Dissertations / Theses on the topic '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.
Full textWiniger, 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.
Full textWedge, 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.
Full textRadoff, Sara A. "Educators' dilemmas : post high school transitions for students without documentation." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37301.
Full textMhlongo, 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.
Full textThe 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.
Tolan, Linda A. "Career concerns, pathing, and professional development of high-school technology educators /." Link to Dissertation, 2008. http://eprint.cc.andrews.edu/39/.
Full textTheodocion, Kelley E. "Middle School Educators' Perceptions of Online Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1006.
Full textSimonis, 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.
Full textHay, 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.
Full textHosack, 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/.
Full textForbes, 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.
Full textPaleker, 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.
Full textThis 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)
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.
Full textENGLISH 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.
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/.
Full textScheurer, 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.
Full textSerero, 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.
Full textThesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.
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.
Full textThe 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.
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.
Full textLaurenson, 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.
Full textZaremba, 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.
Full textMathenda, 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.
Full textDethlefsen, 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/.
Full textGargiulo, 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.
Full textTrevino, Anna. "Latino Educators of Tomorrow: Culture-Specific Mentoring for the College Transition." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2711.
Full textBrooks, 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.
Full textStudies 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.
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.
Full textA 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.
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.
Full text"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.
Downes, John Matthew. "Middle Grades Students as Teacher Educators: Consulting with Students in Professional Development." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/544.
Full textWashington, 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.
Full textOriginally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.
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.
Full textTaylor, 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.
Full textPalumbo, 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.
Full textCampher, 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.
Full textTong, 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.
Full textAtkinson, 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.
Full textThe 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.
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.
Full textVoldemaras, 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.
Full textJoubert, 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.
Full textStewart, 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.
Full textVan, 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.
Full textThis 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.
Turner, Kristin. "Northeast Tennessee Educators’ Perception of STEM Education Implementation." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1202.
Full textHall, 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.
Full textPh.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
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.
Full textTitle from document title page. Document formatted into pages; contains ix, 78 p. Vita. Includes abstract. Includes bibliographical references (p. 60-61).
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.
Full textWolfgang, 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.
Full textHiester, 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.
Full textGross, 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.
Full textThesis (Ph.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
Botha, Albertus Johannes. "Secondary school male educators' experience of own aggression." Thesis, 2008. http://hdl.handle.net/10210/694.
Full textProf. C.P.H. Myburgh
Naidoo, Kamalanathan Abbayi. "Educators' perceptions of developmental appraisal." Thesis, 2006. http://hdl.handle.net/10530/701.
Full textThe 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.
Naicker, Aneshee. "Learners' experiences of educators' aggression in a secondary school in Gauteng." Thesis, 2011. http://hdl.handle.net/10210/3643.
Full textAdolescence 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.