robust portraits of the instructional and relational nuances, as well as cultural-political implications of HHBE for a largely White, middle-class prospective teacher workforce and an increasingly diverse hip-hop nation.
Temple University--Theses

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Kirk, Angela L. "Knowledge and attitudes of West Virginia extension agents and high school agricultural educators with regard to meat goats and the meat goat industry." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4571.

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Thesis (M.S.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains ix, 78 p. Vita. Includes abstract. Includes bibliographical references (p. 60-61).

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Bruno, Lynn Q. "Lifelong learning characteristics and academic achievement of eighth -grade students: Lessons for educators in preparing students for global citizenship." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/708.

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Researchers have expressed concern that current educational reform and its focus on psychometrics does not address the skills students will need to prosper in the 21st century. Several researchers have attempted to identify and measure those skills. The purpose of this quasi-experimental mixed-methods study was: (a) to test for a strong link between the emotional components of learning and academic achievement, and (b) to determine if direct teaching of the learning domains as identified by the Effective Lifelong Learning Inventory (ELLI) strengthens learning confidence. Using a convenience sample of 103 eighth-grade students at a Midwest suburban middle school, this study sought to determine if a correlation existed between growth in students' learning profiles and their growth in academic achievement in reading and mathematics, as measured by the Measure of Academic Progress (MAP) test. Pre- and posttests on the ELLI and the MAP tests, student self-assessments, and student, parent, and teacher surveys comprised the data. Data analysis consisted of independent t-tests to determine variation in growth between the treatment and control groups for the ELLI and MAP tests, and a one-way ANOVA to determine differences in growth in learning domains and in academic performance between the two groups. The t-tests indicated a significant difference between groups on the ELLI but not the MAP tests. A statistically significant correlation was found between growth in resilience and mathematics and between direct instruction and learning confidence. Qualitative data, coded for learning domains and emerging themes, indicated perceived growth in learning confidence. Educators, students, and policy makers may benefit from incorporating the ELLI into educational reform efforts that seek to develop students into lifelong learners who are prepared for the 21st century.

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Wolfgang, Nancy Andersen. "Adolescent Female Musical Theater Belt Pedagogy: Preparation, Approaches, and Experiences of Ohio Music Educators." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1434468398.

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Hiester, Jason A. "An analysis of Ohio Music Educators Association’s 2009 class AA and A choral music with regard to the tessitura demands for the high school male voice." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337264501.

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Gross, Diane. "The influence of educational accountability policy: An examination of the perceptions of educators and students about teaching and learning in an urban high school identified for improvement." Diss., Wichita State University, 2008. http://hdl.handle.net/10057/1951.

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The federal No Child Left behind Act of 2001 (NCLB) expanded the federal role in American education, and by doing so altered the distribution of power among the federal government, states, and local districts. This latest federal education policy includes an accountability component that requires states to administer tests and emphasizes student achievement by a single, objective, standardized assessment. Consequently, students, teachers, principals, schools and even districts are judged as failing or successful based upon a single measure. Studies indicate urban schools of high poverty are more likely to be identified for improvement due to their failure to meet the benchmarks established under NCLB and its measures of adequate yearly progress. Using a conceptual framework of bureaucratic school culture, this case study examines the influence of federal and state accountability policy on the perceptions of educators and students about effective teaching and learning in one urban high school identified for improvement. Findings reveal an overarching conclusion that an established bureaucratic school culture is perpetuated by accountability policy, serving as a barrier to implementation of perceived effective teaching practices that are believed to produce improved student learning.
Thesis (Ph.D.)--Wichita State University, College of Education, Dept. of Educational Leadership

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Botha, Albertus Johannes. "Secondary school male educators' experience of own aggression." Thesis, 2008. http://hdl.handle.net/10210/694.

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According to Baron and Richardson (1994:1), it is unusual to pick up a newspaper, watch the news on television or even page through a magazine without learning about aggression or violence. In South-Africa many such articles in magazines and newspapers indicate that aggression has found a place in society and is experienced daily by people. In addition, aggression is experienced daily by educators in the schools. Furthermore, examples are provided by newspaper headlines such as: “Pupil in hospital after being belted” (Sowetan, 13 May 2003:6) and “Bail for teacher accused of death beating” (Daily Sun, 2 August 2003:2). Some learners and educators encounter verbal insults, rough physical contact and hostile rejection. These aggressive encounters are sometimes perceived as aggression in a less intense form. Secondary school male educators are to supposed to build relationships with and set an example for the learners at their schools. Therefore it was hoped that a contribution could be made to lessen aggression, which is a destructive element in their relationships, not only with the learners, but potentially with all stakeholders, including colleagues, school management teams, school governing bodies and even figures within the structures of the Mpumalanga Department of Education. Against this background, the need arose for an effective way to reduce aggression, hence this research deals with secondary school male educators’ own aggression. The purpose of this research study was to explore and describe secondary school male educators’ experience of own aggression and furthermore to describe and to recommend guidelines to support those educators who experience own aggression. The participants in this research study were all white Afrikaans speaking, secondary school male educators from the Mpumalanga Department of Education. All the interviewees were between the ages of 36 and 58 years, with experience of teaching, both in the former Transvaal Education Department as well as the new Mpumalanga Department of Education. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. Qualitative research attempts to describe, interpret or reconstruct the depth, richness and complexity of an identified phenomenon in order to gain an understanding of it and insight into it (Burns & Grove, 1997:67). Qualitative research implies a direct concern with experience as it is lived, felt or undergone by people (Merriam, 2001:6; Sherman & Webb, 1988:7). During phase one data were collected through phenomenological interviews which were audiotaped, and field notes, reflecting the researcher’s observation during the interviews. Creswell (1998:51) explains that a phenomenological study describes the meaning of the lived experiences of several individuals about a phenomenon. Therefore the interviews were transcribed for data analysis purposes. Ethical guidelines, which served as standards and as the basis on which the researcher ought to evaluate his conduct during data collection, were followed. During phase two of the research study, the data were analysed according to Tesch’s method (Creswell, 1994:154-155), an approach for data reduction, after which a literature control was conducted to verify and complement the results. In a literature control, information from the literature is compared with the findings from the study, not only to substantiate the findings but also to enhance the trustworthiness of a research study. In addition, to ensure the trustworthiness of this research study, Guba’s model (Krefting, 1991:214-222; Lincoln & Guba, 1985:290-327) was applied. According to the data analysis, three themes were identified, namely: · Secondary school male educators experience their own aggression in a variety of ways. · Secondary school male educators are of the opinion that a loss of power and/or control elicits aggression. · Secondary school male educators are of the opinion that the implementation of guidelines will enable them to cope with their experience of own aggression. In view of these broad themes, guidelines were described to support secondary school male educators who experience own aggression and therefore also to facilitate mental health. The research findings showed that secondary school male educators experience own aggression in a variety of ways such as experiencing themselves as not being aggressive. They also associate their own aggression with positive as well as negative feelings. Furthermore, these male educators experience ambivalent feelings in relation to their own aggression. They experience a loss of power and/or control, and they are of the opinion that because of this loss these feelings of powerlessness and not being in control give rise to own aggression. Thus there is a need for the implementation of guidelines to support these secondary school male educators who experience own aggression. Based on these findings, guidelines were described to support secondary school male educators who experience own aggression and recommendations were made regarding an approach that would facilitate mental health. More importantly, this study firstly intended to be of value, not only to secondary school male educators, but to all educators in preventing aggressive behaviour (Aggressive behaviour refers to that behaviour directed towards the goal of harming or injuring another living being). Secondly this study also intended to prevent aggressiveness (that relatively persistent readiness to become aggressive) in a variety of different situations.
Prof. C.P.H. Myburgh

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Naidoo, Kamalanathan Abbayi. "Educators' perceptions of developmental appraisal." Thesis, 2006. http://hdl.handle.net/10530/701.

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Submitted in fidfillment of the requirements for the degree DOCTORATE OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006.
The aim of this investigation was to establish educators' perceptions of developmental appraisal by means of a literature study and an empirical investigation. As an introduction to the study, the developmental appraisal system in other countries was reviewed. In doing so the South African developmental appraisal system was compared with other countries, and the common characteristics were highlighted. Educators* perceptions of developmental appraisal in other countries were also focused on. The literature review reflects that there has been a paradigm shift in teacher evaluation from a judgmental approach to a developmental approach. In the judgmental approach there is a tendency to find fault, to be negative in reports that are written and not to acknowledge the positive things that educators do. The main aim of the developmental appraisal is to facilitate the personal and professional development of educators in order to improve the quality of teaching practice and education management. The primary aim of this investigation was to investigate educators' perceptions of developmental appraisal through the medium of literature and empirical study. The implementation of developmental appraisal, appraisal and staff development and the integrated quality management system were investigated using the literature and empirical study. The study revealed that educators have a negative perception of developmental appraisal. For the purpose of the empirical investigation, a self-structured questionnaire was utilized. An analysis was undertaken using 217 questionnaires completed by educators in the eThekwini Region- The data obtained from the completed questionnaires was processed and analysed by means of descriptive and inferential statistics. Essentially the following were the main research findings: XXll • the process of developmental appraisal did not contribute to the development of educators; • outside assessors were not invited when needed; • the rating scale of A or B was not adequate; • appraisal of educators did not result in improvement of qualifications; • the quality management initiatives resulted in an unnecessary increase in educator's workload; and • a better working relationship between the staff development team and the school management team was encouraged. The summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings the following recommendations were made: • The Department of Education must re-introduce incentives and rewards for further study. • The inclusion of an appraisee from the outside on the appraisal panel should be made compulsory. • The Department of Education, teacher unions, principal's forum and other educational organizations must convene seminars, workshops and training programmes for appraisal panel members. • Further research should be conducted on the following: > The changing role of the educator and its impact on developmental appraisal. > The success of developmental appraisal based on the staff development team's leadership style. > Educators' perceptions of what role developmental appraisal serves in the integrated quality management system.

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Naicker, Aneshee. "Learners' experiences of educators' aggression in a secondary school in Gauteng." Thesis, 2011. http://hdl.handle.net/10210/3643.

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Abstract:

M. Ed.
Adolescence is a phase in human development that is synonymous with change, namely, physical, cognitive, emotional and social changes. Educators start playing an important role in the lives of adolescents, and the school as an institution of learning is a place to promote social, emotional and intellectual growth that fosters the development of a positive self - concept in adolescent learners. The researcher was interested in the experiences of learners who witness educator aggression in the schooling environment and the impact this has on the adolescent learner and on the education system as a microcosm of the South African society. Current research on educator aggression indicates that aggression is detrimental to the emotional, social and mental health of learners, because aggression begets aggression. Guidelines are proposed to support both educators and learners who experience educator aggression, to facilitate their mental health. The research objectives were as follows: to explore and describe the learners’ experiences of educatoraggression in a secondary school in Gauteng; and to describe guidelines to assist learners and educators concerning educator aggression in order to facilitate their mental health. The data collected was used to formulate effective guidelines, designed to assist the adolescent learners and educators in a secondary school in Gauteng. Through this approach the researcher was able to gain insight into the experiences of learners related to educator aggression.

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Dissertations / Theses on the topic 'High school educators'

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