To see the other types of publications on this topic, follow the link: In-service courses.
Dissertations / Theses on the topic 'In-service courses'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'In-service courses.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.
Full textAbstract:
The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
2
Gravani, Maria. "From courses to processes : teachers' and tutors' experiences and perceptions of an in-service training course in Greece." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/81145c29-15fc-4aa1-8d98-080c20bf6bbf.
Full text
3
Ibrahim, N. A. "In-service courses and teachers' professionality : the implementation of K.B.S.R. in Malaysia." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233000.
Full text
4
Massey, S. W. "Investigation of the in-service performance of crushed rock aggregates in bituminous macadam wearing courses in S.W. England." Thesis, University of Hertfordshire, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370943.
Full text
5
Tracy, Elizabeth Joan. "Innovators in the Classroom: In-service Teachers Creating and Implementing Non-Band, -Choir, and -Orchestra Courses in Their High Schools." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1523004518027062.
Full text
6
Lawrence, Elaine M. "Technology Integration and Pre-service Teacher Training: The Effectiveness of Embedding Technology Use in Three Pre-Methods Courses." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/659.
Full textAbstract:
Graduates of teacher education programs are expected to have acquired the skills necessary to implement technologically integrated curricula into the classroom. Many colleges of education require pre-service teachers to either enroll in an introductory computer course to acquire fundamental computer skills or a separate educational technology course that integrates the computer skill training with classroom integration skills. This requirement is gradually evolving into integrating technology into some of the required education coursework. The approach needs to go beyond minimal exposure to skills acquired in introductory computer sciences courses and modeling of instruction within education courses. Pre-service teachers need to experience integrated technology as students as one step in gaining a perspective on how to design integrated technology lessons that they will be expected to implement as part of state education standards. A constructivist approach to the integrated technology experience allows pre-service teachers to develop knowledge, skill, and insight into how technology can be effectively utilized in the classroom. This research was designed to identify specific skills and define constructivist methods for inclusion of technology into the pre-methods education curriculum that would help prepare pre-service teachers to effectively infuse technology into their lesson plans.
Research indicates that anxiety levels decrease and self-efficacy levels increase in pre-service teachers who experience integrated technology skill training during methods and student teaching semesters. Recommendations indicated that these skills should be introduced into education course work earlier in the undergraduate program. This study measured and compared the self-efficacy and confidence levels of pre-service teachers who had participated in an introductory computer course to those who had participated in pre-methods education courses with constructivist-based technology integration approaches. This was accomplished by surveying education majors enrolled in the required introductory computer science course and students in each of the three required core education courses. No significant difference was noted in most areas of understanding how technological tools can enhance teaching between pre-service teachers who acquired and/or practiced technological skills as part of a discovery learning approach in education classes to those who experienced only computer skills training.
7
West, Tessa Renae. "Current Trends in the Availability and Requirement of Learning Technology Courses for Pre-Service Educators at US Universities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248462/.
Full textAbstract:
This multi-faceted research study examined the current approach of educational technology courses and how integrating modern learning technologies into curriculum effectively is addressed in pre-service education programs at U.S. universities. The primary goal was to explain the current trends in the reviewed pre-service programs in relation to how future educators are prepared by the universities to incorporate educational technology and use technology enhanced curriculum. This study was an exploratory, non-positivistic qualitative study that employed multi-strategy and survey research approaches in order to establish a baseline of the way that technology integration skills are being addressed in undergraduate pre-service educator programs today. Survey participants were educators within a public or private K-12 system in the U.S. The participants' level of education, university attended, educational technology experience, and technology perceptions were gathered from the survey's Likert-type and open-end questions. Current and historically statistics and data were collected for each university identified from the survey responses. Findings of this study revealed outcomes related to participants' education, perception of educational technology, and university educational technology course offerings and/or requirements for undergraduate pre-service educator programs. Results of this research study provide a solid foundation for future research in these areas within the field of education.
8
McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.
Full text
9
Reitsma, Gerda Marié. "'n Model vir die kortkursus-indiensopleiding van onderwysers vir die leerarea Tegnologie / Gerda Marié Reitsma." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1200.
Full textAbstract:
The term technology indicates the process where knowledge, skills and
resources are applied to identify human problems and needs and to solve it
through analysis, planning, manufacturing, implementation and evaluation.
Technology education of the learner is important because it becomes necessary
for all people to become technological literate to be able to solve problems, to
understand and use technology responsibly and to show appreciation for the
interaction between man, technology and the environment.
Technology is a relative new learning area that was implemented in the
curriculum of the Intermediate and Senior phase. The problem is that educators,
who received training before the implementation of this learning area, are not
specifically trained for this learning area. These educators are specialized in
other subject disciplines than the one needed for the teaching of technology. It is
important for educators to have adequate subject knowledge and skills, as well
as subject specific pedagogical knowledge and skills to teach the subject
effectively. Qualified educators can be retrained in a new subject field by
attending in-service training courses.
In-service training in the South-African school system is currently uncoordinated.
is done in an ad-hoc way and is not regarded as part of the professional
development of educators. It is especially short courses that show shortcomings
with regard to the needs of the educators, time available and form of training.
Educators who do attend in-service courses experienced problems to implement
the new knowledge and skills in the school situation, due to a lack of support.
The need for a comprehensive short course model based on the specific needs
of learning area technology teachers was identified. A situation analyses where
learning area technology subject advisors as well as the learning area technology
teachers were involved, were done, after which a model was presented. The
model is based on four variables, namely context, process, strategy and
structure, and content. These four variables determine the further development
of the model and influence the outcomes, design, implementation, evaluation and
closing. Central to the model is the reflection that is integrated with each phase
of the model. Through critical reflection problems in each phase can be identified
in time after which the necessary adaptations could be made. This will contribute
in making sure that training is still done according to the specific participants
needs and that it is done as effectively as possible.Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.
10
Espenschied-Reilly, Amanda Louise. "A Bourdieusian Critical Constructionist Study of the Experiences of Low Socioeconomic, Private University Undergraduate Students in Service-learning Courses Focused on Serving Low Socioeconomic Populations." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1455793828.
Full text
11
Porter, Alexander Edward. "Non-award bearing in-service education and training courses for political education : a review and evaluation of the national provision from September 1979 to January 1982." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018488/.
Full textAbstract:
This study is concerned to evaluate the effectiveness of various forms of in-service education and training (INSET) for political education. Political education is seen as a broader enterprise than simply inculcating a knowledge of the workings of political institutions. It is argued that the main focus of INSET should be on the professional performance of teachers, on what their opinions are, what they know and what they are able to achieve. Various approaches to, and theories of educational evaluation are categorised and early attempts to evaluate INSET are surveyed. It is contended that the most appropriate mode of evaluation should incorporate the Case-Study, Formative, Responsive, Descriptive/Illuminative, Processed-based, Portrayal and Democratic methods. The particular approach devised is developed from the 'Cumulative Case-Study' technique. An analysis of a national survey of teachers' needs and opinions indicates that teachers involved in political education identify practical concerns as their main need and practical INSET sessions as their preference. The survey suggests a set of priorities which can be used to build a range of models of INSET course provision to form the basis of a theoretical framework for INSET course evaluation. A set of five models is derived from the principal aims of INSET courses identified in the national survey. As the basis of the evaluation these models provide hypotheses to be investigated and categories for the selection and analysis of research data. Two of the eleven case-studies conducted are presented to provide a selection of qualitative and quantitative data as well as to indicate the development of the research theory and the evaluation methodology. The findings indicate a range of specific recommendations for the planning and implementation of INSET courses if they are to meet the needs of teachers of political education. Many of the conclusions would apply equally to INSET courses in other fields.
12
Scarinci, Anne Louise. "Uma proposta para caracterizar a atuação do professor na sala de aula." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-19092008-102255/.
Full textAbstract:
Este trabalho resulta de uma pesquisa observacional, realizada no período de 2004 a 2005 em São Paulo, junto a um grupo de professores de física em formação continuada. Nossa problemática mais ampla se insere no contexto da formação de professores, e nosso problema inicial se sustentou no reconhecimento do aprendizado incipiente dos professores nos cursos, a contar pelas poucas mudanças resultantes em sua atuação. A primeira observação mais objetiva que deu origem ao problema específico de pesquisa foi o truncamento da seqüência pedagógica do professor, quando ele ensaia mudanças em sua prática a partir da tentativa de aplicação das propostas do curso. Percebemos que o incômodo do professor com essa ruptura gerada na seqüência muitas vezes o dissuadia de continuar a aplicar a novidade aprendida. Em que consiste esse truncamento e como ocorre? Quais são os obstáculos (conceituais/epistemológicos) do professor que podem causar o truncamento? Essa pergunta nos motivou a estudar quais são as características da atuação do professor em sala de aula e como essas características mudam, ou oscilam, quando o professor está em processo de re-elaboração de sua prática, motivado por um programa de formação. Escolhemos um grupo em formação continuada entendida por nós como construtivista. Analisamos a atuação dos professores sob esse referencial, e agrupamos suas características em três dimensões quanto à atuação mais direta em sala de aula - o professor e as estratégias, o professor e as habilidades e o professor e as atitudes - e duas dimensões quanto à reflexão e avaliação do professor sobre o seu trabalho - avaliação que o professor faz do seu trabalho e meta-avaliação ou tomada de consciência. Relacionamos o truncamento da seqüência pedagógica com a incoerência nas estratégias e atitudes do professor conforme ele aplica a teoria de ensino que está aprendendo, mas mantém aspectos de sua prática ainda embasados na teoria antiga. Concluímos que o aprendizado de uma nova teoria de ensino e sua aplicação em sala de aula requer uma mudança atitudinal de base, mais fundamental do que possíveis mudanças nas estratégias de ensino, passíveis de planejamento. A mudança de atitudes é complexa, porque envolve mais que simples substituições, e prolongada, pois depende de feedback a situações concretas trazidas da prática.This work is the result of an observational research, carried out in the period of 2004 to 2005, in Sao Paulo, along with a group of highschool physics teachers in in-service teacher training course. Our broader issue is inserted in the context of teacher education and our initial problem was based in the recognition of the incipient learning of teachers in the courses, as identified from the few changes resultant in their practice. The first more objective observation that gave birth to our research question was the teachers\' fragmentation of the pedagogical sequence when trying out changes in their practice; that fragmentation coming from attempts of aplication of the course\'s proposals. We noted that the discomfort of the teacher with this generated disruption in the sequence many times discouraged them from persisting in putting the new learning into practice. What does this fragmentation consist of and how does it occur? What are the obstacles (conceptual, epistemological) of the teacher that can cause the disruption? This question motivated us to study the characteristics of teacher practices in the classroom and how these characteristics change, or oscilate, when teachers are in process of re-elaboration of their practice, fostered by a teacher education program. We chose a group participating of an in-service teacher training program, which we understand as constructivist. We analysed the classroom practice of the teachers within this framework and grouped their characteristics into three dimensions as of their more direct classroom practice - teacher and their strategies, teacher and their habilities, and teacher and their attitudes - and two dimensions as of the reflection and self-evaluation of their work - evaluation that teacher makes of their work and meta-evaluation. We related the fragmentation of the pedagogical sequence with the incoherence in the teachers\' strategies and attitudes when they apply the teaching theory they are learning, but at the same time maintain aspects of their practice still founded into the old theory. We concluded that the learning of a new teaching theory requires a ground attitudinal change, more fundamental than possible changes in the teaching strategies, these ones capable of planning. An attitude change is complex as it involves more than mere substitutions, and time-taking, as it depends on feedback to concrete situations brought from the classroom practice.
13
Tucker, Kristan Ann Anderson Karen Ann. "Pedagogical approach and instructional format an exploration of the introductory communication course /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6042.
Full text
14
Agherdien, Gabeba. "Investigating a geometry course for in-service teachers." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7806.
Full textAbstract:
Includes bibliographical references.This study focused on Foundation Phase teachers' pedagogical and content knowledge. It investigated the impact that a geometry course (Shape and Space), had on the teachers levels of understanding of Shape and Space. The course was conducted over 5 days. A literature search revealed a few different tools in designing the course, the majority of which referred to either Van Hiele or Hoffer. Our course design however was instructed by the requirements of the Revised National Curriculum Statement (RNCS) and had to follow it closely.
15
Ngai, Kam-tao, and 魏錦圖. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary schoolteachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955599.
Full text
16
Brown, Patricia Leigh. "Perceptions of Individual Experiences in a Service Learning Course." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28491.
Full textAbstract:
Service Learning is an instructional approach that has been gaining national attention in the past several years. The concept was supported by John Dewey as early as 1915 but not given serious attention by educational leaders until about 30 years ago. Currently, a growing number of schools across the country are incorporating community service activities into the curriculum. In this study, seven individuals who were enrolled in such a course while in high school were interviewed. The purpose of this phenomenological study was to describe the perceptions and experiences of these former high school students while enrolled in a service learning course coupled with the passage of time to reflect upon the experience. The major research questions were: 1. Does service learning foster in students the perception of a more empathetic nature in their understanding of the recipients of the service work? 2. Are the perceptions of the students as to their desire to perform volunteer work in the future affected by service learning experiences? 3. How do students perceive the usefulness of the service learning curriculum as to linking classroom work with the volunteer experience? Service learning was defined generally as a structured elective course that combines classroom instruction with volunteer service in the community. A qualitative design was chosen for the research as this method allowed for a more in depth description of the main focus of the study--the perceptions of these former students. The findings from this study support the inclusion of service learning courses in high schools; however, there was an overall consensus from the seven participants that work must be done by educators in order to provide more structured and viable curriculums for these courses. The participant responses were generally favorable regarding their actual volunteer experiences, supporting the assertion that volunteer work supported by a well designed service learning course increases a student's ability to feel empathy for others along with the desire to be a lifelong volunteer.Ed. D.
17
Leung, Chung-man Luke. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626160.
Full text
18
梁仲民 and Chung-man Luke Leung. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626160.
Full text
19
Obaidat, Mohammed Mohideen. "Evaluation of EFL in-service training course in Jordan (views and practices)." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388025.
Full text
20
Zander, Shirley Jo Friedberg Stephen H. "Applied mathematical modules for use in a linear algebra service course." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101130.
Full textAbstract:
Thesis (D.A.)--Illinois State University, 1990.Title from title page screen, viewed November 16, 2005. Dissertation Committee: Stephen Friedberg (chair), John Dossey, George Kidder, Michael Plantholt, Robert Ritt. Includes bibliographical references (leaves 22-23) and abstract. Also available in print.
21
Harris, Janet Louise. "Contraceptive service use in adolescents : defining the 'right' course of action." Thesis, University of Hull, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396811.
Full text
22
Stoate, P. C. "Developmental group work : A study of an experimental in-service course for teachers." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380358.
Full text
23
Tucker, Kristan Ann. "Pedagogical Approach and Instructional Format: An Exploration of the Introductory Communication Course." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6042/.
Full textAbstract:
The goal of this study was to analyze the impact of instructional format and pedagogical approach on students' learning and motivation within the introductory communication course. Three hundred eighty-five students participated in this study within one of four contexts: face-to-face instruction with service-learning, face-to-face instruction without service-learning, blended instruction with service-learning, and blended instruction without service-learning. A series of MANOVAs was utilized for the study. Results of the study, possible explanations for the results, limitations, and guidelines for future research are presented.
24
Scheidel, Michael G. "A study of the effects of a service learning course on participant self-esteem and future civic engagement." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2006. http://www.kutztown.edu/library/services/remote_access.asp.
Full textAbstract:
Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2006.Source: Masters Abstracts International, Volume: 45-06, page: 2759. Typescript. Abstract precedes thesis as 2 leaves (i-ii). Includes bibliographical references (leaves 48-52).
25
Reamer, David. "Ethics, Professionalism, and the Service Course: Rhetorics of (Re)Framing in Technical Communication." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194433.
Full textAbstract:
This dissertation examines scholarly and classroom discussions that introduce technical communication students and practitioners to the concepts of ethics and professionalism. Through an analysis of scholarship, textbooks, and original survey data, I trace the development of a number of rhetorical frames used to articulate the role of the technical communicator in the workplace and in society to insiders and outsiders alike. I then propose an alternate frame, ethical professionalism, that can be used to articulate technical communication (and in particular the service course) as a site for outreach, not only through pedagogies that address the needs of local communities, but also as a site of ethical, professional, and civic instruction for students in disciplines outside of the humanities.
26
Northcott, Joy. "Teaching English as a Foreign Language : Perceptions of an In-service Diploma Course." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518379.
Full textAbstract:
This thesis reports a study in the area of continuing professional development for teachers of English as a foreign language (TEFL). The research focuses on teachers' retrospective views of their in-service Diploma course, specifically their reasons for taking the course, their learning experience during the course and their perspectives on its impact. This appears to be an under-researched area, so, in an attempt to frame it, the literature is drawn from a number of different areas: teacher training impact studies within both EFL and mainstream teaching; writing in the area of teachers' careers, motivation and receptivity to professional learning; teacher learning and development; teacher professional identity; and supervision and mentoring of teachers. In terms of methodology, the study takes a case study approach with data analysed through a framework drawn from phenomenography, and investigates the topic through the use of several stages of qualitative, semi-structured, individual interviews. Some writers in the field of teacher education have taken the view that in-service professional development has little impact on practice but the findings from this study, although tentative and small-scale, are much more optimistic about the long-term value of CPO in the chosen field. Despite having varied opinions of their respective courses, almost all the interviewees could give concrete examples of sustained impact in the context of their subsequent practice, and in many instances it was possible to suggest tentative links between what had made the experience life-changing or otherwise. There was some considerable variation in the types of impact perceived and there also appeared to be a difference in the 'depth' of outcomes. Potential links between impact and other key issues are explored in detail, for example, motivation and receptivity to professional learning, self-identity and self-confidence as a teacher, the importance of prior teaching experience, and the role of course tutors.
27
McGlone, Chadd W. Malloy Carol E. "A case study of pre-service teachers experiences in a reform geometry course." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2256.
Full textAbstract:
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
28
Alexander-Shea, Aimee L. "The Process of Change Experienced by Pre-Service and In-Service Social Studies Teachers in an Online Content Area Reading Course." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/116.
Full textAbstract:
With the passing of the No Child Left Behind Act of 2001 and subsequent high-stakes tests, including the Florida Comprehensive Assessment Test (FCAT), literacy has become top priority in the field of education (Florida Department of Education [FDOE], no date a; NCLB, 2002). Though social studies was not mentioned in NCLB, nor is it tested by the FCAT, social studies teachers are expected to teach literacy skills in their classrooms. Social studies teachers' accountability for literacy enhancement is evidenced by the fact that some states, including Florida, now require social studies teachers to complete a course in reading integration to qualify for teaching certification in that state (Stilwell, 1999).
Integrating reading into the content areas is commonly referred to as content area reading. By using content area reading, social studies teachers implement teaching strategies, methods, and techniques that foster their students' comprehension of the texts and other materials used in their course (Alvermann & Phelps, 2002; Billmeyer & Barton, 2002; Tovani, 2000). Though there are many benefits to content area reading, social studies teachers have resisted implementing content area reading for decades (Carnine, 2000; Daisey & Shroyer, 1993; Jacobs & Wade, 1981; Moore, 1983; Nourie & Lenski, 1998; Ratekin, Simpson, Alvermann, & Dishner, 1985; Richardson, Anders, Tidwell, & Lloyd, 1991; Stewart & O'Brien, 1989; Vaughan, 1977). Furthermore, research suggests that content area reading courses are often associated with heightened resistance to implementing content area reading (Nourie & Lenski, 1998; Stewart & O'Brien, 1989).
In order for a content area reading course to impact the classroom practices social studies teacher in the intended ways, the course instructor must be sensitive to the process of change that the student is engaged in and recognize the causes of resistance to change. The Concerns-Based Adoption Model (CBAM) is a framework that provides tools by which the process of change and resistance to change can be evaluated and better understood.
This study was designed to examine the characteristics surrounding the process of change as social studies teachers learned about and implemented content area reading into the social studies curriculum.
29
Ulloa, Sara T. "Service Learning: Engagement and Academic Achievement of Second Language Acquisition Students in an Advanced Grammar Course While Participating in Service Learning Activities." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3535.
Full textAbstract:
Service learning has been proposed as a way to create a meaningful environment for the language acquisition process (Weldon & Trautmann, 2003). As a pedagogical tool for second language acquisition the greatest benefit of utilizing service learning activities is that it creates connections to the target language community and provides authentic experiences for target language use (Long, 2003; Morris, 2001). However, there is no detailed record of how service learning actually impacts language and culture acquisition (Bloom, 2008). This multiple case study describes the ways in which four advanced Spanish learners engaged with service learning and the influence of this activity on their ability to communicate in the target language. Each case provides triangulated descriptions of what actually occurred when students went onsite to engage in service learning activities, what their personal reflections were on the experience, and how they carried this experience back into their classroom and academic work. Qualitative analysis of onsite and in-class observations, face-to-face interviews, electronic journal entries, and reflective written reports revealed the importance of the nature of interactions and language use in service learning for second-language acquisition. Where the service was more academically aligned and offered repeated interactions in the target language, students were more likely to advance their language skills. However, though the service may provide an important community contribution, all service learning did not prove equal in its ability to instruct and align with desired educational outcomes.
30
Pang, Yin Mei. "Professional growth of English language teachers : case studies from an in-service training course." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423785.
Full text
31
Draxl, Heather Theresa. "Productive discomfort: a case study of service-learning in a first-year composition course." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3074.
Full textAbstract:
Service-learning is the combination of traditional teaching methods with field-based learning and critical reflection (Hurd, 2008) and is popular in first-year composition (Deans, 2001). However, academic research on service-learning in first-year composition is relatively scarce and the most frequently-cited scholarship is at least a decade old (Adler-Kassner, Crooks & Watters, 1997; Deans, 2001; Haussamen, 1997). This study seeks to contribute to the scholarship on service-learning in first-year composition by exploring how stakeholders, including the instructor, the students, and the community partner, perceive the project's purposes and outcomes. To complete the service-learning requirement for the course in this study, students conduct a bystander intervention workshop for a small group of their peers that focuses on cultural humility and sexual assault prevention. In preparation for the service-learning project, students attend a bystander intervention training conducted by the [Women's Advocacy Program], a center on campus that specializes in violence prevention, LGBTQA rights advocacy, and promoting cultural humility on campus and in the surrounding community. In order to explore participants' experiences with the project, data was gathered through participant observation, semi-structured interviews, and relevant artifacts, such as student work and course materials. In total, the study includes twenty-one participants, including the instructor, the community partner, and 19 students. Of the 19 students enrolled in the course, this research focuses on the experiences of five key informants (Bogdan & Bilken, 1997), who are referred to as “focal students” throughout the study. The findings of this study have implications for first-year composition instructors who engage in service-learning. Echoing previous research, this study finds that the relationship between the community partner and the instructor is an important factor in service-learning. Specifically, in this study, the instructor and the community partner design, implement, and assess the service-learning project collaboratively and have adapted the project over five semesters to ensure that it meets both their needs. The instructor and the community partner cite their collaboration as one of the reasons the project is successful. This study also reflects previous findings that indicate service-learning is more successful when it is integrated into the course curriculum. Students in this study feel that the project seems somewhat “separate” from the course, and perceive this lack of integration between the project and the course as one of the project's biggest weakness. A key finding of this study is that stakeholders in a service-learning project may not need to recognize or understand one another's perspectives about the project's purposes or outcomes in order for the the project to be successful. Previous research has suggested that service-learning projects are more likely to be successful if stakeholders understand one another's expectations for the project (Bringle, Clayton, & Hatcher, 2012; Deans, 2001), but this study suggests that this understanding might not be as essential to a service-learning project's success as previously thought. This study finds that participants perceive the project's purposes differently and have varying expectations about its outcomes. They make different and occasionally contradicting claims about which aspects of the project are effective or ineffective and they often indicate that they don't fully understand one another's perspectives on the project. Participants perceptions of the project are consistently divergent with one exception: they believe the instructor should continue teaching the project in future courses because they believe that the project is beneficial to their community, which suggests that participants don't need to understand one another's perspectives in order for the project to be successful.
32
Flanders, S. "Family, lordship and service - the Courcys in the eleventh and twelfth centuries." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426711.
Full text
33
Ngai, Kam-tao. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035450.
Full text
34
Leong, Jennifer. "High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/12.
Full textAbstract:
Despite agreement among researchers about the powerful influence of attitudes and beliefs on the development of students’ mathematical knowledge base (Leder, Pehkonen, & Törner, 2002), relatively little is known about these constructs in statistics education. This study investigated the relationship between mathematics-and statistics-related attitudes and beliefs of 11 high school students in an introductory statistics course designed around a 13-week long service-learning project. Service-learning is a pedagogical approach that situates academic learning in the context of community service. The study utilized qualitative, teacher-researcher (Cochran-Smith & Lytle, 1993) methodology from an interpretivist perspective. The three primary modes of data collection were journals, narratives, and an open-ended survey (Survey of Mathematical and Statistical Affect). Observations and reflections were also recorded regularly in a researcher journal. Inquiry adhered to guidelines for trustworthiness and rigor as outlined by Lincoln and Guba (1985). Item, pattern, and structural levels of analysis were employed (LeCompte and Schensul, 1999b). Investigation into attitudes and beliefs was framed in accordance with Op t’ Eynde, De Corte, and Verschaffel’s (2002) conceptualization of the mathematics-related belief system and McLeod’s (1992) framework of the affective domain in mathematics education. Results indicate that participants’ attitudes toward mathematics and statistics tended to converge while participants’ beliefs regarding mathematics and statistics tended to diverge. Participants like mathematics and statistics that involve real-life scenarios. Participants also like mathematics and statistics that do not require complex mathematical tasks. Participants’ beliefs regarding statistics were generally more positive than beliefs regarding mathematics. Participants reported greater confidence doing statistics than mathematics and contribute this confidence, in part, to service-learning. Participants also experienced a heightened sense of social awareness and social responsibility through the service-learning project. These results provide evidence that service-learning can be utilized to solidify positive attitudes and beliefs regarding statistics among high school students, in spite of potentially less positive ones toward mathematics.
35
Leong, Jennifer. "High school students' attitudes and beliefs regarding statistics in a service-learning-based statistics course." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11292006-140510/.
Full textAbstract:
Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Christine Thomas, committee chair; Joel Meyers, Draga Vidakovic, Steve Harmon, committee members. Electronic text (196 p.) : digital, PDF file. Description based on contents viewed July 31, 2007. Includes bibliographical references (p. 154-169).
36
Lee, Lap-chi, and 李立志. "Effectiveness of behaviour modification programmes implemented by sheltered workshop instructors on an in-service course." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956506.
Full text
37
Ramia, Paola Nascira. "Developing altruism and empathy in Ecuadorian college students: impact of a mandatory service-learning course." Thesis, Boston University, 2005. https://hdl.handle.net/2144/31997.
Full textAbstract:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The main purpose of the study was to determine if altruism and empathy could be developed in Ecuadorian college students. Gender differences were expected in initial altruism and empathy measures. A predictive relationship between different dimensions of empathy (fantasy, perspective taking, empathic concern, personal distress) and altruism was also expected. The intervention took the form of a mandatory service learning course, which included conferences and a service internship with continuous and shared reflection via computer mediated discussion groups. A mixed methodology design first used an experimental component in which participants were randomly assigned to experimental (with discussion groups) and control (without discussion groups) conditions, and a qualitative component in which semi-structured interviews were done with control and treatment participants approximately a year after the intervention. Quantitative results revealed a positive impact of the intervention in altruism and empathic concern, as well as a positive qualitative impact in treatment participants' critical thinking about their country's reality. Additionally, qualitative data showed a difference in thinking about their service experience between experimental and control group participants. Gender differences in altruism and empathy were not found in contrast with previous studies. The combination of empathy factors as measured by the Interpersonal Reactivity Index (Davis, 1983) predicted scores in altruism as measured by the Self-Report Altruism Scale (Rushton, Chrisjohn & Fekken, 1981). It was concluded that the intervention had a modest effect on participants' empathy and a strong positive effect on participants' altruism. Instruments used in this study were differentially appropriate for the sample. The SRA appears to be more valid and reliable than the original and complete IRI. The IRI instrument appeared to have had some components (Empathic Concern and Perspective Taking) that were more related to the constructs under study and other components that were unrelated to this study. Some extraneous variables were not taken into account in data collection and analysis, and may have influenced the results, such as: Cultural knowledge about the importance of research, different service experiences due to different qualities of placements, and dispositional characteristics of participants.
2031-01-02
38
Sparks, Jonathan David. "Developing A Computerized Distance Adult Learning System For A Library Paraprofessional "In-service Training" Course." NSUWorks, 1994. http://nsuworks.nova.edu/gscis_etd/854.
Full textAbstract:
The problem that was investigated in this dissertation was the utility of the classroom-based in-service training program for the continuous training of library paraprofessional employees of the Miami-Dade Public Library System in Dade County, Florida. The lack of a continuous, well-organized in-service training program was revealed in the investigation. The rationale for the investigation was that a continuous distance education instructional delivery system would provide not only more consistency and organization to the annual, classroom-based training program, but also would provide additional opportunities for the in-service training of the library paraprofessional employees. The result of the investigation was the development of electronic bulletin board software into a distance education instructional delivery system. The system was designed to provide a continuous distance education in-service training course to the library paraprofessional employees of the Miami-Dade Public Library System. There were four phases in the dissertation plan. The first phase of the dissertation resulted in a literature review about the importance of ongoing training and instruction for the library paraprofessional employee. The second phase resulted in the expansion, updating, and adaptation of the existing paraprofessional curriculum of the Miami-Dade Public Library System into computer-assisted instructional modules for use in the planned computerized instructional delivery system. Although designed for use in a distance learning environment, these modules may also be used in a free-standing microcomputer environment.
The third phase resulted in a distance education system using microcomputer electronic bulletin board software that allowed the operation of the CAI software program outside the normal bulletin board operations of electronic mail and remote databases. Modified "mastery learning" procedures of Keller's "Personalized System of Instruction" are operational in the final dissertation product. Course presentation, assignment completion, electronic mail or conferencing including student/teacher interaction or peer-tutoring, self-testing procedures and computer file delivery are possible through the developed distance education system.
The fourth phase was the evaluation of the completed instructional delivery system and computer-aided instructional modules by a panel of experts (professional librarians). The evaluation results served as a confirmation of the dissertation product development's goals. The four phases provided opportunities in the combined areas of adult education, computer technology and information science.
39
Lengeling, M. Martha. "Becoming an English teacher : participants' voices and identities in an in-service teacher training course in central Mexico." Thesis, University of Kent, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445709.
Full text
40
Schiwal, Alexandra T. "Rural Aging: The Geographic Reach of Service Access in Utah, Identifying Barriers and Solutions." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7639.
Full textAbstract:
This dissertation includes two studies of rural age-related services in the state of Utah. The first study combines geospatial, demographic data (number of people over 55) and age-related services (hospitals, hospice providers, nursing homes, senior centers, and Areas Agencies on Aging) at the county level and census-tract level to determine localized differences in proportional access to age-related services. Higher and lower proportions are then predicted by contextual factors including rural/urban gradient, economic industry, and broadband access. Results demonstrate that broadband access was significantly associated with higher access to age-related services, but being a retirement destination (increase in people over 65 in county from 2000-2010) was associated with lower spatial access to age-related services. The second study involved in-depth interviews with stakeholders from communities across Utah, and qualitative analysis to identify specific barriers to age-related service access in their communities. This approach generated knowledge about challenges to accessing services and stakeholder-supported starting points and solutions for overcoming some of the identified barriers to age-related services in these communities. Taken together, the spatial data and responses from persons living and serving older adults in rural communities complement an understanding of facilitators and barriers to service access, paired with solutions.
41
Pereira, Letícia Terra. "A expansão dos cursos de serviço social e os desafios enfrentados pelas assistentes sociais docentes." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157169.
Full textAbstract:
Submitted by Letícia Terra Pereira (leticia_terra_pereira@yahoo.com.br) on 2018-09-28T02:09:45Z
No. of bitstreams: 1
LETÍCIA TERRA PEREIRA.pdf: 2273819 bytes, checksum: 6fce4023ec2cab7c4013a8cdcd9b6507 (MD5)Approved for entry into archive by Jacqueline de Almeida null (jacquie@franca.unesp.br) on 2018-09-28T16:26:38Z (GMT) No. of bitstreams: 1 Pereira_LT_te_fran.pdf: 2273819 bytes, checksum: 6fce4023ec2cab7c4013a8cdcd9b6507 (MD5)
Made available in DSpace on 2018-09-28T16:26:38Z (GMT). No. of bitstreams: 1 Pereira_LT_te_fran.pdf: 2273819 bytes, checksum: 6fce4023ec2cab7c4013a8cdcd9b6507 (MD5) Previous issue date: 2018-03-12
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta tese tem como objetivo geral analisar os impactos da precarização no mundo do trabalho no trabalho profissional do assistentes sociais docentes, no Brasil. E dentro desse cenário, estudar a ampliação do número de cursos de Serviço Social no Brasil; identificar os assistentes sociais docentes nos cursos de Serviço Social de Instituições de Ensino Superior (IES) do estado de São Paulo, que pertençam às categorias administrativas: pública federal, pública estadual, pública municipal, privada sem fins lucrativos e privada com fins lucrativos; e analisar as condições de trabalho desses assistentes sociais docentes em um contexto de precarização no mundo do trabalho. A sociedade capitalista madura apresenta um contexto de precarização no mundo do trabalho, nas relações de trabalho, o que impacta diretamente nos processos de trabalho das assistentes sociais que estão no exercício da docência, interferindo também na formação de futuros profissionais. Para o desenvolvimento da tese foram realizadas pesquisas bibliográfica, além do acesso a outras fontes disponíveis na internet como jornais, revistas e pesquisa de natureza quantitativa ao site do Cadastro e-MEC de Instituições e Cursos de Educação Superior (para a identificação do número de cursos, incluindo câmpus e polos de Serviço Social oferecidos no Brasil) e consulta ao site das Instituições de Ensino Superior do estado de São Paulo (a fim identificar as assistentes sociais docentes). A coleta dos dados para a pesquisa de campo foi feita a partir de pesquisa de natureza qualitativa, por meio da realização de entrevistas semiestruturadas e aplicação de formulário para a caracterização dos sujeitos. Algumas entrevistas foram realizadas presencialmente e outras, por meio de programas disponibilizados pela internet. Conforme mencionado, o universo da pesquisa compreendeu cinco Instituições de Ensino Superior do estado de São Paulo que oferecem cursos de Serviço Social, e os sujeitos da pesquisa, foram oito assistentes sociais docentes nessas IES. A análise da pesquisa apontou tanto convergências quanto diferenças entre as experiências docentes, em se tratando do objeto estudado.
This thesis aims to analyze the impacts of precariousness in the world of work on the professional job as teachers of the social workers in Brazil. And within this scenario, study the increase of the number of Social Service courses in Brazil; identify the social worker professors in the Social Service courses of Higher Education Institutions (HEI) of the state of São Paulo, which belong to the administrative categories: federal public, state public, municipal public, private nonprofit and private for profit; and to analyze the working conditions of these social workers in a context of precariousness in the labor world. Mature capitalist society presents a context of precariousness in the world of work, in labor relations, which directly impacts on the work processes of social workers who are in the teaching profession, also interfering in the training of future professionals. For the development of the thesis were carried out bibliographical and documentary researches of a quantitative nature, beyond the access to other available sources on the Internet such as newspapers, magazines, consultation to the site of the e-MEC Register of Institutions and Courses of Higher Education (to identify the number of courses, including câmpuses and social service centers offered in Brazil) and consult the website of the Higher Education Institutions of São Paulo state (in order to identify the social teaching staff). The data collection for the field research was made from a qualitative research, through semi-structured interviews and application of a form for the characterization of the subjects. Some interviews were conducted in person and others, through programs made available through the Internet. As mentioned, the research universe comprised five Higher Education Institutions of the state of São Paulo that offer Social Work courses, and the subjects of the research were eight social workers in teaching profession at these HEIs. The analysis of the research pointed to both convergences and differences between the teaching experiences, when dealing with the object studied.
42
Ovens, Peter. "A tutor's use of action research for professional development within an in-service course for teachers." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303077.
Full text
43
Opie, Susan Jean. "Effective teaching of reading : an evaluation of an in-service course for special needs support teachers." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341157.
Full text
44
Gokmen, Suheyla. "The Effects Of Cooperative Learning On Learning Outcomes And Reactions To Training In An In-service Training Course." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610509/index.pdf.
Full textAbstract:
The purpose of this study is to compare the effects of cooperative learning method and individualistic learning method on learning outcomes and training reactions of adults participating an in-service training course. The study was conducted with 42 adults in pilot study and 92 in main study conducted in a government bank. Subjects were randomly assigned to two pilot study groups and four main study groups.
Two different training programs were developed, one for individualistic learning, and the other for cooperative learning in order to test the effect of each method on learning outcomes and training reactions. The content and length of the training programs taught were held constant, and duration of training was totally 15 hours (3 hours in each of the five days). Participants, in all groups, learned the same topic of &ldquoStructured On-the-Job Training&rdquo
and were taught by the same trainer. Cooperative learning groups worked on the exercises structured with the five basic elements of cooperative learning, and the individualistic learning groups worked as individually with the instructor calling on participants at random. Learning Outcomes Tests were administered at the end of each day to measure cognitive learning outcomes, which learners attained during the Training. Training Reactions Questionnaire was administered at the end of the Training. A significant difference between the cooperative learning group and the individualistic learning group was examined concerning learning outcomes as a result of ANCOVA by using the age as covariate. Subjects in the cooperative learning group had a significantly higher level of Learning Outcomes Test score than did those in the individualistic learning group. However, there was no significant difference between the cooperative learning groups and individualistic learning groups based on their training reactions. This study indicated that cooperative learning appears to be a method of instruction that is well suited to the needs of adult learners. Subjects of the study learned more through the cooperative learning method than individualistic learning method that was used. They responded to training as much positive as their counterparts learning in individualistic learning group. Results of the study suggest that structuring positive social interdependence in the classroom through cooperative learning procedures can be used effectively within adult education and specifically training settings.
45
Abel, Sarah Ruth. "The implementation and evaluation of a service-learning component in a second year undergraduate organic chemistry course." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1006008.
Full textAbstract:
The project describes the action research implementation, and evaluation of learning, of a service-learning component in a second year undergraduate organic chemistry course. The research aims to explore the learning that takes place in a service-learning context while utilizing an action research methodology within the critical theory paradigm. This occurs in response to the world-wide call for Higher Education to produce people with civic competencies and responsiveness to the society in which they live (Boyer 1996). Educating young Chemists to see the importance of their knowledge and their responsibilities in society is an important pedagogical step in the effort to cross boundaries and make connections between people communities (Eyler and Giles 1999). The goal of this project was to explore and categorize the learning that takes place in a service-learning context and discover how these areas of learning impact the awareness of the parties involved with regard to the discipline of chemistry as well as social issues. The project makes use of Kolb‘s (1984) Experiential Learning Theory, and Eyler and Giles‘ (1999) categories of learning in service-learning and results indicate that service-learning can be a powerful pedagogical tool to increase learning in chemistry as well as in the areas of critical thinking, personal and social development, reflection and citizenship. Students‘ perceptions of themselves, their discipline and their responsibility to society were transformed by their experience of service-learning in their undergraduate chemistry course.
46
Mattock, Edwina Dorothy. "Professional identities in transition : the perceptions of in-service trainee PCE teachers undertaking an initial PCE teacher-training course." Thesis, Open University, 2010. http://oro.open.ac.uk/54535/.
Full textAbstract:
A change in government policy and perception regarding the importance of the Post Compulsory Education (PCE) sector to the economy has led to an increase in the professionalisation of the sector as a whole. This in turn has led to changes in training for teachers who work in PCE - the latest of these changes took place in September 2007 and required all those working as teachers in the sector to acquire a licence to practice and work towards qualified teacher status (QTLS) through continuous professional development (CPD). This study focuses on in-service trainee teachers undertaking a PCE initial teacher-training course and explores the transition from trainee to professional teacher. Using participant produced drawings and stories, and follow-up interviews, trainee teachers voice their own interpretations and perceptions of teacher-training, teachers and teaching. In addition, interview data from four participants designated as experts (experienced teachers who were working, or had worked, on teacher-training programmes) were included to add insight into policy change from the teacher-educator viewpoint. The aim of this study was to highlight individual perceptions of a lived experience - how trainee teachers saw the role of teachers and experienced the teacher-training process. The acquisition of teaching qualifications was seen by the trainees in this study as an important progression in their professional development because they were an acknowledgement of professional competence. This was also seen as a necessary part of acquiring a teacher identity in that it raised the status of the trainees and recognised their professional approach to their practice. For some of the trainees accepting their capabilities to perform the teaching role was easier than accepting an identity change - they considered themselves to be works in progress. Data provided by the trainees also showed that personal qualities were as equally valuable in the development of a professional teacher an idea not given emphasis in the new teacher-training course.
47
Semon, Sarah R. "Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003137.
Full text
48
Lucado, Charles Hubbart. "Enhancing teacher growth through conversation : an analysis of colleague conversation during the planning and teaching of a reading assessment course /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10022007-144902/.
Full text
49
Sevis, Serife. "The Effects Of A Mathematics Teaching Methods Course On Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609644/index.pdf.
Full textAbstract:
The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquocontent knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo
understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusual solution methods were examined with the help of a multiple choice test. The data were collected from 43 senior pre-service mathematics teachers from a teacher education program at a large public university in Ankara. The participants were given an 83-item test to measure their content knowledge for mathematics teaching at the beginning and after the methods course. The purpose of the pre- and post-test assessment was to measure the amount of change in the participants'
knowledge for mathematics teaching. The test was developed and piloted at the University of Michigan in the USA for Learning Mathematics for Teaching (LMT) Project. Quantitative data analysis techniques were used to answer the research questions. The results indicated that there was a significant effect of the mathematics teaching methods course on pre-service teachers&rsquo
content knowledge for teaching mathematics. Moreover, the findings showed that there is no significant mean difference between male and female pre-service teachers, and between the pre-service teachers who have taken at least one mathematics teaching elective course and the ones who have not taken any elective course related to mathematics teaching in terms of their CKTM. Also, the study showed that there is a significant positive relationship between pre-service teachers&rsquo
CKTM and their academic achievement on undergraduate mathematics content courses. The study is expected to make important contributions to the literature by providing information about whether the methods courses significantly contribute to pre-service teachers&rsquo
understanding of knowledge for mathematics teaching. Moreover, the findings of the study is hoped to inform teacher educators and policy makers about the needs and improvements in teacher preparation programs.
50
Jacko, June Marie. "The Teaching of Children's Poetry: An Exploration of Instructional Practices in University Courses of Children's Literature, English, Language Arts, and Reading Education." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4697/.
Full textAbstract:
There are no studies which focus on the instructional practices employed in the teaching of children's poetry at the university level. This project aimed to describe the instructional practices utilized in the teaching of children's poetry at universities across the United States. Limited to the practices of the university professors and adjunct instructors who were members of the Children's Literature Assembly (CLA) of the National Council of Teachers of English (NCTE) at the time of this study, this investigation attempted to ascertain the general perceptions of poetry held by these university professors and adjunct instructors, their in-class instructional practices, and the types of poetry assignments given. Additionally, this study revealed both the poets typically highlighted and the goals held by professors and instructors in courses of children's literature, English, language arts, library science, and reading education. A mixed-methods design provided the framework for the descriptive data gleaned from the Poetry Use Survey. Quantitative data analysis yielded descriptive statistical data (means, standard deviations, ranges, percentages). Qualitative data analysis (manual and computer-assisted techniques) yielded categories and frequencies of response. Major findings included respondents': (a) belief that the teaching of poetry was important, (b) general disagreement for single, "correct" interpretations of poetry and general agreement in support of multiple interpretations, (c) general disagreement whether current curricular demands have prevented or impaired their teaching of poetry, (e) high frequency of reading poetry out loud in class, (f) emphasis on inclusion of award-winning poets in assignments, (g) instructional emphasis on variety and breadth in the selection of poets highlighted in a particular course, (h) goals for inclusion of poetry centered on pedagogical issues (e.g., frequent use, appreciation of craft; writing models; thematic uses) in language arts and across content areas.