Dissertations / Theses on the topic 'Latinx students, Teacher beliefs'
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Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
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Thesis advisor: Lauri JohnsonThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Silva, Pimentel Diane H. "Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2927.
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Thesis advisor: Katherine L. McNeillReform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N=185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N=45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Duncan, Grand DeAnna. "Examining teacher beliefs about diverse students through transformative learning: The Common Beliefs Survey and the disorienting dilemma." UNIVERSITY OF MARYLAND, COLLEGE PARK, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3461621.
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Jung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.
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Kizuka, Carrie Lynn. "Teacher Beliefs about Providing Instruction for Gifted Students in Inclusive Mathematics Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7234.
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Kindergarten - Grade 12 (K-12) students identified as gifted in mathematics in the United States are not being appropriately challenged. Teachers are the most important school-related factor that contributes to student success; however, researchers have not explored the experiences of teachers who work with gifted students in inclusive mathematics classrooms. The purpose of this qualitative, transcendental phenomenological study was to explore the lived experiences of K-12 teachers who provide instruction for gifted students in inclusive mathematics classrooms. Bandura's social cognitive theory framed the study. Interview data were collected from 12 teachers who provide mathematics instruction for gifted students in inclusive classrooms and analyzed using a modification of the Van Kaam method of analysis for phenomenological data. Several themes emerged from the interview data that may positively or negatively impact teacher self-efficacy. Based on those themes, recommendations were made that include utilizing a common gifted identification process, providing gifted-specific training opportunities for educators, promoting collaboration among educators of gifted students, providing opportunities for teachers to reflect on the impact of their instructional practices on gifted students, and creating libraries of math-specific gifted resources at each school site. This study has the potential to contribute to positive social change by advancing knowledge in the field of gifted instruction, improving teacher preparation programs, improving teacher job satisfaction, and improving the mathematics learning of gifted students in inclusive mathematics classrooms.
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Matheis, Svenja [Verfasser], Manfred [Akademischer Betreuer] Schmitt, Franzis [Akademischer Betreuer] Preckel, and Johanna [Akademischer Betreuer] Pretsch. "Teacher beliefs about giftedness — examining and explaining teacher beliefs about gifted students’ characteristics in an experimental design / Svenja Matheis ; Manfred Schmitt, Franzis Preckel, Johanna Pretsch." Landau : Universität Koblenz-Landau, Campus Landau, 2019. http://d-nb.info/1186710195/34.
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Nguyen, Truong Sa. "The relationship between Vietnamese EFL students' beliefs and learning preferences and native English-speaking teachers' beliefs and teaching practices." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28488.
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This study examines the relationships between foreign language learning beliefs and preferences of 2 Vietnamese learners and beliefs and practices of 2 Native English speaking teachers in a private English school in Vietnam. The learners were not satisfied with learning English in public schools and had many expectations on the course and the teachers while the teachers had to make their learners pleased. Beliefs were reviewed as determinations of actions; beliefs entail knowledge, values, and attitude, and relate closely to identity and experience. The researcher adopted an interpretivist paradigm and three qualitative methods: Repgrid interview, Stimulated recall interview, and The COLT as an observation schedule. The interview data was coded inductively with content analysis method to build up the subjects’ beliefs and belief systems. Then, the systems were compared to find the relationships between their beliefs. To see how their beliefs related with learning preferences and teaching practices, the researcher analysed what they said and made use of the video record of their classroom activities; besides, the teachers’ beliefs were compared with the timing calculation of the activities in their classes. The results showed that beliefs about language learning affected strongly the participants’ preferred ways of teaching and learning and there were tight matches between the teachers’ beliefs and actions in class. There were influences of beliefs of the teachers and learners on each other, they were not direct influences but through their interpretations of the classroom events. However, the influences from the teacher were much clearer. After the course, the learners’ preferences and beliefs about some learning activities were changed and became more reflective. They also started to recognize the benefits of different ways of learning English. Meanwhile, the teachers’ interpretation of their learners’ expectations, learning preferences, and levels strongly affected what and how they taught.
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Jablonski, Dennis L. "Teachers' pedagogical beliefs and the instructional use of technology with middle school students." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10340.
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xiii, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.The nexus of educational reforms and rapid technological changes poses challenges for teachers in deciding why, when, and to what extent they should integrate technology into the curriculum. This exploratory study analyzed 165 middle school mathematics teachers' responses to an online survey examining their pedagogical beliefs, training, and access to technology and the use of technology by students in the classroom. Multiple linear regression was used to test three different models to predict the frequency and type of technology use by students. In addition, responses to constructed-response questions on the survey provided qualitative data to further explore this topic. Findings indicate that the best model to predict frequency of students' technology use is one that includes access to computers in the classroom and the lab, and teacher training. This model accounted for 17% of the variance in frequency of use by students, with computer lab availability being the strongest predictor. The best model of how many types of technologies teachers reported their students using was a combination of teachers' training in technology and access to computers in the lab. Together, these two variables accounted for 9% of the variance in the number of different types of technologies teachers reported using with their students. Pedagogical beliefs were a non significant variable, but teachers reported changes in their teaching due to students' use of technology, which included instructional practices that are associated with both didactic and constructivist pedagogies. Implications of this study are that technology resources need to be more accessible, and teacher training in technology should be timely and appropriate to available resources and curricular objectives. In addition, if mandated computerized testing limits students' access to computer labs, resource planning should consider alternatives so that students can meet technology literacy goals. Limitations of the study are presented and suggestions for future research are included.
Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Kathleen Scalise, Member, Educational Methodology, Policy, and Leadership; Joanna Goode, Member, Teacher Education; Patricia Curtin, Outside Member, Journalism and Communication
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Johnson, Allegra. "The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/932.
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General education teachers are critical contributors to the successful inclusion of students labeled with learning disabilities in general education classrooms. Similarly, teacher beliefs about disability labels significantly influence how teachers include or exclude students labeled with a learning disability in their classrooms. This qualitative study investigated eight secondary general education teachers’ attitudes towards inclusion and their experiences teaching students labeled with a learning disability from a Critical Disabilities Studies perspective. Data were collected using an innovative qualitative method, Q methodology, in order to surface distinct perspectives within the group about inclusion and the experience of teaching students labeled with a learning disability in their classes. The data bore that while teachers agree with the aspirations of inclusive education, they insist they are not capable of teaching students labeled with a learning disability. These findings support the need for systemic change within teacher preparation programs and schools that can disrupt deficit notions of disability.
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Kelley, Laura E. "Beginning Education Students’ Mindsets and Beliefs about Praise: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530269461293579.
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Johnson-Crowley, Nia. "Identifying nursing graduate students' beliefs about teaching and learning : using a constructivist framework for teacher preparation in nursing /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7895.
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Gromoll, Maryann. "TEACHER PERCEPTIONS OF THE ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES ON STATEWIDE ASSESSMENTS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3590.
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Each year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement standards (Thompson, Lazarus, Clapper, & Thurlow, 2006). State departments of education are responsible to ensure that teacher competencies and expectations are specific to the achievement of grade level content standards (Thompson, et al., 2006). Educational reform, increased knowledge in the teacher-learning process, and greater access to the general education curriculum require changes in instructional practice. This study investigated special education teachers' perceptions, backgrounds and beliefs related to test performance of third grade students with learning disabilities who passed the reading portion of the state assessment in Florida, the Florida Comprehensive Assessment Test (FCAT). The comparative descriptive research design was used to identify these factors and their effects in the study (Creswell, 2002). Quantitative data collection was used. A survey instrument was developed to include information on teachers' background, beliefs, experience, and perceptions toward statewide assessments. The survey was sent to seventy six third grade teachers of students with learning disabilities. Teachers receiving the survey were categorized into two groups based on the outcome of the 2007 FCAT in reading. Significant differences between teacher responses were found in the areas of professional development for test accommodations, co-teaching, and working with professionals in the general curriculum. Response to survey items on service delivery models indicated that students who spend the majority of time in the general education classroom or in a resource room setting have increased student achievement on statewide assessments. Differences were also found between teachers on questions related to school location, percentage of minority students, students who are eligible for free and reduced lunch, and positions employees held in education by the teachers in the study. One of the most significant findings of this study concluded that increased time spent in the general education classroom and collaboration of special education teachers with general education staff proved to be most beneficial when addressing the needs of students with learning disabilities and statewide assessment. The concept of teacher knowledge base and continued awareness of perceptions andbeliefs addressed in this study allowed for further research investigations.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Simon, Marsha. "Examining Teacher Identity and Prospective Efficacy Beliefs Among Students Enrolled in a Precollegiate Urban Teaching Academy (UTA)." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4223.
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Teacher recruitment and retention challenges facing urban school contexts provided the impetus for this study. High percentages of historically marginalized students, plagued by high poverty rates and low academic performance, as well as substandard facilities and inadequate material resources, serve as causative factors inhibiting recruitment and retention of credentialed teachers in urban schools (Education Commission of the States [ECS], 1999; Guarino et al., 2006; Horng, 2009; USDOE, 2003; 2004; Wirt et al, 2004). Schools and districts attempt to meet chronic teacher shortages in hard-to-staff urban schools by creating innovative teacher preparation schemes, such as the Urban Teaching Academy (UTA). This study focuses on teacher identity formation and prospective efficacy beliefs among a group of students enrolled in UTA. The research questions were examined using interpretive phenomenological inquiry (Smith, Flowers, & Larkin, 2009) through case study methodology (Yin, 2009). Findings show that the precollegiate student teachers in this study made meaning primarily from a student perspective, thus adhering to prototypical images of teaching characterized by identity markers. Salient components of definitions of teacher identity for precollegiate student teachers are Self and Care. Less relevant components for precollegiate student teachers were Emotion and Context. These components appear most influenced by the temporal distance between the precollegiate Urban Teaching Academy and actual teaching experiences during internship/practicum and subsequent teaching in a professional capacity, suggesting a need to determine whether it is possible for precollegiate student teachers to meet the emotional and contextual demands of teaching at such an early stage. Additionally, this study proposes to extend on the teacher efficacy construct by offering a model for prospective efficacy as it pertains to individuals in teacher preparation at the precollegiate and preservice levels. This model contends that beginning with the self as influenced by personal, social, cultural, historical and political knowledge sources, precollegiate student teachers begin to develop an epistemological stance towards teaching. Over time, precollegiate student teachers build identity capital grounded in the skills, knowledge and dispositions gained through access to varied knowledge sources, which develop as precollegiate student teachers learn theoretical principals of teaching, obtain and learn from performance information, and combine the theory and practice into an epistemological framework that provides impetus for ongoing synergy between theoretical and practical experiences. The broader the base of identity capital from which the precollegiate student teacher draws, the greater the likelihood that she will develop prospective efficacy, or the belief that she will be capable of fulfilling teaching roles and responsibilities in the future. This study informs the literature on precollegiate and preservice teacher identity and extends the literature on teacher efficacy.
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Muthanna, Abdulghani Ali Nagi. "Exploring The Beliefs Of Teacher Educators, Students, And Administrators: A Case Study Of The English Language Teacher Education Program In Yemen." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612859/index.pdf.
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This study focuses on exploring the current (2009-2010) state of the English Language Teacher Education (ELTE) Program in Yemen. The current state of the program was investigated through exploring the beliefs of teacher educators, teacher candidates, and administrators. Additionally, available education policy documents were critically examined. A pilot study pointed to the need for interviews with various stakeholders of language teacher education. Multiple semi-structured interviews were designed and conducted. Three teacher educators and four recent graduates were interviewed. Three administrators in the Ministry of Higher Studies and Scientific Research were interviewed. Furthermore, two bureaucrats in the Ministry of Education together with two administrators in an Education Sector were interviewed. All interviews were audio-recorded and transcribed. An extensive reading of the transcriptions led to the identification of major patterns. Several themes were found. These themes highlight various aspects of the ELTE program in Yemen. The findings showed that the ELTE program had neither clear-cut standards nor educational philosophy, and suffered from distinctive administrative and academic problems. The findings, furthermore, revealed that the education policy-makers paid little attention to the program improvement and the application of the strategies they had planned. Finally, despite the problems encountered, all participants agreed on the critical need for the ELTE program at Yemeni universities.
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Barta, Barbara Lynn Rice. "Certified Nurse Educators: Espoused and Enacted Teacher Beliefs and the Role They Play in Understanding Relationship with Nursing Students." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1289869878.
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Rodrigues, Talita Almeida. "The beliefs of students of the FACED / UFC pedagogy course on good teacher and initial formation." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19787.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorDurante a trajetÃria escolar e/ou acadÃmica, muitos professores passam pela vida dos alunos. Com suas prÃticas e atitudes, com os relacionamentos estabelecidos, marcam positiva ou negativamente a vida desses sujeitos. Desse modo, ao longo dos anos, vÃo se sedimentando as crenÃas que os discentes possuem acerca dos bons professores. Que atitudes e prÃticas se destacam? O que caracteriza o fazer pedagÃgico desses professores? Como o estudo sobre essas questÃes pode contribuir para reflexÃes crÃticas e novos direcionamentos para a FormaÃÃo Inicial de Professores? Partindo de pontos inquietantes como esses, esta pesquisa guiou-se por meio do seguinte objetivo geral: compreender as crenÃas dos discentes do curso de Pedagogia da Universidade Federal do CearÃ, sobre o âbom professorâ, descrevendo-as e relacionando-as com a formaÃÃo inicial. Este, por sua vez, desdobrando-se nos seguintes objetivos especÃficos: evidenciar a importÃncia que as crenÃas docentes possuem em relaÃÃo ao trabalho que desenvolvem; descrever as concepÃÃes predominantes sobre o bom professor no pensamento pedagÃgico brasileiro; refletir sobre a Pedagogia e suas problemÃticas, explicitando os saberes que compÃem a formaÃÃo docente; apresentar as crenÃas sobre o bom professor, compreendendo e descrevendo a visÃo de graduandos no curso de Pedagogia sobre as caracterÃsticas inerentes a esse profissional, estabelecendo diÃlogo constante com a formaÃÃo inicial de professores, seus desafios e dilemas. O interesse pelo estudo das crenÃas dos discentes em relaÃÃo ao bom professor tem um de seus alicerces na compreensÃo, juntamente com Soares (2005), Soares e Bejarano (2008), Arroyo (2013), Gay (1995), de que tais concepÃÃes influenciam e balizam as prÃticas docentes. Tais crenÃas tÃm suas fundaÃÃes, muitas vezes, durante os longos anos da escolarizaÃÃo bÃsica. Para a realizaÃÃo deste estudo, utilizou-se o referencial de Hume (2004; 2004), Bourdieu (2015) e Thugendat (1982), para tratar sobre a formaÃÃo da crenÃa na mente humana, de modo que este conceito pudesse ser percebido transposto do campo religioso. Os pressupostos metodolÃgicos da pesquisa estÃo calcados no Materialismo HistÃrico-DialÃtico (PAULO NETO, 2011; TRIVIÃOS, 2013), com abordagem qualitativa. Referida investigaÃÃo foi realizada com alunos do curso de Pedagogia da Faculdade de EducaÃÃo da Universidade Federal do CearÃ. O procedimento metodolÃgico para a geraÃÃo dos dados se deu com a realizaÃÃo de entrevistas semiestruturadas. Os mÃtodos adotados para o manuseio dos dados foram a AnÃlise do Discurso (MAINGUENEAU, 2015) e AnÃlise de ConteÃdo (BARDIN, 2016). O segundo teve sua importÃncia vinculada à formaÃÃo das categorias. Com suporte no estudo sobre o material produzido por intermÃdio das entrevistas realizadas, foi possÃvel chegar as seguintes categorias: Bons professores sÃo realizadores da humana docÃncia; Articulam saberes; Aliam teoria e prÃtica; SÃo realizadores de prÃxis; Possuem vasta metodologia; SÃo agentes polÃticos; Se percebem na condiÃÃo de eternos aprendizes; Compreendem a profissionalizaÃÃo docente; TÃm afeto pelo trabalho que realizam; e Espelham-se em bons professores que jà possuÃram. Com a origem nas crenÃas, entÃo, foram feitas relaÃÃes e reflexÃes quanto à formaÃÃo inicial de professores, na busca pela compreensÃo de algumas de suas problemÃticas, tendo sido possÃvel pensar caminhos e reafirmar concepÃÃes. Com isso, esta pesquisa pontua como tessituras finais, nÃo apenas, as crenÃas, como tambÃm os seus achados, e, na mesma medida, a conclusÃo de que bons professores possuem uma diversidade de saberes e fazeres docentes, o que nÃo quer dizer que esses profissionais podem ser percebidos como um todo harmonioso. Nesse mote, destaca, tambÃm, que as crenÃas quanto ao bom professor dialogam com uma gama de outras crenÃas e questÃes, reverberando no entendimento de que esse ramo do saber interage com a concepÃÃo que se tem em relaÃÃo à escola, à EducaÃÃo, ao ofÃcio docente, ao ensino, à aprendizagem, entre outros, influenciando as aÃÃes, atitudes e direcionamentos que, cotidianamente, sustentam a prÃtica pedagÃgica.
During the academic trajectory many teachers pass through students' lives with their practices and postures establishing relationships changing positively or negatively the lives of these students. So, over the years, the beliefs that the students have about the good teachers are settled. What standpoints and practices stand out? What characterizes the pedagogical doing of these teachers? How can the study of these questions contribute to critical reflections and new directions for Initial teacher formation? Based on disturbing questions such as these, this research was guided by the following general objective: To understand the beliefs of Pedagogy course students from Federal University of CearÃ, about the "good teacher", describing and relating them to their initial formation. This, in turn, unfolding in the following specific objectives: to highlight the importance that teaching beliefs have in relation to the work that they develop; Describe the predominant conceptions about the good teacher in Brazilian pedagogical thinking; Reflecting on Pedagogy and its problems, explaining the knowledge that make up teacher education; Presenting the beliefs about the "good teacher", understanding and describing the vision of undergraduates in the course of Pedagogy on the characteristics inherent to this professional. Also establishing a constant dialogue with the initial formation of teachers, their challenges and dilemmas. The interest in the study of students' beliefs that the good teacher has his/her foundations in understanding, along with Soares (2005), Soares and Bejarano (2008), Arroyo (2013) and Gay (1995) And change the teaching practices. Such beliefs have their foundations, often, during the long years of basic schooling. For this study, the reference of Hume (2004; 2004), Bourdieu (2015) and Thugendat (1982) was used to deal with the formation of belief in the human mind, so that this concept could be perceived beyond Religious field. The methodological assumptions of the research are based on the Historical-Dialectical Materialism (PAULO NETO, 2011; TRIVIÃOS, 2013), with a qualitative approach. This research was carried out with students of the Pedagogy course of the Faculty of Education of the Federal University of CearÃ. The methodological procedure for the generation of the data occurred with the accomplishment of semistructured interviews. The methods adopted for data manipulation were Discourse Analysis (MAINGUENEAU, 2015) and Content Analysis (BARDIN, 2016). This last one, having its importance linked to the process of formation of the categories. From the study on the material produced through the interviews conducted, it was possible to arrive at the following categories: good teachers are directors of human teaching; Articulate knowledge; Theory and practice; Are practitioners of praxis; Have a broad methodology; Are political agents; Perceive themselves in the condition of eternal apprentices; Professorship; Have affection for the work they do and are mirrored in good teachers they have already had. From the beliefs, then, relationships and reflections were made regarding the initial formation of teachers, in the search for the understanding of some of their problems, and it was possible to think ways and reaffirm conceptions. Thus, this research points to the conclusion that good teachers have a diversity of knowledges and professorships, which is not noticed that these professionals can be perceived as a harmonious whole. In this context, he also emphasizes that beliefs about the good teacher interact with a range of other beliefs and questions, reverberating in the understanding that this branch of knowledge interacts with the conception that one has ab outschool, education, teaching, learning, among others, end up influencing the actions, postures and directions that daily support pedagogical practice.
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Wickham, Barbara Martin. "Designing Effective Professional Development for Teaching Students in Poverty: Impact on Teacher Beliefs and Classroom Practice." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97519.
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Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act put pressure on educators to close the achievement gap that exists for economically disadvantaged students. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. This study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. This PD was based on research from multiple studies on educators' perspectives and effective teaching strategies for poor students. The study was conducted using action research, with a mixed-methods approach, incorporating the quantitative analysis of surveys and the qualitative analysis of professional learning experiences and interviews. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.Doctor of Education
Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act required educators to close the achievement gap that exists for students from poverty. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. The study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.
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Peng, Hsinyi. "The effects of epistemological beliefs of teacher education students in a case-based hypermedia learning environment /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099622.
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Brownlee, Joanne M. "An investigation of core beliefs about knowing and peripheral beliefs about learning and teaching in pre-service teacher education students: Implementing a teaching program to develop epistemological beliefs." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36593/1/36593_Digitised%20Thesis.pdf.
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Research related to epistemological beliefs or beliefs about knowing and learning has offered insight into promoting effective learning (Hofer, 1994; Schommer, 1990, 1993a, 1993b ). A teaching program designed to foster the development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching program, students were required to reflect in journal entries on both the content of an educational psychology unit and their epistemological beliefs. The students engaged in this teaching program (henceforth known as the research group) were interviewed in relation to their beliefs about knowing, learning and teaching at the beginning (Time 1) and conclusion (Time 2) of the teaching program.
Students in a comparison group, which comprised another educational psychology tutorial group for which the inquirer was responsible, were not exposed to the teaching program that was implemented with the research group. Therefore, students in the comparison group were not encouraged to reflect on their epistemological beliefs, but were engaged in large and small group tutorial discussions in relation to the educational psychology content. They were asked to complete written statements about their beliefs about knowing, learning and teaching at the beginning (Time 1) and end (Time 2) of the year-long unit.
Schommer's (1988, 1990) epistemological beliefs questionnaire, the Study Process Questionnaire (SPQ) (Biggs, 1987) and the Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 1997) were administered to both the comparison and research groups at Time 1 and Time 2. These questionnaires measured beliefs about knowing, approaches to learning and conceptions of learning respectively.
The results of both the qualitative and quantitative data analysis indicated that the group of students engaged in the teaching program experienced more growth in sophisticated beliefs about knowing, and to a lesser extent, beliefs about learning and teaching. Furthermore, there appeared to be a relationship between core beliefs about knowing and peripheral beliefs about learning and teaching in the research group. For example, all students who described at least some sophisticated core beliefs about knowing also reported sophisticated beliefs about learning and teaching. Both the success of the teaching program and the perceived consistency between core and peripheral epistemological beliefs have implications for how teacher educators develop relational learning environments.
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Mikhail, Alexandria Kalyn. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.
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Phipps, Simon. "The relationship between teacher education, teacher cognition and classroom practice in language teaching : a case study of MA students' beliefs about grammar teaching." Thesis, Leeds, 2009. http://etheses.whiterose.ac.uk/715/.
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Carter, Nari. "Preservice Special Education Teachers' Beliefs About Effective Reading Instruction for Students with Mild/Moderate Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/4256.
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No Child Left Behind (NCLB, 2002) mandated that all students learn to read and specified that instructional practice in schools be informed by scientifically-based research. NCLB specifically aimed to improve reading achievement among struggling readers, students with disabilities, and other marginalized students. The National Reading Panel and reading experts have identified instructional practices for teaching reading to struggling readers; and yet, teachers do not always implement effective practices in their classrooms. To identify factors that influence teachers’ practice, I conducted a literature review of teachers’ beliefs about reading instruction. The results of the review were mixed in terms of whether teachers believed that research-validated practices were effective for teaching reading to struggling readers. In some instances, teachers’ beliefs acted as barriers for addressing students’ instructional needs, and teachers’ beliefs and practices were both congruent and incongruent.
If teachers fail to implement effective practices, the long-term outlook for poor readers is dismal, particularly for students with disabilities. Considerable research indicates that students with disabilities need intense, explicit, skill-based instruction to acquire basic reading skills. Although some of the studies reviewed provide evidence that special education teachers believe that explicit, skill-based approaches are effective for teaching reading to students with disabilities, more research is needed to understand how special education teachers’ beliefs influence their instructional practice.
The purpose for this research was to describe preservice special education teachers’ beliefs about reading instruction for students with mild to moderate disabilities. Results indicated that preservice special education teachers held varying beliefs about reading instruction. The preservice teachers described explicit, skill-based instruction as effective for teaching reading to students with disabilities, and they also thought that skill-based instruction, combined with balanced literacy, addressed students’ instructional needs. Affective response and teaching experience influenced teachers’ beliefs. Teachers who perceived that the use of explicit, skillbased methods contributed to students’ progress implemented such practices in their classrooms. Those who did not believe that the use of explicit methods for teaching reading supported student learning, implemented practices that did not align with research-validated perspectives.
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White, Amanda Garrett. "Ninth and tenth grade students' mathematics self-efficacy beliefs the sources and relationships to teacher classroom interpersonal behaviors /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2143.
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Lacy, John S. MacGregor Cynthia J. "Preservice teacher beliefs about education from their experiences as K-12 students and members of an adolescent subculture." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6840.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Cynthia MacGregor. Vita. Includes bibliographical references.
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Tutwiler, Patrick Alexander. "Class in the Classroom: Perceptions and Beliefs of Middle Class African American Male Teachers Teaching Low-income African American Students." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2583.
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Thesis advisor: Dennis ShirleyTrends in the racial make-up of students attending American schools in large districts showed significant growth in the number of Black and Latino students as far back as 1987. Further, more than half of the students who attend school in these districts were eligible for free or reduced lunch (Planty, 2008). In sum, urban schools are increasingly populated by low-income students of color. Shifts in the urban student population necessitate changes in the way in which teaching and learning are conceptualized. As the population of the nation's urban schools becomes increasingly Black and Hispanic, the need for a teaching force whose racial background matches the student body also increases (B. E. Cross, 2003; Dee, 2005; K. Howey, 1999; Ladson-Billings, 2000a). The suggestion is that teachers who teach children who are like themselves linguistically, culturally, and racially are the most ideal to facilitate learning (Martinez, 1994). Nonetheless, there is little scholarly discourse on the role or impact that socioeconomic class plays in scenarios where teachers and students share the same racial background. Using Ray Rist's (1970) seminal work as an anchor, this study employed a qualitative approach to examine the perceptions of five African American male teachers who identify as middle class and who teach in schools or programs that serve predominantly low-income African American students. Analysis of the interviews led to the following conclusions: the differences in socioeconomic class influenced the teachers' general perception of their students and their capability as learners. Notwithstanding these perceptions, the teachers expressed a profound sense of love and care for their students and believed themselves to be uniquely qualified to provide them with what they need beyond the traditional curriculum
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Siebert, Mary Catherine. "An examination of students' perceptions of goal orientation in the classroom and teachers' beliefs about intelligence and teacher efficacy." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/214.
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Chan, Kwok-wai. "Exploratory study of teacher education students' epistemological beliefs and the relation with their personal theories about teaching and learning." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36619/1/36619_Digitised%20Thesis.pdf.
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This thesis explored the epistemological beliefs of the Hong Kong teacher education students and the relation with their personal theories about teaching and learning. The study also attempted to investigate whether the epistemological beliefs and the personal theories held by the teacher education students were related to the cultural context, gender and fields of study. As well, a theoretical framework on beliefs structure and system was proposed to seek to clarify the concern of Pajares (1992) about the "mess" of teachers' beliefs and to address the issues raised by Hofer and Pintrich ( 1997) in their review of the area. The proposed nature and structure of epistemological beliefs in the framework also aimed to account for different findings identified in this study from those of Schommer ( 1990) and other researchers.
The study began by the application of Schommer's 63-item epistemological questionnaire. Analysis of the responses from about 300 student teachers in Hong Kong cast doubt on the reliability and validity of the scale and also on the general applicability of the scale across cultural groups to measure epistemological beliefs. Therefore, a specifically adapted version of this instrument containing 30 items was developed for the Hong Kong context through repeated processes of item identification, exploratory factor analysis, tests of consistency, follow up interviews with respondents and item clarification with about 300 different students for each trial. The adapted version of scale was validated by confirmatory factor analysis indicating a satisfactory fit of model. A similar process was undertaken to develop a scale to investigate personal theories about teaching and learning.
The study identified four epistemological belief dimensions within the Hong Kong teacher education students, viz. Fixed/Innate Ability, Authority/Expert Knowledge, Certainty Knowledge and Leaming Effort/Process. Multivariate analysis such as MANOVA indicated there were no significant statistical differences in the epistemological beliefs of the student teachers with their gender, age and electives groups except the course they were enrolled in (Chinese and English Courses).
Multivariate analysis showed that the personal theories of the Hong Kong student teachers comprised two dimensions: Traditional and Constructivist Conceptions. Using these two dimensions the individual belief profile of each student could be constructed. Each student's belief structure could be represented by the scores on each dimension.
MANOVA study of personal theories with demographic variables yielded similar results to that of epistemological beliefs. The significant differences in student teachers' epistemological beliefs and personal theories between the Chinese and English Course may be explained in terms of the different exposure to western educational thoughts and practice of expatriate/western scholars who were appointed as lecturers for the English Course. Opportunity was also sought in the discussion of the results to clarify some of the misperception held by westerners toward the learning approaches/behaviour of the Chinese (Hong Kong) students.
Canonical Correlation analysis indicated that three epistemological beliefs dimensions, viz. Innate/Fixed Ability, Authority/Expert Knowledge and Certainty Knowledge were related to the Traditional conception about teaching and learning.
The other dimension, Leaming Process/Effort was related to the Constructivist Conception. The identified relations could be accounted for in terms of the interaction of the traditional Chinese Confucianism culture and the increasing influence of western thoughts and philosophy on the teenagers and adolescents.
Hong Kong is unique in that the majority of the population (over 95%) is Chinese, and yet, it has been a British colony for over 100 years. Subsequently, the people in Hong Kong are subject to the impact of both the traditional Chinese-Confucian heritage culture as well as western thoughts and philosophy. The influences of western culture on the teenagers and adolescents are ever increasing, weakening the traditional Confucian-heritage culture and this may account for some of the unexpected results and misperception held by western educators/scholars toward the behaviour, thoughts and beliefs of the Hong Kong students. The interaction of both traditional Chinese culture and western philosophies in Hong Kong may explain why there are a variation of beliefs and conceptions about teaching/learning within the Hong Kong teacher education students.
This exploratory study is the beginning, as a springboard for studies to follow. The instrument for measuring epistemological beliefs is still developing, creating opportunities for tapping the hidden beliefs constructs which are recognized to be difficult tasks by many researchers. Nevertheless, this study contributes to the understanding of student teachers learning how to teach through investigating teachers' thoughts and beliefs which is now agreed by teacher educators to be a powerful and influential factor in determining the classroom behaviour and practice of teachers (both preservice and in-service). The results also facilitate curriculum development of teacher education courses/programmes to make use of epistemological beliefs as a possible way to promote professional growth and development of teacher education students, subsequently enhancing teacher efficacy and quality of teaching/learning, an aim which is pursued by all teacher educators and institutes. Following this study, there will be many alternatives to study teachers' beliefs and other aspects as suggested by the author, which leads to a fuller understanding of the student teachers' process of learning to teach and comparable application studies to different cultures and context.
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Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.
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[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of autonomous, self-directed learners. This project is a pilot study with the aim of investigating one such program: the Languages Other Than English (LOTE) (Indonesian) program at a regional public high school.Taking a collective case study approach this investigation sought to determine two LOTE (Indonesian) learners’ and their teacher’s beliefs about roles and responsibilities in the language learning process and how these beliefs are translated into their teaching and learning behaviour. Prior to any interventions aimed at facilitating the transfer of responsibility for the management of the learning process from the teacher to the learner, it is essential to access learners’ and teachers’ beliefs and attitudes as these have a profound impact on their learning and teaching behaviour and erroneous beliefs may lead to less effective approaches to learning, ultimately impacting on learners’ success in language learning (Horwitz, 1987).The data, collected through structured interviews and classroom observations, suggest that the subjects simultaneously exhibit characteristics consistent with and in contradiction to the profiles of autonomous learners and of a teacher who engages in pedagogy aimed at the development of autonomous learners. The two LOTE learners’ beliefs, and their learning behaviour, suggest that they defer responsibility to the teacher for the technical aspects of their learning, such as identifying learning objectives and topics, selecting learning activities and resources. On the other hand, through their expressed beliefs, and from the observed lessons, it appears that the two learners accept some level responsibility for reflecting and evaluating their learning and fully accept responsibility for maintaining their interest and motivations in learning the LOTE. While the LOTE learners defer responsibility for the technical aspects of their learning to their LOTE teacher, the LOTE teacher herself defers responsibility to the LOTE syllabus. However, the LOTE teacher was observediiiworking with learners, helping them to evaluate and reflect upon their learning and maintaining their interest and motivation in learning the LOTE.Recommendations for pedagogy to promote the development of learner autonomy and further research are presented.
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Lee, Christina Lang. "Teaching for students' confident transition from number to algebra." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/929.
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The adoption by all states and territories of the national curriculum by 2013 saw students in schools across the country taught introductory algebraic concepts from Year Five. In the twenty first century the need to be algebraically competent has become a necessity much as computation was in the previous centuries.
The Researcher has found from experience that students who have struggled with number and number operations will then most probably make poor progress in their study of algebra. The transition from number to algebra requires a robust understanding of number and number operations
This study investigated the balance of instructional strategies employed by teachers to support students transition from number to algebra. This research examined how teachers’ beliefs underpinned the way that they approached the teaching of algebra in Years Seven and Eight in Western Australian schools.
This was a mixed methods study. The quantitative data from two questionnaires were used to analyse the teachers professed beliefs and also to contribute to the findings from the qualitative data to form the case study. The qualitative data was gathered from interviews, a focus group meeting, personal reflections by the teachers and video of four lessons taken of each teacher’s practice. The greatest variation in content planning and teaching evident in the teachers’ work was in the transitional material, namely moving students from working with number to algebraic variables.
This research makes a contribution to our (and teachers’) knowledge about teaching algebra and it provides insights into understanding good practice in the teaching of beginning algebra.
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Brannan, Gary Eugene. "An Interdisciplinary Course for Non-Science Majors: Students' Views on Science Attitudes, Beliefs, and the Nature of Science." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000476.
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Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16514/1/Donna_Tangen_Thesis.pdf.
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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16514/.
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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.
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In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.
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Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.
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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data.PHD
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MacAllister, Denise. "Teacher Beliefs on Inclusion of Students with Disabilities in Kindergarten, First Grade, and Second Grade in One Southern California Urban School District." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283386.
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The purpose of this quantitative, descriptive, and comparative study was achieved by investigating and comparing general and special education kindergarten, 1st grade, and 2nd grade teacher beliefs on inclusion, as well as their perceptions of accommodations, preparation, and barriers to inclusion. More specifically, three categories or variables of general education and special education teachers’ beliefs were explored: (a) core perspectives, (b) expected outcomes, and (c) classroom practices for student inclusion. The researcher utilized the My Thinking About Inclusion (MTAI) survey developed by Stoiber, Gettinger, and Goetz (1998).
The following research questions guided this study: (a) What relationships, if any, exist between general and special education teachers’ beliefs about inclusion in an urban school district in southern California as measured by the MTAI survey? and (b) To what extent, if at all, are general and special education teachers’ beliefs about inclusion in one urban school district in southern California, as measured by the MTAI survey, related to their demographic characteristics? The MTAI survey was administered to 91 teacher participants who supported students with disabilities in inclusive education in kindergarten through 2nd grade during the 2016–17 school year. Fifty-four participants (59%) completed the MTAI survey. Out of the 54 participants, 24 were general education teachers and 30 were special education teachers.
The findings of this study shared that a key factor promoting positive attitudes toward inclusion depended on the teacher attending professional development that supported their work with SWD. For all three belief subscales, Core Perspectives, Expected Outcomes, and Classroom Practices; coteaching was found to be the most favorable training for general education teachers. General education teachers also noted that trainings on working with behaviors, individualized coaching-support and networking with colleagues were supportive for them. Special education teachers’ data also showed that trainings on individualized coaching-support were significant for them. However, for the special education teachers’ trainings on accommodations and networking with colleagues were most favorable. Classroom supports such as teacher collaboration, instructional aide(s), and special education teacher(s) support were shown to influence teacher attitude and self-efficacy toward inclusion.
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Unterreiner, Ann M. "Two Case Studies of First Year Second Career Male Teachers: The Beliefs They Hold and the Pactices They Conduct to Teach All Students." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195008.
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The intentions expressed by second career individuals about entering the field of education, to make a difference in the lives of young people, mirror many of the philosophical frameworks of teaching for democracy that are found in the literature (Banks, 2005; Nieto, 1999; Dewey, 1916; Parker, 2003). An interest in how the interconnections of teaching to make a difference and teaching for democracy are enacted in second career teacher's classrooms. Four dimensions of teaching for democracy are suggested as a model of socially responsive teaching to study how teaching to make difference is enacted in the beliefs and practices of two second career teachers. The four dimensions include: 1) An ethic of care (Noddings, 1994); 2) Reflexive action (Grant & Zeichner, 1996; Schon, 1987); 3) Learning communities (Brooks & Brooks, 1999; Nieto, 1999; Richardson, 1997); and 4) Managed chaos (Bruner, 1986; Jenlink, 2004).Qualitative case study research was conducted to investigate how two newly certified second career male teachers articulate the beliefs they hold and conduct their practices to teach all children. From the constant comparison analysis common themes of classroom environment, curricular choices, and instructional approaches were identified and anchored the development of the cases. Across cases, the theme of 'life history' emerged as influential in the beliefs and practices to teach to make a difference. An extended analysis was conducted across cases to examine the links of the four dimensions of teaching for democracy present in the stories of each teacher's first year of teaching.Findings of this research study indicates 'life history' impacts the beliefs and practices of second career teachers to teach all students and can be linked to dimensions of teaching for democracy. Students' personal stories are sources for understanding and enhancing an awareness of racial, cultural, and economic diversity in teacher preparation programs (LaBoskey, 2006). This understanding is at the heart of the democratic ideal and a fundamental belief of those "directly responsible for ...creating and sustaining processes of conscious, self-guided evolution...the design of a future society" (Jenlink, 2002, p. 395).
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Keady, Wayne. "The impact of professional learning on science teachers' beliefs about assessment and their assessment practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/269.
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In response to a national reform or education in Australia, the Curriculum Framework for Kindergarten to Year 12 in Western Australian (Curriculum Council, 1998) was developed and signalled a fundamental shift in education paradigm in Western Australia. The change in curriculum required teachers to change from an objectives-based system to an outcomes-based system and this shift in paradigm required a change in teachers' practice in terms of preparation, teaching and assessment. A change in assessment practice required teachers to shift from a norm-referenced system of assessment which was grounded in numerical scores and grades to a standards-referenced system that describes students' progress in skills and understanding in levels. To successfully implement changes in curriculum requires that teachers undergo effective professional learning. A change in curriculum that introduces a complete shift in educational paradigm requires teachers to understand and adopt a new philosophical basis from which they form their practice. For professional learning to achieve this there must be a consideration of the beliefs that teachers hold about the purpose of education and the purpose of assessment. A new approach to assessment practice also requires new knowledge and skills. To make changes to their assessment practice it is likely that teachers will need to change their beliefs about the purpose of assessment and to develop new knowledge and skills. The purpose of this study was to determine the changes that occur in teachers' beliefs and practice as a result of a professional learning intervention. More importantly the study sought to identify the factors that contribute to a change in practice, and what factors contribute to teachers sustaining that change in practice. To achieve this, the study followed a group of five teachers as they were involved in an action research professional learning intervention that was designed to alter their assessment practice to accommodate a change of curriculum. The teachers were observed through professional learning sessions, moderation and planning sessions as well as their classroom practice. Teachers were interviewed at various stages about their approach to, and belief about, assessment. Students in the relevant classes were also interviewed before and after the professional learning intervention about their experiences of assessment in science classes. Further data were collected using classroom observation, surveys, work samples and records of informal discussions. Data were analysed to generate thick descriptions of teachers’ progress and the participants were given the opportunity to provide feedback on the descriptions of their progress. The Data collection and analysis involved ensured triangulation of data which contributes to the credibility of the research, the process of member checking contributed to the confirmability of the findings and a high degree of consistency with parallel data has demonstrated that the findings are dependable. This study identified key determinates of a change in practice which led to the development of a model that describes the factors necessary for significant and sustained change in practice. The data revealed that teachers' assessment practice is determined by the level of pedagogical content knowledge they have, their existing beliefs about the purpose of assessment and their understanding of the criteria used for assessment. To facilitate change teachers require a significant amount of professional learning and a high level of collegial support. No change to practice is likely to occur unless a teacher has their existing practice and beliefs challenged. For change in practice to be sustained teachers need to experience success in their new practice, they need time to develop confidence in the new strategies they adopt and must ultimately undergo a change in their belief about the purpose of assessment. There are parallels between the theoretical revolutions that occur in science, the conceptual changes that occur in science students and the profound changes in assessment practice that some of these teachers experienced. This research has led to the development of a model that describes the process and factors that facilitate a revolution in teachers' professional practice.
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Burton, Lauren K. M. "A Case Study on How Meeting the Academic Needs of Students Substantially Below Grade Level in Mathematics Affects Their Self-Efficacy Beliefs and Engagement." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7316.
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This researcher examined an alternative classroom structure for ninth-grade students substantially below grade level (SBGL) in mathematics. This researcher considered whether targeting the academic and social needs of students SBGL in mathematics in a ninth-grade class would increase their self-efficacy and engagement with the mathematics by studying four teaching effects: teacher, teacher-curriculum, peer-curriculum, and peer.
The researcher used interviews, observations, and surveys to collect qualitative and quantitative data. The case study (n = 19) employed a QUAL + quan convergent parallel mixed methods case study. Meta-inferences from the analyses of qualitative and quantitative data indicate that the structure of the observed class increased in positive behaviors associated with self-efficacy, cognitive engagement, and behavioral engagement. While the data show an increase in emotional and social engagement, the quantitative data did not show a statistical significance in their increase.
These changes illustrated that these ninth-grade students recognized and willingly worked to close the gaps that they acknowledge they had in their mathematics understanding. Findings indicated that the convergent results of self-efficacy, cognitive engagement and behavioral engagement related to all four teaching effects. While qualitative data showed a strong positive change associated with the divergent results of social and emotional engagement, students self-reported little social and emotional peer influence in student interviews and student surveys.
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Taylor, Tanya L. "Factors that influence teachers' classroom practices in supporting students on the autism spectrum in mainstream settings." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228905/1/Tanya_Taylor_Thesis.pdf.
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This mixed methods study explores factors that influence teachers' beliefs, attitudes and motivation towards the implementation of inclusive practices when catering to the academic and social needs of students on the autism spectrum in mainstream primary classrooms. The study was framed by Fishbein and Ajzen’s (2010) Theory of Reasoned Action/Theory of Planned Behaviour and Berger and Luckman’s (1966) Theory of Social Constructionism. Findings highlighted the importance of a social climate and culture that provides teachers with support, encouragement and authenticity of the work they are doing. This finding was grounded in a powerful explanatory theoretical framework.
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Colby, D. Christian. "Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103517.
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The use of assessment to foster learning has become established in classroom settings in recent years, where it has drawn considerable research interest, as learners have come to take more responsibility for their learning. The Language Testing (LT) community has recently called for more research into advances in alternative assessment practices (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner and Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). The present research reports on an exploratory study incorporating treatment and control groups, in which assessment for learning (AFL) principles were applied in two pre-university English for academic purposes (EAP) classes. The study focussed on student learning of a grammatical feature (the use of would and will in contingent use contexts) as a vehicle for investigating AFL. The study has sought to (a) interpret AFL by developing AFL procedures appropriate to a second language (L2) classroom, (b) apply these AFL procedures in an L2 classroom setting, and (c) investigate their effect on learning, and in addition, to investigate for evidence of the assessment bridge (AB), the area of classroom practice linking assessment, teaching, and learning. An AFL methodology for L2 settings was developed for the study in the form of teacher training. The AFL pedagogical materials included computer-assisted language learning (CALL), an online individual, group and teacher-class concept mapping exercises. The data collection instruments included the concept maps produced, classroom observation field notes, transcribed group and class discourse, teacher and student survey questionnaires, and pre- and post-treatment tests to indicate trends. The data were analyzed by mixed methods and the results triangulated. The results found evidence of several instances of the AB and suggest that the application of AFL procedures may have enhanced student learning of the modal usage in question. This study reporting concludes with a call for a research agenda in the LT community for further study of applications of an AFL approach in EAP classroom settings.Dans les dernières années, le recours à l'évaluation pour favoriser l'apprentissage est devenu une pratique courante dans les salles de classe. Cela a eu pour effet de créer un intérêt grandissant pour la recherche, puisque les apprenants prennent davantage leur apprentissage en main. La communauté des chercheurs en évaluation des langues a récemment demandé que plus de recherches soient faites sur les progrès dans le domaine des pratiques d'évaluation alternatives. (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner et Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). La présente recherche fait état d'une étude exploratoire qui incorpore des groupes expérimentaux et contrôles, dans lesquels les principes de l'évaluation pour l'apprentissage (EPA) ont été appliqués et ce, dans deux cours d'anglais pour des études au niveau préuniversitaire. L'étude s'est appuyée sur l'apprentissage par les étudiants d'un trait grammatical (l'utilisation de would et will dans un contexte hypothétique) comme véhicule pour étudier l'EPA. Cette étude a cherché à (a) interpréter l'EPA en développant des procédures d'EPA appropriées pour une classe de langue seconde, (b) appliquer ces procédures dans une classe de langue seconde, et (c) étudier leur effet sur l'apprentissage, en plus de chercher des cas de pont évaluatif (PE), cette zone de la pratique pédagogique faisant le lien entre l'évaluation, l'enseignement et l'apprentissage. Dans le cadre de cette étude, une méthodologie de l'EPA dans un contexte de langue seconde a été développée sous la forme d'une formation des enseignants et le matériel pédagogique qui a été utilisé, incluait l'enseignement assisté par ordinateur (EAO), ainsi que 3 exercices de schématisation conceptuelle: individuel en-ligne, en petits groupes et en classe avec la participation de l'enseignant. Les instruments de collecte de données incluaient les schémas conceptuels produits, les notes d'observation prises en classe, la transcription des discussions de groupe et de classe, les questionnaires de sondages menés auprès des étudiants et des enseignants, ainsi que les prétests et les post-tests afin de démontrer certaines tendances. Les données ont été analysées utilisant une méthodologie mixte et les résultats triangulés. Ces derniers ont mis en évidence plusieurs occurrences du PE et ont suggéré que l'application des procédures d'EPA aurait aidé les étudiants dans leur apprentissage de cette forme grammaticale. Ce rapport d'étude recommande donc à la communauté des chercheurs en évaluation des langues de mener des recherches plus exhaustives au sujet des applications d'une approche de l'EPA dans le domaine des cours d'anglais.
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Tapia, Carlin Rebeca Elena. "Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/76856.
Full textAbstract:
"December 2008".Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.
Bibliography: p. 299-327.
Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.
The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico.
Mode of access: World Wide Web.
xvii, 359 p
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Sakiz, Gonul. "Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179794983.
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Clark, Deborah Ann. "An Ecological View of Urban Kindergarten Reading Instructional Practices." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7280.
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Kindergarten students who are identified as at risk in reading often enter school with deficiencies in early reading skills. Little research exists for this vulnerable population on reading instruction in large, urban, school systems. The purpose of this multiple case study, which was guided by Bronfenbrenner's ecological theory of human development, was to describe urban kindergarten teachers' beliefs about the environmental factors that contribute to students' at-risk reading status, instructional practices employed to remediate reading, and teacher reports about systems in place to support student reading development. The multiple case study design included (a) structured interviews, (b) observations of kindergarten instructional practices in reading, and (c) a review of documents relevant to the delivery of instruction and home literacy assignments in 3 schools situated in 3 northeastern districts in the United States of America. The constant comparative method utilized included data coding, category development, and identification of themes. Findings indicated that (a) teachers believe parental involvement would influence the development of kindergartners' early reading skills; (b) teachers used a core and phonics curriculum within a print-rich environment to teach early reading skills, with variation in approaches seen within and across school sites; (c) there is a lack of professional development within the schools to enhance kindergarten reading instruction; and (d) the schools' instructional practices may not be part of a coherent instructional philosophy. This study contributes to positive social change by providing educators with a deeper understanding of how to remediate reading with attention to the environmental factors at-risk readers experience at home and school.
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Andrada, Sola Pablo. "La Educación mediática en la formación de profesionales de la educación infantil en Chile: evaluación de planes de estudio, creencias y percepción de la competencia mediática." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/665956.
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The objective of this thesis is to determine if media education is included in the teacher training of undergraduate students of Preschool Education in Chile and, if so, how it is taught. In order to address this objective, a quantitative and qualitative methodology has been used. The results show that media education is mostly absent, or limited to the development of media technology-related skills. Students hold beliefs about different aspects of the media, showing strengths and weaknesses. Based on the data obtained, we also carried out a critical analysis of the media competence questionnaires that tend to report on the participants' self-perception rather than on their competence. Finally, we developed a proposal to incorporate media education in preschool education in Chile.El objetivo de esta tesis es determinar si la educación mediática es incorporada en la formación docente de las estudiantes universitarias de la educación infantil en Chile y, si es así, cómo es enseñada. Para cumplir con este objetivo se han utilizado una metodología cuantitativa y cualitativa. Los resultados muestran que la educación mediática se encuentra la mayoría de las veces ausente o reducida a la dimensión del uso de la tecnología de la competencia mediática. Las estudiantes exhiben creencias sobre los medios en distintos ámbitos, mostrando fortalezas y debilidades. A partir de los datos obtenidos, también se realizó un análisis crítico de los cuestionarios de la competencia mediática que tienden a informar sobre la autopercepción más que del dominio de la competencia. Finalmente, se presenta una propuesta para incorporar la educación mediática en la educación infantil en Chile.
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McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.
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Benton, J. Love. "Culturally Collaborative Teaching: A Path Toward Black Student Learning." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1605910704330758.
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Wu, Kuei-Lan, and 吳貴蘭. "Applying Teacher Beliefs into the Process of Students’ Moral Development." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/92458945863531285632.
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碩士樹德科技大學
幼兒保育學系
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The purpose of this study was to investigated how an elementary school teacher, Shin-Shin (pseudonym) elementary school in Kaohsiung City, applying her own teacher beliefs into the process of student’s moral development. The qualitative method was applied in the research; by observing the teacher-student interactions in class, and collecting information from daily life, such as anecdote records, teacher’s reflections, informal interview records…and so on. Teacher belief influences the teacher's expectation to the class and the attitude to the children. However, the formation of teacher belief is a very complex process. With the role of "the teacher as the researcher", researcher did the self-reflection and made her own teacher belief more clear. By putting this belief into daily practice, researcher developed the moral atmosphere of class, observed kid's daily behavior in classroom, documented class events related moral issues and the strategy being used, and investigated the transformation of morals education of students during the research process. Moreover, researcher described the problems she met and her reflections during the process. In sum, the conclusions were described as follows: 1.The formation of teacher belief was a dynamic process. 2.Teachers abandoning the authoritarian would help to understand students’ moral education learning. 3.The moral education should be practiced in the daily life. 4.Using diverse strategies would promote students’ moral education learning. 5.Parents, teachers, and administrators should cooperate together and take the responsibility for students’ moral education. Keyword: teacher beliefs, moral education
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Brady, Patricia Eileen. "Developing beliefs and practices regarding teaching Black students /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3314735.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1641. Adviser: Renee T. Clift. Includes bibliographical references (leaves 249-261) Available on microfilm from Pro Quest Information and Learning.
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Gould, Holly C. "Academic engagement of high potential poor and minority students : teacher beliefs and practices /." 2003. http://wwwlib.umi.com/dissertations/fullcit/3083102.
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Waid, Brandie Elisabeth. "Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices." Thesis, 2018. https://doi.org/10.7916/D88S65ZB.
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Research from the fields of psychology and education suggests that a student’s mindset (beliefs about their intelligence or ability) has a tremendous impact on their setting of goals, reactions to setbacks and failures, and academic performance (Aronson, Fried, & Good, 2002; Blackwell, Trzensiewski, & Dweck, 2007; Dweck, 2000; Dweck, 2006; Good, Aronson, & Inzlicht, 2003; Good, Rattan, & Dweck, 2012; Hong, Chiu, Dweck, Lin, & Wan, 1999). It has also been found that teachers’ mindsets do not necessarily predict their students’ mindsets, namely because teachers do not always teach in ways that align with their mindset. Instead, their beliefs about the nature of mathematics have been found to predict student mindset (Sun, 2015). This may be because if teachers believe that mathematics is a subject of creativity and sense making (a multidimensional belief), they are more likely to teach in ways that emphasize conceptual development and reasoning (practices that convey a growth mindset to students), no matter their personal mindset. Whereas if teachers believe mathematics is more about the rote learning of facts and procedures (a one dimensional belief), they will present it as such (practices that convey a fixed mindset to students). The purpose of this study is to explore the relationship between pre-service mathematics teachers’ beliefs and the mindset messages conveyed through their assessment practices. The study focuses on two beliefs: (1) beliefs about mathematics and (2) beliefs about ability (mindset); and three assessment practices: (1) the assessments pre-service teachers create, (2) the feedback they provide students on those assessments, and (3) the next steps they propose after analyzing student performance on the assessment.
Using a mixed-methods approach, this study combines a beliefs survey with an in-depth examination of assessments, and accompanying commentaries, submitted by six pre-service mathematics teachers. Assessments and commentaries were evaluated to determine the degree to which the described (and displayed) practices conveyed growth mindset messages, accomplished through the use of pre-existing rubrics created for the educative Teacher Preparation Assessment (edTPA), along with principles of grounded theory and the research on teaching practices that promote growth mindsets in students.
Results suggested that having a growth mindset had some relation to pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, and (3) providing of feedback related to students’ efforts. Whereas pre-service teachers with fixed mindsets appeared to leave (1) more technical feedback and (2) more feedback overall. Additionally, stronger multidimensional views appeared more related to the pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, (3) praising a student’s use of a solution method or property, (4) attempting a “strengths-needs” feedback structure, and (5) allowing students to resubmit work. Weaker multidimensional views appeared related to teachers leaving feedback that praised a students’ grade.
Findings of this study suggest that interventions aiming to change teacher mindsets may be insufficient for ensuring teachers engage in growth mindset practices. Instead, interventions should focus on changing teacher beliefs and practice concurrently (Philipp, 2007). Providing pre-service teachers with more specific training in the types of assessment practices that convey growth mindset messages to students, as well as requiring them to routinely reflect on their beliefs and practice, may help to accomplish these goals.