Dissertations / Theses: 'Resource teacher program'

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Schimelpfenig, Diane Schedin. "A study of the learning resource teacher program /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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Jones, Peter J., and n/a. "A formative evaluation of selected aspects of the resource teacher program in the Australian Capital Territory." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060803.130214.

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This study describes an evaluation of some aspects of the Australian Capital Territory Resource Teacher Program during 1985. The Resource Teacher Program was an Australian Capital Territory Schools Authority initiative whereby an additional specially trained teacher was allocated to a school to assist with fulfilling particular needs which the school had identified. The study used two techniques to collect information, questionnaire and interview. The questionnaire data was analysed and provided response frequencies of all 263 respondents in relation to students, teachers, parents and schools in each of the sixteen schools in the Program. Interviews were also conducted to allow for those involved in the Resource Teacher Program to make a direct contribution to the study's information base. Aspects of two theoretical education evaluation approaches were used as the basis of the study's theoretical framework. The TenBrink model was used, working from required judgements through to recommendations. Aspects of Stake's approach to educational evaluational were also used to enable identification of issues and to facilitate input of the Resource Teacher Program's participants. It was shown that students who had been involved in the Resource Teacher Program benefitted in the areas of academic progress, behaviour modification programs, previously unmet needs and gifted and talented programs. Teacher benefits were in the areas of in-school curriculum and advisory support. Parents who had been involved in the Program had benefitted by developing an increased understanding of current educational practice and how to help their children. Schools had benefitted through better use of school counsellors, increased parent participation and improved teaching resources. The identification of issues which required consideration in order to enhance the Program's effectiveness were of major importance in this study. These included the Resource Teachers' role definition, Resource Teacher stress, school commitment to the Resource Teacher Program, evaluation of the Program, the training program, the notion of secondary school resource teachers and the Australian Capital Territory's Schools Authority's commitment to the Resource Teacher Program.

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Hodge, Cherise A. "Virginia's Instructional Technology Resource Teacher Program: Ten Years Later, What We Know, -Where Do We Need to Go?" VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4731.

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VIRGINIA’S INSTRUCTIONAL TECHNOLOGY RESOURCE TEACHER PROGRAM: TEN YEARS LATER, WHAT WE KNOW, WHERE DO WE NEED TO GO? By Cherise Ann Hodge, PhD A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2017 Director: Dr. Whitney Newcomb, Professor, Educational Leadership In 2004, Virginia’s Department of Education (VDOE) identified the need for technology integration in instruction to meet the needs of the 21st century student. For this to happen effectively, Virginia legislators authorized and funded an instructional position, the Instructional Technology Resource Teacher (ITRT), for each 1000 students in Virginia’s 132 school divisions (Virginia Standards of Quality [SOQ], 2004). The VDOE established guidelines for this position to direct school division implementation. Primary responsibilities for the position involve activities relating to teacher professional development. Virginia divisions chose varying models for deploying the ITRT to meet this requirement. In 2012, the legislature edited the directive for the position to give localities the option to use the position as an ITRT, as a data coordinator, or as both positions (Virginia Standards of Quality, 2012). This study uses survey data to determine how ITRTs are spending their time, ten years after the implementation of the program. Survey data was compared to data collected by Hooker (2006) and the guidelines for the position as published by the Virginia Department of Education (Virginia Department of Education [VDOE], 2008). Major findings indicate that ITRTs are still spending time on tasks that are not specified in the published guidelines. This study’s data correlate with the data gathered by Hooker (2006) following the first year of the implementation of the SOQ.

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LaRoche, David. "A case study of a career ladder pilot program within a large Florida school district." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001915.

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Geck, Carol W. "Teacher attitudes toward mainstreaming and resource programs." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/167.

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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.

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Miller, Kelley Marie McCann. "The Avoidance of Race: White Teachers’ Racial Identities in Alternative Teacher Education Programs and Urban Under-Resourced Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/238.

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Due to the lack of research on White teacher racial identity development and White graduates of alternative teacher education programs teaching in urban under-resourced schools, this study aimed to: examine how White graduates of alternative teacher education programs perceive race and racism in their urban under-resourced schools, explore the impact of their alternative teacher education programs on their racial identities, and evaluate their abilities to deepen their racial identities in the context of their urban under-resourced schools. Critical examination and analysis of the experiences of White teachers, through the lenses of Critical Race Theory, Critical White Studies, and Howard’s Racial Identity Development Model, provided insights on how quickly expanding alternative teacher education programs across the nation are failing to adequately and critically address White teachers’ racial identity development. Well-intentioned participants recognized a noticeable racial mismatch, did not perceive race or racism in their urban under-resourced schools, lacked exposure to critical coursework, felt unprepared to work with racially dissimilar students, faced difficulties processing their experiences, and showed minimal evidence of having well developed racial identities. Alternative teacher education programs are recommended to prioritize race issues and racial identity development by providing opportunities for White educators to perceive race, adequately preparing and supporting White teachers, and implementing Howard’s (2006) Racial Identity Development Model.

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Mbambo, Markus S. "The role of teachers' resource centres from the perspective of school managers and teachers." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003638.

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This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.

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Eret, Esra. "Prospective English Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.

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ABSTRACT PROSPECTIVE ENGLISH TEACHERS&rsquo
VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo
views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire, developed by the researcher and subjected to factor and reliability analysis, was used for data collection. Data were collected from all fourth year prospective teachers. Statistical program, SPSS, was utilized to carry out the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that the prospective English teachers agreed on the views that the instructors in their departments were qualified and competent
the physical environment as regards to meeting their basic needs, such as heating and safety, was satisfying
and the program and courses were generally adequate. On the other hand, from the students&rsquo
viewpoints, the institutions had common problems on the three dimensions, especially on the physical environment and resources. The students disagreed on the presence of language laboratory, the existence of social areas, guidance provided by the instructors, and the administration&rsquo
s support and attitude to the preparation of prospective English teachers. In conclusion, the results of this study can contribute to efforts on displaying the current status of the departments and evaluating the quality of the English language teacher education.

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Iqbal, Muhammad Zafar. "A study of children's misconceptions in science and the effectiveness of a related programme of teacher training in Pakistan." Thesis, University of Hull, 1985. http://hydra.hull.ac.uk/resources/hull:16569.

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The study comprised an investigation of children's misconceptions in science with the intention this should provide a base for further research linked to a wider programme of the improvement of science education in Pakistan. The investigation was carried out on the concepts of Force, Energy, Light, Work, and Electric Current using Interview-About-Instances approach. It was discovered that children in Pakistan hold misconceptions similar to those held by children in other parts of the world. Then, three groups of science teachers were tested in the concept Force after giving them different levels of information about students' misconceptions. It was found that science teachers also hold misconceptions and performance of the three groups was almost equal on the test. Next, the teachers of the sample students were trained to reteach three concepts: Force, Energy, and Light. After re-teaching, students were retested using both IAI and multiple-choice instruments. The results showed that pupils' misconceptions persist despite re-teaching. Then, in order to confirm or refute these results more widely, a larger number of teachers and students were involved. The purpose of this part of the study was to discover if in-depth teacher training can lead to more effective teaching. A special teacher training programme was developed. The selected teachers were randomly distributed into three groups. Group A was given in-depth training, whilst group B was given simple training. Group C served as a control group. After training, teachers retaught the concepts Force, Energy and Light in their own schools. Students were tested using multiple choice tests. It was found that group A was significantly different from groups B and C together only in one subset of test items in the concept Force. Also, the mean scores of students in group A in each test were found to be higher than those of students in groups B and C. From these results it is argued that programmes can be organised for the training of science teachers to tackle effectively problems arising from children's misconceptions. Finally, the study proposes a research project with an overall purpose of improvement of science education in Pakistan.

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Quinn, David M. "The impact of principal leadership behaviors on instructional practice /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946322.

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Peters, Christy Smith. "Resource guide for guided reading." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1854.

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Tobeigi, Ali M. M. "The influence of a listening training programme on students' performance in listening comprehension : a study at teachers' college in the southwest region of Saudi Arabia." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5399.

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The primary concern of the present study is to investigate the influence of a listening training programme on students' performance in listening comprehension at the Teachers' College in the Southwest region of Saudi Arabia, with reference to their attitudes, motivation, parental encouragement, satisfaction with English courses taught at the secondary schools and their socio-economic status as independent variables. These variables were investigated after the pre-tests of both the experimental and control groups and were considered to be an attempt to analyse and discover the learners' interests, needs, strengths, weaknesses, difficulties and their level of proficiency in English language. It was hypothesised that there would be no significant correlation between the students' scores in these variables and their scores on the listening tests. It was also hypothesised that there would be no significant differences between the students' scores in the pre-tests and post-tests of the experimental and control groups. The data for the investigation were gathered from 240 male first year undergraduate students with an age range of 19-22 years at the Gizan Teachers' College in the Southwest region of Saudi Arabia. Three different questionnaires were administered in this study namely, Students' Attitude/Motivation Questionnaire, before the training programme, Students' Evaluation Questionnaire, after the training programme, and Teachers' Evaluation Questionnaire. In addition, interviews and observations were carried out with the supervisors of English at Gizan Educational Directorate, teachers of English in secondary schools, English native speakers staff in the British Council in Jeddah, Saudi Arabia and at Hull University English Language Centre in the U. K. in order to gather more data concerning the learning and teaching of listening-based methods and the recent teaching methodology and modern facilities used in teaching ESL/EFL in both centres. The data results were analysed using SPSS (Statistical Package For Social Science) with statistical techniques of frequency-distribution, Pearson's Product-moment correlation and t-tests for independent and paired samples. Analysis of the data revealed that in the pre-test, the scores on the listening comprehension test of the experimental group were relatively similar to the scores of the control group and had mostly significant relationships with the independent variables at 0.05, 0.01 and 0.001 with very low correlations ranging from r= -0.10 to r= 0.40. Post-tests results were also compared between the two groups in order to determine the differences of the two scores. Students in the experimental group scored more highly in the listening comprehension tests than those in the control group with mean difference of 42.75 in favour of the experimental group. The mean scores in the pre-tests and post-tests of the experimental group were also highly significant, p<0.001 showing a difference in means of 43.50 and a difference in standard deviations of 2.30. No differences were found between the means and standard deviations in the pre-tests and post-tests of the control on the listening comprehension tests (mean difference =0.02 and standard deviations difference = 0.27, p=<0.05). This indicated that participants in the experimental groups performed better and displayed greater improvements when they received training in listening tasks than those in the control group who received no training. Therefore, the hypotheses were rejected and it can be said that there were significant and high correlations between the pre-tests and post-tests of the experimental groups after -the training, r=0.8 5, p<0.001. Students were found to be instrumentally oriented with negative attitudes before the training programme in both the experimental group (EXG) and control group (COG). Students' attitudes in the experimental groups were changed from negative to positive after the training programme and their motivation was changed from instrumental orientation to integrative orientation. They emphasised learning English as a means of interaction with people who speak English inside and outside the college. Further research is needed to be carried out in other regions of Saudi Arabia regarding the findings of the present studies. Parents played a significant role in their children's progress in English and students were found to be satisfied with their level of proficiency in listening comprehension, speech production and reading pronunciation, with fewer errors in favour of the experimental group, although their socio-economic status was modest r=0.20, p<0.01. In the light of these results, certain recommendations were made for learning and teaching listening comprehension at Teachers' Colleges in Saudi Arabia as well as for the teachers' and students' training. The researcher particularly recommended that training in listening comprehension should be introduced into the Saudi education system for all levels of English proficiency, in order to facilitate the development of comprehension skills and increase students' acquisition of the target language. Andy Braithwaite, from the British Council in Jeddah, Saudi Arabia emphasised this by stating that "listening is an important skill. It should be taught at all levels and should be part of any course for better spoken English" (1997, p. 6 Teachers' Questionnaire). The choice of the listening materials should be left to the Ministry of Education to select what is appropriate to the levels of the learners graduating from simple to complex. Teachers' training should be regarded as an on-going process and should be taken seriously and implemented with the utmost zeal. A first step would be to hold specialised interviews and language proficiency tests in order to determine their level of proficiency and needs. Moreover, there should be scheduled and well-arranged meetings, particularly at the beginning of each semester, in order to keep both the supervisors and teachers up-to-date with developments in teaching methods and new techniques and facilities used in teaching the target language as well as to develop their competence in oral speech. In this respect, the recommendations for training programmes and the scheduled meetings were mainly based on the fact that 94% of the 50 teachers and lecturers at the secondary schools and teachers' colleges were in agreement with the use of the listening-based methods to teach listening comprehension, although they had not had any previous experience in learning or teaching using these methods either pre-service or in-service. Only 6% of them had undertaken training in the listening-based methods during their spare time in the summer, at the American University in Egypt or at the British Councils in Egypt, Sudan, Jordan and Saudi Arabia. Finally, it is of great and vital importance to point out that the habit of translating the grammatical rules and the reading passages from English into Arabic should be abandoned during the teacher/student interaction in the classroom. Concentration on the target language would train the learners to develop their comprehension skills and their thinking strategies in spoken English (Hashim and Sahil, 1994, pp. 1-3).

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Furey, Douglas John. "A learning resources teacher's guide to the production of Internet multimedia curriculum units." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36122.pdf.

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Despaux, Lori Juhas. "Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1109.

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This qualitative phenomenological study explored the perceptions and experiences of the middle school students who participated in learning center support as elementary students in independent schools. There were 16 participants from three sites included in the study: six students, seven parents, and three learning specialists. The research questions guiding this study included: (1) What are the perspectives of students on the impact of the learning center experience in regard to reading development? (2) How does the child's discernment of how he or she is perceived academically by his or her reading teacher contribute to/hinder the process of learning to read? (3) How does a child's sensitivity to being identified as needing extra support in learning to read affect/support the experience? (4) What do students, parents, and teachers think about learning centers? (5) How do children perceive reading teacher effectiveness and successful reading instruction? (6) How does a child's perception of a model of reading intervention inform the planning of teachers, interventionists, and reading specialists? (7) What do students think about the activities they participate during learning center time? Literature reviewed for the study included the existence of the reading problem in the United States, models of reading intervention, strategies shown to accelerate reading growth, teacher knowledge, and student perspectives. Data was collected in the form of interviews and observations, and was reviewed in consideration of narrative inquiry, typological analysis, and polyvocal analysis. All participant responses were considered across cases with specific attention given to the guiding research questions. The six students interviewed believed that their participation in the learning center helped them in some way. Some of them were able to verbalize what was helpful, while others provided few details. Nonetheless, the student participants offered specific recommendations on how to improve the learning center structure. Parent interviews shored up varying perspectives and recommendations for ways that the structure of the learning center should remain the same and also how it should change. Finally, learning specialists shared their views and experiences and added a richer understanding to the study in general. Three major themes emerged from the data. First, that students and parents attach a stigma to resource support. Second, that students and parents feel like they had to give something up because of their participation in the learning center. And third, methodological issues on the structure of the interviews were raised. Findings and current research were connected, and considerations for future research were made.

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DeMeo, Stephen. "Investigating chemical change in the laboratory : a curriculum resource for introductory chemistry teachers based on the synthesis, decomposition and analysis of zinc iodide /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11624553.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables. Typescript; issued also on microfilm. Sponsor: Jean Lythcott. Dissertation Committee: Roger O. Anderson. Includes bibliographical references (leaves 174-186).

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Lotz, Heila Betrie. "The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project." Thesis, Stellenbosch : Stellenbosch University, 1996. http://hdl.handle.net/10019.1/55264.

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Thesis (PhD)--Stellenbosch University, 1996.
One copy microfiche.
ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project, grounded through a socio-historical location of the research question in the assumptions and ideals of the critical inquiry paradigm and socially critical environmental education. This research represents an atlemptto clarifY the assumptions and orientations of socially critical environmental education as a possible 'tangible alternative' to modernist models of environmental education and educational change in a South African context. Through this project environmental education materials development emerged as a reflexive and responsive process of change in which I was able to work with teachers with in local contexts to develop resource materials which may contribute to the development of quality education and the transformation of the junior primary school phase. The emerging central thesis of this report is an ongoing questioning of the notion of participation, and a realisation of the complexities of establishing conditions for authentic participation in materials development, curriculum development and research contexts, Phase one of this research report describes a journey of inquiry toward" socially critical environmental education. This phase portrays a growing understanding of environmental education and is focused on the development of a participatory orientation to materials development. Phase two of this research journey illustrates a critical and reflexive stance to the 'weaknesses' identified in the first phase of the project. The interdependence of curriculum development, materials development and in service teacher education is explored. This phase of the research is presented as a journey with in socially critical environmental education and reflects ongoing praxis and engagement with in the assumptions of critical theory and socially critical environmental education. In phase two and three, the development of a critically reflexive stance to the assumptions guiding this study is described, and a shift in possible research orientations is highlighted. Further possibilities for research journeys beyond socially critical environmental education are presented in phase three through a tentative critique of the first two phases of this research project. This research report offers a brief insight into some of the complexities of change in the formal education sector. It demonstrates that confronting the challenges and complexities of change in realistic and meaningful ways is possibly one of the most daunting realities facing South Africans as we begin to respond to the many legacies of apartheid ideologies, modernisation, a history of mis-education and poor education, decades of social separation and increasing socioecological degradation and risk.
AFRIKAANSE OPSOMMING: Die Ons Gee Om Primer-projek is 'n navorsingsprojek in deelnemende hulpbronontwikkeling, gegrond op die sosio-historiese plasing van die navorsingsvraag binne die aannames en ideale van die kritiese navorsingsparadigma en sosiaal-kritiese omgewingsopvoeding. Die navorsing verteenwoording 'n poging om die aannames en orienlasies van sosiaa/-kriliese omgewingsopvoeding as moonllike 'Iasbare a/lemalief' vir modemisliese modelle van omgev.'ingsopvoeding and opvoedingsverandering binne 'n Suid Afrikaanse konleks Ie verk/aar. Deur hierdie projek het hulpbronontwikkeling na yore gekom as 'n refleksiewe en responsiewe proses van verandering, waardeur ek mel onderwysers kon werk mel in plaaslike kontekse om hulpbronmateriaal te ontwikkel wat moontlik kan bydra tot die ontwikkeling van die kwaliteit van opvoeding en die transformasie van die junior primere skoolfase. Die sentrale tese van hierdie verslag is 'n voortdurende bevraa!:,rtekening van die idee van deelname, en 'n hesefvan die komp/eksileile daarvan om loeslande Ie skep wal ware dee/name verseker in hulpbronontwikkeling, kurrikulumontwikkeling en navorsingsverbande. Fase een van hierdie navorsingsverslag beskryf 'n reis van ondersoek op weg 110 sosiaal-kritiese omgewingsopvoeding. Die fase skets 'n toenemende begrip van omgewingsopvoeding en fokus op die ontwikkeling van 'n deelnemende orientasie tot hulpbronontwikkeling. Fase Iwee van hierdie navorsingsreis illustreer 'n kritiese en refleksiewe houding ten opsigte van die 'swak plekke' wat in die eerste fase ge"identifiseer is. Die interafhanklikheid van kurrikulumontwikkeling, materiaalontwikkeling and die indiensopleiding van onderwysers word ondersoek. Hierdie fase van die navorsing word voorgestel as 'n reis mel in sosiaal-kritiese omgewingsopvoeding en weerspieel voortdurende praksis en 'n betrokkenheid by die aannames van kritiese teorie en sosiaal-kritiese omgewingsopvoeding. Infases Iwee en drie word die ontwikkeling van 'n krities-refleksiewe houding ten opsigte van die aannames van hierdie studie beskryf, en 'n verskuiwing in moontlike navorsingsorientasies word uitgelig. Verdere moontlikhede vir navorsingsreise verby sosiaal-kritiese omgewingsopvoeding word infase drie uitgewys deur 'n tentatiewe kritiek op die eerste twee fases van die navorsingsprojek. Hierdie navorsingsverslag bied 'n vlugtige kykie na van die kompleksiteite van verandering in die formele onderwyssektor. Dit wil blyk dat 'n realistiese en betekenisvolle reaksie op die uitdagings en kompleksiteite van verandering moontlik een van die gedugste realiteite is waarmee Suid-Afrikaaners te kampe het in ons pogings om te reageer op die vele nalatings van apartheidsideologiee, modernisasie, 'n geskiedenis van wanopvoeding en swak opvoeding, dekades van sosiale skeiding en toenemende sosio-ekologiese degradasie en risiko's.

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Ahrendse, Godfrey Charles Franklin John. "Learning to manage workplace stress as practiced by teachers at three under-resourced Western Cape High Schools." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4162_1265843877.

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The focus of the study is the teacher in the under-resourced schools in the townships of the Western Cape. The purpose is to discover how teachers learn to cope under adverse working conditions.

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Zide, Lulama. "Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006245.

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The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.

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Bartos, Bonnie Heather. "An Investigation of School-Based Specific Learning Disability Identification." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2714.

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Researchers have described the special education identification process for students with specific learning disabilities (SLD) as "muddled and confused" (Bocian, Beebe, MacMillan, & Gresham, 1999) and "haphazard" and "capricious" (Shinn, 2007, p. 603). Bocian, Beebe, MacMillan, and Gresham (1999) proposed the theory of competing paradigms as a way to explain why researchers and school-based eligibility teams identify different groups of students as SLD. This qualitative study had two research questions: a) To what extent did interviews of secondary resource teachers reveal the concepts of relativity, acceptability, and profitability as they reflect on the SLD process? and b) What other themes regarding SLD eligibility determination emerged from interviews with secondary resource teachers? Utilizing the modified constant comparative method (Lincoln & Guba, 1985), the author revealed that there was moderate support for the paradigms of relativity and acceptability, but less support for the paradigm of profitability. In addition, the author identified other themes, such as difficulties with evaluating English language learners and the benefit of case management, that can be used to expand Bocian’s theory. The author also argued that the paradigms overlap with one another during the special education identification process, rather than proceeding in a sequential order. Finally, the author discussed the implications of her findings in terms of improving school-based and policy practices.

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Santos, Cristina Nunes dos. "Recursos educacionais abertos : um estudo de caso no Programa de Iniciação à Docência - PIBID/Pedagogia do campus Prof. Alberto Carvalho/UFS." Universidade Federal de Sergipe, 2017. https://ri.ufs.br/handle/riufs/4839.

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The present study aims to understand the Open Educational Resources produced in the Pedagogy of the Federal University of Sergipe - Teachers Training Hub, in the years 2014 and 2015. The research was guided by the methodology of the case study, in which scope it developed A research of qualitative character, that was carried out with explanatory objective. Participants (scholars and supervisors of the Pibid/Pedagogia program, Campus UFS- Itabaiana) and a semi-structured press conference were used as instruments to collect data. The data interpretation was performed through content analysis, based on Bardin's (2011) benchmark. The results indicated that the Pibid program has been advancing since its inception in 2007, and is characterized by its relevance to scholarship holders and supervisors, as well as to the 30 de Agosto Municipal School. Regarding Open Educational Resources, it has been observed that there is still much to achieve to fully meet its objectives. In spite of this, it should be noted that the participants of this research made a significant contribution to the creation of the workshops, which were developed in this school, together with the children of the 1st and 5th grade class. Regarding teacher training, it was verified how important is the approach to this theme for the initial and ongoing training process, although it needs some urgent changes, starting with the curriculum of the Pedagogy Course. It was therefore concluded that it is necessary to maintain a continuous discussion on this subject, since research and authors point to its possibilities and advances, increasing in the educational scenario.
O presente estudo tem como objetivo compreender os Recursos Educacionais Abertos produzidos no Pibid-Pedagogia da Universidade Federal de Sergipe – Eixo Formação de Professores, nos anos de 2014 e 2015. A pesquisa orientou-se pela metodologia do estudo de caso, em cujo âmbito desenvolveu-se uma pesquisa de caráter qualitativo, que se efetivou com objetivo explicativo. Adotou-se, como instrumentos para a coleta dos dados, a observação dos blogs e Facebook das participantes (bolsistas e supervisoras do programa Pibid/Pedagogia, Campus UFS-Itabaiana) e uma entrevista coletiva semiestrutura. Efetivou-se a interpretação dos dados por meio da análise do conteúdo, com base no referencial de Bardin (2011). Os resultados apontaram que o programa Pibid tem avançado desde seu surgimento, em 2007, caracterizando-se pela sua relevância para as bolsistas e supervisoras, bem como para a Escola Municipal 30 de Agosto. A respeito aos Recursos Educacionais Abertos, observou-se que ainda há muito a alcançar para atender plenamente seus objetivos. A despeito disso, cabe destacar que as participantes desta pesquisa deram significativa contribuição com a criação das oficinas, que foram desenvolvidas, nessa escola, junto às crianças da turma do 1° e do 5° ano. Sobre a formação docente, constatou-se quão importante é a abordagem dessa temática para o processo de formação inicial e continuada, ainda que precise de algumas mudanças urgentes, a começar pelo currículo do Curso de Pedagogia. Chegou-se, portanto, à conclusão que se torna necessário manter uma contínua discussão sobre esse assunto, uma vez que pesquisas e autores apontam para suas possibilidades e avanços, cada vez maior, no cenário educacional.

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Didlick-Davis, Celeste Renee'. "The LEGACY Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-based Academic Enrichment Program." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460994613.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes May 1, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/625406.

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Dane, Malešević. "Методолошки фактори обезбеђења квалитета средњег стручног образовања и њихов утицај на повишење нивоа производње." Phd thesis, Univerzitet u Novom Sadu, Tehnički fakultet Mihajlo Pupin u Zrenjaninu, 2011. http://dx.doi.org/10.2298/NS20111221MALESEVIC.

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Глобализација светске привреде довела је да је квалитет постао приоритетан фактор у борби са конкуренцијом за опстанак на тржишту. Квалитет се дефинише као скуп особина, карактеристика производа, робе, услуга, рада, изазивајући њихову способност да задовоље потребе и захтеве потрошача у складу са циљем и њиховим очекивањима. Због потребе привреде за радном снагом која ће бити компетента да производи производе који ће задовољити потребе и жеље купаца, све су израженији захтеви за квалитетом у стручном образовању. Основу за оцену квалитета образовног процеса чине образовни исходи који обухватају знања, способности вештие и ставове ученика који се стичу кроз формално образовање у школама. Квалитетно образовање не би требало посматрати као процес потрошње него као процес интгеракције између наставника и ученика. Образовање мора имати за циљ давање ученицима прилика за лични развој и поверење да ће се прилагодити новим ситуацијама да ће их променити ако то буду сматрали потребним. Образовање никад не може бити неутралан процес; увек ће бити базиран на вредности. Равнотежа између објективних чињеница и испитивање тих чињеница представља велик изазов за професионалног наставника (www.ei-ie-org).На квалитет образовних исхода средњег стручног образовања утичу разни фактори међу којима су: наставници са својим компетенцијама, менаџмент школа, наставни планови и програми, материјални ресурси.За истраживање утицаја поменутих фактора, констурисан је упитник за директоре, наставнике, ученике, родитеље и привреднике којим је вршено прикупљање податак у узорку. Смањење количине података вршено је помоћу факторске анализе у SPSS Statistics 17, односно, извршили смо издвајање најмањег броја фактора који добро представљају међувезе у скупу променљивих из помоћ:- анализе главних фактора (Кајзеров критеријум),- факторизације слике (дијаграм одрона, engl.scree тест),- паралелне анализе (користећи програм MONTE CARLO PCA for PARALLEL ANALYSIS),- оцене прикладности података за факторску анализу (Бартлетов тест сферичности и Кајзер-Мајер-Олкинов-КМО показатељ адекватности узорка).У обради података и доказивању галавне и помоћних хипотеза коришћене су основне статистичке методе:1. дексриптивна статистика,2. непараметарски тест:-Колмогоров-Смирновљев тест нормалности дистрибуције-HI квадрат тест3. графички приказ резултата статистичке обраде.Резултати истраживања су показали да квалитет средњег стручног образовања зависи од наставног кадра, менаџмента школа, модуларних наставних планова и програма и материјалних ресурса. Да квалитет средњег стручног образовања утиче на повећање нивоа производње, доказ је изведен на основу резултата истраживања које је проведено међу привредницима.Даља истраживања у области квалитета средњег стручног образовања треба усмерити на: компетенције наставника, компетенције менаџмента, корелације опремљености школа са успехом ученика, утицај модуларних наставних планова и програма из појединачних предмета, смањење оптерећења ученика, сарадње школе и предузећа на утврђивању програмских садржаја практичне наставе, мотивације наставника и менаџмента школа за квалитетан рад и постизање резултата којима ће бити задовољни сви корисници.
Globalizacija svetske privrede dovela je da je kvalitet postao prioritetan faktor u borbi sa konkurencijom za opstanak na tržištu. Kvalitet se definiše kao skup osobina, karakteristika proizvoda, robe, usluga, rada, izazivajući njihovu sposobnost da zadovolje potrebe i zahteve potrošača u skladu sa ciljem i njihovim očekivanjima. Zbog potrebe privrede za radnom snagom koja će biti kompetenta da proizvodi proizvode koji će zadovoljiti potrebe i želje kupaca, sve su izraženiji zahtevi za kvalitetom u stručnom obrazovanju. Osnovu za ocenu kvaliteta obrazovnog procesa čine obrazovni ishodi koji obuhvataju znanja, sposobnosti veštie i stavove učenika koji se stiču kroz formalno obrazovanje u školama. Kvalitetno obrazovanje ne bi trebalo posmatrati kao proces potrošnje nego kao proces intgerakcije između nastavnika i učenika. Obrazovanje mora imati za cilj davanje učenicima prilika za lični razvoj i poverenje da će se prilagoditi novim situacijama da će ih promeniti ako to budu smatrali potrebnim. Obrazovanje nikad ne može biti neutralan proces; uvek će biti baziran na vrednosti. Ravnoteža između objektivnih činjenica i ispitivanje tih činjenica predstavlja velik izazov za profesionalnog nastavnika (www.ei-ie-org).Na kvalitet obrazovnih ishoda srednjeg stručnog obrazovanja utiču razni faktori među kojima su: nastavnici sa svojim kompetencijama, menadžment škola, nastavni planovi i programi, materijalni resursi.Za istraživanje uticaja pomenutih faktora, konsturisan je upitnik za direktore, nastavnike, učenike, roditelje i privrednike kojim je vršeno prikupljanje podatak u uzorku. Smanjenje količine podataka vršeno je pomoću faktorske analize u SPSS Statistics 17, odnosno, izvršili smo izdvajanje najmanjeg broja faktora koji dobro predstavljaju međuveze u skupu promenljivih iz pomoć:- analize glavnih faktora (Kajzerov kriterijum),- faktorizacije slike (dijagram odrona, engl.scree test),- paralelne analize (koristeći program MONTE CARLO PCA for PARALLEL ANALYSIS),- ocene prikladnosti podataka za faktorsku analizu (Bartletov test sferičnosti i Kajzer-Majer-Olkinov-KMO pokazatelj adekvatnosti uzorka).U obradi podataka i dokazivanju galavne i pomoćnih hipoteza korišćene su osnovne statističke metode:1. deksriptivna statistika,2. neparametarski test:-Kolmogorov-Smirnovljev test normalnosti distribucije-HI kvadrat test3. grafički prikaz rezultata statističke obrade.Rezultati istraživanja su pokazali da kvalitet srednjeg stručnog obrazovanja zavisi od nastavnog kadra, menadžmenta škola, modularnih nastavnih planova i programa i materijalnih resursa. Da kvalitet srednjeg stručnog obrazovanja utiče na povećanje nivoa proizvodnje, dokaz je izveden na osnovu rezultata istraživanja koje je provedeno među privrednicima.Dalja istraživanja u oblasti kvaliteta srednjeg stručnog obrazovanja treba usmeriti na: kompetencije nastavnika, kompetencije menadžmenta, korelacije opremljenosti škola sa uspehom učenika, uticaj modularnih nastavnih planova i programa iz pojedinačnih predmeta, smanjenje opterećenja učenika, saradnje škole i preduzeća na utvrđivanju programskih sadržaja praktične nastave, motivacije nastavnika i menadžmenta škola za kvalitetan rad i postizanje rezultata kojima će biti zadovoljni svi korisnici.
Globalization of the world economy has brought about the fact that the quality is apriority factor in the competition for the survival on the market. The quality is definedas a collection of features, characteristics of products, goods, services, work, which challenges their capacities to meet the needs and the demands of the consumers in accordance with the goal and their expectations.Because of the needs of the economy for labour forces, that are competent to produce products which would meet the needs and desires of buyers, the demands for the quality in the vocational education have become prominet. The assesment of the quality of the educational process is based on the educational results which comprise knowledge, abilities, skills and attitudes of students, which are requiredthrough formal education in schools. A high quality education should not be viewedas a process of consumption but as a process of interaction between teachers and students. The educational goal should be to provide opportunities for the students for their personal developement and for boosting their confidence that they would be able to adjust to new situations, and that they would be able to change such situations, if necessary. The education can never be a neutral process; it isalways based on values. The balance between objective facts and the examination of these facts represents a big challenge for a professional teacher (www.ei-ie.org).The quality of educational results in the secondary vocational education is affected byvarious factors, some of which are: teachers with their competences, management ofschools, educational curricula and programmes, material resources. For the purposes of research of the impacts and of the abovementioned factors, a questionnaire was designed for schoolmasters, teachers, students, parents and businessmen, through which a collection of data in the sample wasmade. The reduction of the quantity of the data is conducted by means of factor analysis in SPSS Statistics 17, i.e., the extracting of the smallest number of factors was done, which represents well the interrelations in the collection of variables by means of: Analysis of major factors (Kajzer'scriterion), Factorization of the picture (screen test), Parallel analyses (programme used: Monte Carlo PCA for Parallel Analysis), The assessments of the adequacy of the data for the factor analysis (Bartlet test of specification and Kajzer-Majer-Olikin -KMO indicator of the sample adequacy) For the data processing and in proving the main hypothesis as well as the auxilliary hypotheses, two basic statistical methods were used:1. Descriptive statistics2. Non-parameter test:1. Kolmogorov-Smirnov test of the normality of the distribution2. HI-square test3. Graphic representation of the results of the statistical processing.The results of the research have shown that the quality of the secondary vocational education depends on the teaching staff, school management, modular educational curricula and programmes and material resources.For the fact that the quality of the secondary vocational education affects the increase of the level of production, the evidence was deducted on the basis of the results of the research which was conducted among businesmen. Further researches in the area of the quality of the secondary vocational education should be focused on: competences of teachers, competences of the management, correlation between the level of equipment of a school and the achievemtents of students, the impact ofmodular educational curricula and programmes of individual subjects, reduction of the encumbrance of students, co-operation of schools and companies on defining the content of the programme of practical education, motivation of teachers and of the management of schools for a high qulity work and for achieving results with which all the beneficiaries will be satisfied.

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JUNG, LIAO KUANG, and 廖光榮. "A Study on the Relationship Between Teacher Job Stress and Burnout of Junior High School Resource Room Program Teachers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/80915265606131836466.

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碩士
國立臺灣師範大學
工業教育研究所
90
Abstract The purpose of this study is to investigate the teacher job stress, burnout, their relationship and effects of variables of the resource room program teachers in junior high school. Through the results to suggest educational administrative agencies, special teacher education institutions, junior high schools, the resource room program teachers and future researchers. This study adopted the questionnaire survey. “Job Situation and Sensitivity of the Resource Room Program Teachers in Junior High School Questionnaire” developed in this study was used to make a survey on 241 teachers of the 68 public junior high schools. Data were analyzed using descriptive and inferential statistic methods, including mean, standard deviation, t-test, one-way ANOVA, person product-moment correlation, and canonical correlation analysis. The major findings of this study were as followed: 1. The resource room program teachers in junior high school experienced certain level of job stress. Among various dimensions of job stress, the teachers presented the highest level of job stress in “high workload”, and the lowest level of job stress in “relationship of colleagues”. 2. The resource room program teachers in junior high school had certain sensitivity of burnout. Among various dimensions of burnout, the teachers presented the highest level of burnout in “reduced personal accomplishment”, and the lowest level of burnout in “depersonalization”. 3. As regards the effects that the personal background variables had on the level of job stress, statistically significant differences were found in terms of “gender” and “professional background”. 4. As regards the effects that the personal background variables had on the level of burnout, statistically significant differences were found in terms of “gender”, “age”, “marital status” , “teaching experience” and “professional background” . 5. There was significant correlation between job stress and burnout.

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Miller, Donna L. "The collaborative-consultative resource teacher program : factors affecting its implementation in the junior high school." 1990. http://hdl.handle.net/1993/9643.

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Hong, Zhang-you, and 洪彰佑. "The Processes that A Resource-Room Teacher was in Cooperation with the Mentor of A General Class in the Elementary Level for Developing and Implementing A Positive Behavior Support Program." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/29221490229812969247.

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碩士
國立臺南大學
特殊教育學系重度障礙碩士班
102
The study adopted the action research to explore the processes in which a resource-room teacher was in cooperation with the mentor of a general class in an elementary school to develop and implement a positive behavior support program for a student with attention deficit/hyperactivity disorder. The processes included three stages, namely, the stage of initiation, development and adjustment. Three kinds of data in the processes were uncovered, including the factors for strategies selection, assistance strategies, and the items created. Observation, interview and file analysis were employed for data collection; qualitative analysis was employed for data analysis. Below presents the findings of the study: 1. Across the three stages, the major factor for strategy selection was the mentor’s work loading; thus, being easy to implement became essential for a strategy to be selected. 2. Across the three stages, the major strategies adopted included the encouragement and assurance to the mentor for her working on the program. 3. The items created in each stage depended on the nature of that stage. 4. The mentor felt satisfied with the processes of the development and implement of the program, and with the assistance from the resource-room teacher.

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Phillips, Pamela. "The changing role of the learning resource teacher /." 1997.

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Wu, Lily, and 吳俐俐. "A Survey Study on the Attitudes of Elementary Resource Teachers toward Individualized Education Program." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/57211114094523295783.

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碩士
臺中師範學院
國民教育研究所
89
The purpose of this study was to explore the attitudes of the elementary resource teachers toward Individualized Education Program. Both questionnaire survey and interview were used to achieve this purpose. 303 elementary resource teachers from Taiwan area were investigated by a research-constructed questionnaire and 4 of them were then individually interviewed. Various statistics methods, including t-tests, ANOVA, and stepwise regression were employed to analyze the differences among the samples'' background variables. The results are summarized as follows: 1.All elementary resource teachers have positive attitudes toward the implementation of Individualized Education Program, but resource teachers in different demographic and contextual groups responded differently in term of the degree of consent. 2.All elementary resource teachers have positive attitudes toward the integration of Individualized Education Program, but resource teachers in different demographic and contextual groups responded differently in term of the degree of consent. 3.All elementary resource teachers have positive attitudes toward the identification of Individualized Education Program, but resource teachers in different demographic and contextual groups responded differently in term of the degree of consent. 4.The degree of difficulties for implementing Individualized Education Program varies with different elementary resource teachers'' groups. 5.The degree of assistance for implementing Individualized Education Program varies with different elementary resource teachers'' groups.

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Hsu, Yuan-Chia, and 許原嘉. "A Study of Job Satisfaction for Junior High School Teachers of the Resource Room Program." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/62645033522019776098.

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碩士
國立彰化師範大學
特殊教育學系在職進修專班
90
A Study of Job Satisfaction for Junior High School Teachers of the Resource Room Program Supervisor: Sheng-Peng Chang Investigator: Yuan-Chia Hsu Abstract The main purpose of this study was to investigate the job satisfaction for teachers of the resource room program at the junior high school in the central area of Taiwan. Also, this study was to examine the degree of influence of the teacher’s job satisfaction on background variables and work-relate variables. A survey on job satisfaction for teachers of the resource room program at the junior high school in the central area of Taiwan was conducted by a “Questionnaire of Job Satisfaction for the Junior High School Teachers of the resource room program,” through a general investigation. 192 copied of questionnaires were sent out, and 167 copied were filled in and available. The survey data was then dealt and analyzed by statistical methods, such as, frequence distribution, percentile, standard deviation, mean, t-test, and the analysis of one-way ANOVA. The main findings of this study show that: 1. Most resource room program teachers in junior high school were satisfied with their work, thought not very satisfied. It showed current work circumstances were not ideal enough, some improvement was required. 2. In terms of job satisfaction, the related order is : relationship, school administration, rewards, work circumstances, research situation and teaching-work. 3. Some personal and work-related variables of these teachers were significantly related to their job satisfaction. （1）With regard to age, teachers above 51 years olds reach higher satisfaction than those between 29 and 33. It shows the older of the teachers, the more satisfaction in job. （2）With regard to marrial status, marrial teachers more satisfy than unmarried ones. （3）With regard to teaching years, teachers above 16 year teaching experience have higher satisfaction than those who work 6 to 10 years. （4）With regard to district, teachers having in the urban district have higher satisfaction than those who live in the country sides. （5）With regard to the motive, teacher teaching for their own shake have higher satisfaction than those who got government funds. 4. Based on the analysis of the open-ended questionnaire, we learnt that the most unsatisfied factor of junior high school teachers of the resource room program was teaching-work, school administration and the attitude of all social and parents.

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王志淇. "A Study of Regular Classroom Teachers' Perspectives on Resource Programs in Compulsory Education in Penghu." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/969h3r.

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碩士
國立彰化師範大學
特殊教育學系
106
The purposes of this study were aimed to investigate the current situation on Penghu elementary and junior high school teachers’ perspectives on resource programs in regular classrooms. Also, it was designed to explore the differences perspectives on resource programs due to different backgrounds and variables of these regular teachers. Questionnaires were distributed to 340teachers from Penghu. Descriptive statistics, one-way ANOVA, and t-test were applied to analyze the data. This study reached the following conclusions: 1. The perspectives of the Penghu elementary and junior high school teachers’ on resource programs in regular classrooms as a whole or individual are high. 2. The degree of the perspectives on resource programs ranks from high to low: “ identification and placement” , “ administration of school” , “ instruction and guidance” , “ supporting services ” , “curriculum and materials”. 3. The performance of regular teachers’ perspectives on resource programs did not vary to much in terms of age, years-on-the-job, teaching stage, teaching time, disability category. 4. There were significant differences in the “identification and placement” service levels on resource programs among teachers at genders. The female teachers were higher than the male teachers. 5. There were significant differences in the “supporting services” service levels on resource programs among teachers at educational backgrounds. The master's degree teachers were higher than the bachelor's degree teachers and the associate's degree teachers. 6. There were significant differences in the“administration of school”, “identification and placement”, “curriculum and materials”, “supporting services” and “all scale” service levels on resource programs among teachers at job positions. The homeroom teachers and the full-time teachers were higher than the teachers serving concurrently as administrators of school affairs. 7. There were significant differences in the “administration of school”, “identification and placement”, “instruction and guidance”, “supporting services” and “all scale” service levels on resource programs among teachers with different qualifications. The teachers with special education credits were higher than the teachers without special education credits. 8. There were significant differences in the “all scale” service levels on resource programs among teachers with school size. The teachers with medium-sized schools were higher than the teachers with small-sized schools and the teachers with large-sized school. 9. There were significant differences in the “all scale” service levels on resource programs among teachers at teaching experiences. The teachers who had taught the students were higher than the teachers who had not taught the students. According to the results, several suggestions were provided for the educational administration, as well as for further research in this field.

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Liu, Ching-Chang, and 劉錦昌. "Survey Research of The Implementation of IEP Case Management by Elementary School Teachers in Resource Room Program." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/897s5u.

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碩士
國立清華大學
特殊教育學系
107
The purpose of this study was to investigate present situation of the Implementation of IEP case management by elementary school teachers in resource room program. The study was conducted by 402 questionnaires and the data collected was analyzed by description statistics, One-way ANOVA, Independent-sample t test, Pearson product- moment correlation coefficient, Stepwise regression analysis, Importtance-perfor- mance analysis(IPA), The results are followed: the Implementation of IEP case management: (1) The arrangement of IEP case manager for students as one special education teacher. (2) The most case management numbers of student with 9~12 per special education teacher. (3) The priority to allocate numbers of students for case management service with an average distribution. (4) the highest frequency of Cooperation with professionals is general class teachers. The difficulty of IEP case management: (1) Students ' adaptation problems occur mostly in the general class situation, relying on the tutor and cooperate with other per-sonnels.(2) Psychological evaluation is the most difficult work. The influence of different background variables on the current situation and dif-ficulty of IEP case management: (1) Significant differences between different back-ground variables and case management in the current situation. (2) The difficulty of case management has a tendency to decrease with the teaching seniority or age. Correlation between the degree of implementation, difficulty and attitude of IEP case management: (1) Attitude has a positive influence on the degree of implementa-tion and difficulty of IEP case management. (2) The establishment of student portfolio, the formulation of IEP, psychological evaluation work in IEP case management implementation and difficulties, have a predictive power of attitude. The IPA Analysis of IEP Case management: (1) The formulation of IEP shows Possible Overkill", the degree of importance is lower than implementation (2) The es-tablishment of student portfolio, the abilities of teaching and Psychological evaluation shows "Concentrate Here", the degree of importance is more than the implementation.

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Lin, Hsiang-Yun, and 林湘芸. "Implementation and Attitude of Individualized Guidance Program by Gifted Teachers of Resource Room in the Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/74408775719539968220.

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Shen, Yi-Fang, and 沈儀方. "A Study on the Correlation between Job Stress , Work Values and Teachers’ Professional Commitment for the Resource Room Program Teachers at Elementary School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/18910699824675338460.

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碩士
國立屏東師範學院
國民教育研究所
92
The purpose of this study was to investigate the teachers’ job stress, work values, professional commitment, and their relationship and effects of variables of the resource room program teachers at elementary school. This study was researched by document analyses and survey with the tool of researcher self-developed instrument-“Survey of Work Status for the Resource Room Program Teachers at Elementary School”. Subjects adopted from 443 elementary resource teachers from Tainain city, Tainain county, Kaohsiung city, Kaohsiung county, and Pingtung County, among which returned questionnaire posts were 374(94.4﹪) copies considered as effective samples. Factor analysis, frequency distributions, t-test, one-way ANOVA, pearson correlation analysis, and multiple stepwise regression methods were used to analyze all valid data. The conclusions from this study were as follows: 1. The elementary resource teachers experience some degree of job stress, among which, the teachers display the highest degree in “students’ problem”, and the lowest degree in “parents’ request”. 2. The elementary resource teachers attach much importance to the value of “social interaction”. 3. The elementary resource teachers show the highest degree of professional commitment in “professional admission”, and the lowest degree in “willing of staying in their job”. 4. Young and new elementary resource teachers set much value on “reputation of achievement” and “social relations”, and experience the higher degree in “social pressure”. 5. Female and single elementary resource teachers emphasize their life development. 6. Experienced elementary resource teachers feel lower job stress, and present the higher degree in “willing of staying in their job”. 7. The elementary resource teachers who ordinarily present the higher degree pressure in “work burden” and “management of chores”. 8. The correlation between “job stress” and “willing of staying in their job” are no significant. 9. The correlation between work values and professional commitment of elementary resource teachers show significant. 10. “Growing development” is the best explanation on professional commitment. According to the conclusion from this study, researcher provided some suggestions for educational administrative agencies, elementary schools, the resource room program teachers and future researchers to consult with in succession.

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Chen, Yu-Shen, and 陳佑昇. "A Study of Teachers'' Use of Information Technology in Junior High School Resource Room Programs." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05737516816934672306.

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碩士
淡江大學
教育科技學系碩士在職專班
102
Following the principles of inclusive education movement, teachers in resource room have been striving for students with special needs to have equal opportunities for education. Previous researches showed that information and communication technology (ICT) provides supports for students with special needs to learn equally. Technology integration became an important factor that influenced students with special needs to learn and study equally at school. The purpose of the study was to investigate the current state of junior high school resource room teachers’ technology integration and the affecting factors. The participants were teachers in the junior high school Special Education Resource Room in Taiwan. 288 questionnaires were distributed and 264 were returned. The data were analyzed through descriptive statistics, one-way ANOVA, Pearson product-moment correlation. The results are as follows, 1. The teachers in junior high school resource room had high-intermediated level on test accommodation, but the rest of four aspects (application of assistive technology, assistive learning and assessment, learning to use technology and student-centered instructional strategies) needed improvement. 2. Most of the resource room teachers in junior high school in Taiwan had above-average agreement upon that ICT facilities and resources, teachers’ workload, computer literacy and teacher’s belief affecting their technology integration practice. 3. The results of the ANOVA analysis showed that gender had significant effect on the aspects of learning to use technology, student-centered instructional strategies, assistive learning and assessment and application of assistive aids. 4. There was a positive correlation between the current state and factors affecting technology integration in junior high school resource rooms. Based on the results, suggestions were also provided for educational administration, resource room teachers training institutions.

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Lee, Chun Huei, and 李純慧. "The Study of Teaching Perception in Professional Roles and Effectiveness of the Resource Room Program Teachers in Hualien and Taitung." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/3fer65.

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碩士
國立臺東大學
特殊教育學系碩士班
97
The purposes of this study were to explore the situation and the relationship between teaching perception in professional roles and teaching effectiveness for teachers of the resource room program teachers at school in Hualien and Taitung. The participants of this study included teachers of junior high school and senior high school in Hualien and Taitung. The survey tool was the questionnaires for current status for teachers, 119 were valid, with a 88% valid percentage. After analyzing the data by methods of descriptive-Statistics, means, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, multiple stepwise regressions. The major findings were as followings: 1. The resource room program teachers in Hualien and Taitung, whose perception in professional roles, were graded in very high level. 2. The resource room program teachers in Hualien and Taitung,whose teaching effectiveness, were graded in high level. 3. The teaching perception in professional roles for teachers in Hualien and Taitung would be changed with sex or background factors of education. 4. The teaching effectiveness for teachers in Hualien and Taitungwould be changed with if the part-time job of administration or current profession position or background factors of schools. 5. The resource room program teachers with if the part-time job of or current profession position in Hualien and Taitung had obvious difference. 6. The teaching efficiencies were related to teaching perception in professional roles closely. 7. The profession enhancement and the profession ethics of teaching perception in professional roles had apparent predictability to the teaching efficiencies. Finally, the suggestions were proposed to special education administration departments, school administrators, the elementary schools special education teachers and future researchers.

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陳傳枝. "Research on the Present Condition of the Individualized Education Program Being Implemented by Disabled Resource room Teachers of Elementary Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/18977047637347329601.

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碩士
國立彰化師範大學
特殊教育學系在職進修專班
91
The purpose of this study was to investigate into the situation of the individualized education program being carried out by disabled resource room teachers of elementary schools, along with the problems being confronted, and the differential variance showed in different variants of background and circumstances. The study adopted the mean of census. The teachers of disabled resource room, and who taught in the public elementary schools with disabled resource rooms in school year 90 in the eight counties or cities of central Taiwan, were investigated as subjects. The studying tool was the “Questionnaire on the Investigation of the Present Condition of Individualized Education Program being Implemented by Disabled Resource Room Teachers of Elementary Schools”. In total, 214 questionnaires were sent out, and 190 valid questionnaires were regained. Based on the result of this research, findings were as follows: 1.The “overall effect in implementation” of the individualized education program carried out by disabled resource room teachers of elementary school is good. 2.The phases of the individualized education program carried out by the disabled resource room teachers of elementary schools and their order in merits and shortcomings are, the phase of “content completeness”, the phase of “need fulfillment”, the phase of “plan estimation”, the phase of “meeting holding”, the phase of “plan implementation”, the phase of “target achievement”, the phase of “data processing” and the phase of “member participation”. 3.The situation of the individualized education program being carried out by disabled resource room teachers of elementary schools will show distinctively differences in accordance with the differential variances showed in some variants of background and circumstances: (1) As to the “sex” variant, in the phase of “plan implementation”, female teachers performed distinctively better than male teachers. (2) As to the “professional background” variant: <1> In the phase of “content completeness”, the group of teachers who were special teaching graduate schools graduates (40 credits graduates included) performed distinctively better than the other groups, the group of teachers who were graduated from the post university credit classes designed for special education performed distinctively better than the other groups, and the group of teachers who had taken 20 or above credits on courses in special education performed distinctively better than the other groups. <2> In the phase of “need fulfillment”, and in “the overall effect in implementation”, the group of teachers who were special teaching graduate schools graduates (40 credits graduates included) performed distinctively better than the other groups. . (3) As to the variant of "teaching areas”, in the phase of “meeting-holding”, “content-completeness”, “need- fulfillment”, “plan- estimation”, “data-processing”and also in “the overall effect in implementation”, the group of teachers who taught in the county with 18 or above class numbers of disabled resource rooms performed distinctively better than the group of teachers who taught in the county with under 18 class numbers of disabled resource rooms. (4) As to the variant of “the budget in expenditure”, in the phase of “meeting-holding”, “content-completeness”, “plan-estimation” “plan-implementation”, “target- achievement”, “data-processing”, and also in “the overall effect in implementation”, the group with budgets for over twenty thousand dollars performed distinctively better than the group with twenty thousand (and under) dollars. 4.The problems confronted in the executing process of the individualized education program implemented by disabled resource room teachers of elementary schools include,problems in laws and ordinances, problems in students, problems in teachers, problems in teaching resources, problems in human resources, and the problems in individualized education program.

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Yi, Shen Chun, and 沈純衣. "The resource room program teachers in the elementary schools through the experiences of reading comprehension teaching choose the multimedia reading assistive strategy." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/33972770772314083240.

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碩士
國立新竹教育大學
特殊教育學系碩士班
99
The major purpose of this research is intended to discuss the result that is resource room program teachers in the elementary schools through the reading comprehension teaching experiences select the multimedia reading assistive strategy which improve the reading comprehension ability and the valuables that influence teacher’s selections, and use the designed questionnaires as research tool to investigate. This research proceeded with stratified random sampling. Questionnaires were sent to north, central, and south districts. In total 257 questionnaires were sent out, and 219 valid questionnaires were regained. The main findings of this study are as follows: 1.The situation of reading comprehension teaching In the using frequency of reading skills, the top 3 are “finger point reading”, “point out the daily experience similar with the article content”, “oral reading”. In the reading comprehension strategies, the using frequency is text structure analysis strategy, picture prediction strategy, and image organization strategy from high to low. In the using frequency of teaching steps, the highest frequency is “the student use reading strategy with teacher’ help”. No matter story materials, narrative materials, expository materials and argumentive essays, the most frequently used strategy is text structure analysis strategy by teachers. 2. The situation of using multimedia reading comprehension teaching materials The motive of teacher using teaching material top 3 are “bring out the student‘s learning motive”、”increase the sense of vision and hearing effect”、”provide the detail explain of word or picture”. In the using experience of teaching material with strategy, the text structure analysis strategy is the most. 3. The selective result of multimedia reading assistive strategy For the students who have difficulties in literacy, the assistive strategy top 3 are “picture assistive strategy”,“story structure assistive strategy”, “speech assistive strategy”；For the students who have difficulties in reading comprehension, the assistive strategy top 3 are “picture assistive strategy”,“animation assistive strategy”, “synonym exchange strategy”；For the blend of above two difficulties students, the assistive strategy top 3 are “picture assistive strategy”, “animation assistive strategy ”, “speech assistive strategy”. 4. The valuables of multimedia reading assistive strategy which influenced the decision of the resource room program teachers in the elementary schools There are two valuables could predicted the value of assistive strategy to teachers when they make decision,“reading skills” and “the past experience which used have strategy teaching material”. There are 3 groups of teacher’s results which used to run path analysis respective, and the result shows that the situation of reading comprehension strategy teaching could predicate the result of “literacy difficulties” and “comprehension difficulties” groups, “the situation of using multimedia teaching material” could predicate the result of combine group. The teacher’s “reading comprehension teaching experiences” and “using experience in multimedia teaching material” will affect the result, when they make the decision according the above result.

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Forbes, Leighann S. "Internet use in teacher preparation programs the relationship between pedagogy and practice in the Pennsylvania State System of Higher Education /." 2007. http://etd1.library.duq.edu/theses/available/etd-10302007-222203/unrestricted/ForbesDissertation.pdf.

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Hunt, Carrie. "Enabling Participation of Children with Developmental Delays and Disabilities at School: School-based Allied Health Professionals as a Resource for Teachers." Thesis, 2013. http://hdl.handle.net/1974/8269.

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Millions of dollars are spent annually in Canada providing school health support services (SHSS) to children with developmental delays and disabilities (DD) as an important support for inclusive education. However, there is limited information about how allied health professionals (AHP) work together with educators to integrate therapy strategies into educational programming for children with DD. This study examines the strategies AHPs, in Ontario perceived to be successful and are implementing with educators to support participation outcomes for children with DD in the primary grades. This study also describes AHPs’ vision for the future in order to improve their work practices to support participation of children with DD at school. Recognizing that the literature on SHSS has emphasized challenges to providing services to children with DD and collaboration with educators; this study actively employed appreciative inquiry (Preskill, & Catsambas, 2006). Individual in-depth interviews with 15 AHPs (11 OTs, 1 PT, 3 SLPs) were conducted via face-to-face, telephone or video conference. Participants were asked to describe how they viewed participation at school for children with DD, their role in supporting it, the strategies they used to work with educators to support this participation and their vision for the future. AHPs in this study viewed participation of children with DD at school as (a) being in the classroom to provide the opportunity for meaningful engagement with peers and (b) working on similar activities as peers to promote membership and belonging at school. Participants implemented their role to support participation of children with DD by providing equipment, modifying or adapting activities, educating and providing resources to educators. Successful strategies AHPs used to work with educators to facilitate participation of children with DD at school included: finding a key person, developing trust and rapport with an educator, engaging in shared planning with an educator, seeking feedback from educators about their recommendations and listening to educators regarding information about the child with a DD. AHPs also identified their vision for the future in supporting participation of children with DD. Their vision included being a resource to teachers, by consulting to a whole class and being a member of the educational team.
Thesis (Master, Rehabilitation Science) -- Queen's University, 2013-09-11 00:13:12.132

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Hsieh, Kevin Knight Wanda B. "Art museum teacher education and participants' needs a case study evaluating the vast (visual arts as resources for teaching) program at the Philadelphia museum of art /." 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3114/index.html.

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42

Wang, Hsin-Yi, and 王馨怡. "Research on the Present Condition of the Individualized Education Program Being Implemented by Disabled Resource Room Teachers of Junior High Schools in the Northern Area of Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/93wdu7.

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碩士
銘傳大學
教育研究所碩士在職專班
96
Research on the Present Condition of the Individualized Education Program Being Implemented by Disabled Resource Room Teachers of Junior High Schools in the Northern Area of Taiwan Abstract The main purpose of this research is to explore the situation of the individualized education program being implemented by disabled resource room teachers of junior high schools in the northern area of Taiwan, the effectiveness on individualized education program, along with the problems being confronted. It also analyzes how teachers with different backgrounds showed differences about the implementation and effectiveness of IEP. A self-designed questionnaire, “Questionnaire on the Investigation of the Present Condition of Individualized Education Program Being Implemented by Disabled Resource Room Teachers of Junior High Schools”, is used to collect data. The subjects of the questionnaires are 300 teachers from disabled resource rooms who taught in public junior high schools in school year 96 in seven counties or cities of the northern Taiwan. The data obtained from the questionnaire are analyzed by frequency distribution, percentage, mean, standard deviation, T-test, one-way ANOVA, Scheffé post analysis, and regression analysis. According to the result of data analysis, we have come up with the following conclusions: 1.The “overall execution” of the individualized education program carried out by disabled resource room teachers of junior high schools is good. Regarding the phases of the execution of the individualized education program, the best is“content completeness,”followed by“meeting holding,”“educational target evaluation,”“educational target designing,”“educational target achievement,”and“member participate.” 2.The “effectiveness” of the individualized education program carried out by disabled resource room teachers of junior high schools is good. 3.The disabled resource room teachers of junior high schools with different backgrounds, such as teaching experiences in disabled resource rooms, special education background, professional training of IEP, and the budget in expenditure, etc., have significant differences in the situation of IEP being carried out. 4.The disabled resource room teachers of junior high schools with different backgrounds do not make any difference in the “effectiveness” of the individualized education program. 5.As to the situation of IEP being carried out by disabled resource room teachers of junior high schools, the phases of “member participation,”“educational target designing,” “educational target evaluation,”and“educational target achievement” show significant effects on “effectiveness”of IEP. 6.The main difficulties which disabled resource room teachers of junior high schools might confront in executing IEP are list below: the scholars or evaluation members’ different requests for IEP make teachers confused; designing IEP takes a lot of time and efforts; it’s easy for materials in written form and teaching to be disconnected; parents do not cooperate with IEP passionately; the heavy burden of teaching and working make teachers spend less time on IEP. At last, it is followed by an analysis according to the above results of the study to draw on conclusions and to provide suggestions as references for educational administrative organizations, relevant staff in schools, the disabled resource room teachers and future related studies.

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Wang, Min-yu, and 王敏鈺. "Influence of Junior High School Homeroom Teachers on the Use of Community Resources for Students--Case Study of Fu-An Junior High School’s Afterschool Program." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/77274761719279472832.

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碩士
東吳大學
社會工作學系
98
Homeroom teacher, the core of school ecology system, is the key in students’ lives and their community resources use. Different class management styles of different background homeroom teachers will decide the resource accessibility to students. The coefficient assessment research of a three-section-program, the light-up afterschool program, indicated that community resources could permeate into school and break the boundary between school and community. The research is a case study from “The light-up afterschool program” in Fu-An junior high school. The interviews were done with the relative participants of the program, included the school administrators and the homeroom teachers. The goal of the interviews is to explore the interviewees’ thought about community resources and their attitudes toward the use of the community resources. From this, we can further integrate the feasible cooperative ways between community and school. Results are discussed in terms of ‘the ecology system’, ‘the homeroom teacher’s belief for the resource and the program’ and ‘the effect of the program’: 1. The limitation of the community development results the high rate of disadvantaged family which attracts the school to find out the necessity to import community resources. In the program, the principal and the counselors tried to influence the homeroom teachers by adjust the school construct and one-by-one communication. Through these efforts, the homeroom teachers lowered their insistency, the interaction between community and school was changed, and the accessibility of resources was unlocked. 2. Due to the educational role and duty, the homeroom teachers might control the permit of students’ attendances to activities by students’ manners sometimes. On the other hand, from the role of a consoler, the homeroom teachers will also determine the permit based on students’ personalities and need. 3. The effects of the program were admired by the school administrators for they revealed that the participated students were benefited to the better interpersonal relationship in class. Even though the homeroom teachers didn’t show clear appreciation to the program, their actions of allowing more students to join activities demonstrate the school administrators’ indirect influence can really break down the homeroom teachers’ attitudes. Finally, implications for adolescence social work services and the research limitations are discussed as following: 1. Adolescence social workers should build up positive cooperative experience with school so that school can lower the doubt of community resources. The district school social workers, in order to get grounded in school, could involve in the school ecology system, and seek the identification from powerful systems. 2. Future research could do the interview in the meanwhile of the program proceeding, for the researcher can directly and completely understand the homeroom teachers’ thoughts at once. Moreover, past working experience is detected to limit the research analysis field which results in a block of research.

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HAN, Yu-Fang, and 韓裕芳. "A Study of Primary School Teachers' Needs for the Utilization of Teaching Resources and In-service Workshop Programs - A Case Study of TMOA." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/61443240279002681063.

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碩士
大葉大學
設計暨藝術學院碩士在職專班
98
This research is to study how elementary school teachers in Taichung City make use of any teaching resources from National Taiwan Museum of Fine Arts and the teacher’s need in their researching and studying. It also confers to different background options to determine whether there is any correlation between the using situations of teaching resources from National Taiwan Museum of Fine Arts and what kind of resource from it teachers need in their researching and studying. The studying method of this research mainly focuses on “method of questionnaire survey,” which includes several open-ended questions and uses census to discuss further. There are 393 people in this survey. The results are received by census software and analyzed by “Descriptive Statistics,” “Independent Sample T-test,” “One-way ANOVA,” “Scheffe test after Scheffe's method,” and “Pearson product moment correlation analysis.” The results are mentioned below: First, the ratio about teachers who use teaching resources andparticipate in teachers researching and studying is one time (up to four times). They usually need “resource usage” and focus on “activity teacher.” In addition, in terms of activity time, teacher is definitely willing to participate in during winter and summer vacations. Separately, teachers who have under five-year experience and have participated more than five times in activities in the two years are very stimulative in every item of activities. There are remarkable differences about teachersr need of teaching resources form National Taiwan Museum of Fine Arts in terms of different backgrounds which using materials from National Taiwan Museum of Fine Arts and participating in teachersr researching and studying. There are remarkable differences which are teachersr experience, educationallevel, whether they have used teaching resources from National Taiwan Museum of Fine Arts in recent two years, and whether they have participated in any –viiactivity hosted by National Taiwan Museum of Fine Arts. Obviously, teachers who have used teaching resources provided by National Taiwan Museum of Fine Arts and its researching activities have strong requirements about how to operate its materials and activities. According to the results above, hope to provide several suggestions to National Taiwan Museum of Fine Arts and related institutes for their future management.

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Hsieh, Mu-Yi, and 謝慕懿. "The Study of Influence Factors on Teachers to Apply Agricultural Resources to Out of school Educational Programs of Elementary School at Kaohsiung City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/71602445575553139979.

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碩士
國立屏東科技大學
農企業管理系所
98
The contents of abstract in this thesis: The purpose of this study is to investigate the factors that influence the application of agricultural resources in out-of-school educational programs held by elementary schools at Kaohsiung city. The correlation among the influence factors, the basic attributes of schools and teachers, the intention and implement to apply agricultural resources to out-of-school educational programs are examined. Four hundred and nineteen valid samples were obtained after the questionnaires were distributed to 500 elementary school full-time teachers at Kaohsiung city. In this study, the reliability test, descriptive statistical analysis, factor analysis, t-test, one way analysis of variance, Pearson correlation, and chi-square test were conducted by SPSS 12.0 for Windows. The results are as follows: 1.The influence factors to apply agricultural resources to out-of-school educational programs are administration, colleague, personal attributes, students and their parents, curriculum and teaching, and environments. The environmental factor is most important. 2.The influence factors of application of agricultural resources in out-of-school educational programs are significantly related to the gender, age, current position, main teaching grades, years of teaching. 3.Low level of positive correlation is found between the application intention and the three influence factors: environment, colleague, and administration. 4.The personal attributes and colleague factors are significantly correlated with practice experience. 5.The practice experience is significantly correlated with the current position and main teaching grades. 6.The application willing is significantly affected by the practice experience. 7.As the results, suggestions for schools and teachers, industrial workers, and government are proposed.

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Wu, Jia-Rung, and 吳佳蓉. "A study on Elementary resource room teachers implementing the field of Special Needs Programs of the Newly Revised Curriculum Guidelines in the Middle Area of Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/5dv227.

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碩士
國立臺中教育大學
特殊教育學系碩士班
102
A study on Elementary resource room teachers implementing the field of Special Needs Programs of the Newly Revised Curriculum Guidelines in the Middle Area of Taiwan The study aimed to understand the status about the Field of Special Needs Programs of the Newly Revised Curriculum Guidelines in elementary schools’ resource room in the Middle Area of Taiwan. In addition, analyze the differences of current status and of the Special Needs Programs implementation relating to different background of resource room teachers. The instruments used in this study included self-designed questionnaires which was named "The questionnaire of the Field of Special Needs Programs for the elementary non-categorical disabilities resource room". Participants included elementary school resource room teachers in the Middle Area of Taiwan.There were 282 valid questionnaires. The data were analyzed statistically throughout descriptive statistics, t-test, and one-way ANOVA. The main results were summarized as follows: 1、The number of students in resource classes up to an amount of about 21-30 people; Individualized Education Plan (IEP) management more than the number of cases in the 6-15 people; eighty percent of the schools have the resources to assist Priority Scheduling classes. 2、The special needs of the curriculum in the field of "social skills", "learning strategies" and "communication training" the most numerous. 3、Students in the class barriers of many types of resources focused on "mental retardation" and "learning disabilities" students; collaborative staff common areas for special needs programs and more to "independent teaching" and "Another resource teachers" based. 4、Mainly due course arrange for special needs in the field "meet the needs of students"; textbook source to "design their own teaching materials" and "access to available materials from the Internet," the largest number; types most commonly used materials are showing evenly distributed, can be widely use of different teaching media. 5、Resource room teachers'"special education background"variables in" professional knowledge of teachers'" level of significant differences, and the remaining variables did not. 6、"Resource Scheduling priority whether classes" in "School administrative resources" to achieve a significant difference in the level of resources, and the remaining variables did not. Based on the results and conclusions, the researcher hope that can gave some suggestions for special education teachers teach Field of Special Needs Programs in the future. Keyword：elementary schools’ resource room、 newly revised curriculum guidelines of the special education、 field of special needs programs

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Wu, Pei-Hua, and 吳珮華. "A Study on the Degree of Satisfaction and Requirements of Teachers and Parents about the Resource Programs for the Disabled Students of Elementary Schools in Nantou County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/60918825174917994519.

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碩士
國立臺中教育大學
特殊教育與輔助科技研究所
94
Abstract Taking the practice in Nantou County as the example, the purpose of this study was to explore the degree of satisfaction and requirements of teachers and parents about the current resource programs for the disabled students. Also, this study was to compare the differences about the approval and needs between teachers and parents toward the resource programs. This study was according a self-developed questionnaire, “Questionnaire of the Degree of Satisfaction and Requirements of Teachers and Parents about the Resource Programs for the Disabled Students of Elementary Schools,” was used to collect data. The subjects were the elementary school teachers and the parents with disabled children in the resource rooms in Nantou County. 510 returned copies of the questionnaire were valid. The data was statistically analyzed by Descriptive statistics, t-test, one-way MANOVA, one-way ANOVA, and Scheffé method. The results were summarized as follows: 1. In the degree of satisfaction of teachers and parents about the resources programs for the disabled students, both agreed with the “placement and assessment” dimension, which reached the highest average; however, the difference was that teachers felt less satisfied with the “administration and measure” dimension while the parents tended to be dissatisfied with the “supporting services” dimension. 2. According to the degree of requirements of teachers and parents about the resources programs for the disabled students, both teachers and parents reached a common consensus that it was required to have the resource programs for the disabled students. 3. As to the degree of satisfaction, teachers with different backgrounds had diverse viewpoints toward variables of “class numbers,” and “teachers’ qualifications in special education;” yet, there were no significant differences between the parents with distinct backgrounds toward the degree of satisfaction about the resources programs. 4. As to the degree of requirements, the only significant difference in teachers with different backgrounds was the variable of “teaching experiences in general classes,” while the differences in parents with different backgrounds toward the requirements of the resource programs for the disabled students were not obvious. 5. Teachers of elementary schools had higher requirements than satisfaction toward “administration and measure,” “the qualification of resource room teachers,” “placement and assessment,” “curriculum and instruction,” and “supporting services” dimensions; yet, the parents had higher satisfaction than requirements in the dimensions of “administration and measures,” “placement and assessment.” 6. Parents had higher satisfaction than teachers of elementary schools in the dimensions of the “administration and measure,” and “supporting services,” while teachers of elementary schools had higher requirements than parents in “administration and measure, ” “the qualification of resource room teacher,” “placement and assessment,” “curriculum and instruction,” and “supporting services” dimensions. 7. Both elementary school teachers and parents had significant higher requirements than satisfaction in the dimensions of “administration and measure,” “the qualification of resource room teachers,” and “supporting services.” This study was intended to provide its major findings and conclusions to bureau of education, school administrations, teachers, parents, and the future research.

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48

葉國慈. "Research on Elementary School Teachers’ Cognition and Attitude in Taking Advantage of Teaching Resource Outside The School. The Example of The Service Reaching School Program of National Museum of Natural Science." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/05234076348935244416.

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碩士
國立新竹教育大學
進修部數理教育碩士班(自然組)
93
ABSTRACT Research on Elementary School Teachers’ Cognition and Attitude in Taking Advantage of Teaching Resource Outside The School. The Example of The Service Reaching School Program of National Museum of Natural Science. Purpose of this research is to probe into the teacher's cognition and attitude of the Service Reaching School Program (SRSP) of National Museum of Natural Science (NMNS). This study applies survey to collect data. The self-designed questionnaire includes teachers’ cognition and attitude and influential factors in using teaching resource, the SRSP of NMNS. The subjects of survey are 85 elementary school teachers in Miaoli county who had participate in the project last year. Based on the data of statistics and analysis, some major conclusions were made .The elementary school teachers' cognition of the SRSP of NMNS was high level. By the way, they had positive attitudes toward the SRSP of NMNS. The factor, such as the average of student number in one class had significant influence on elementary school teachers' cognition of the SRSP of NMNS. The variables which influence elementary school teachers' attitude toward the SRSP of NMNS were position of school and times the class visited NMNS last year. Elementary school teachers' cognition, attitude and appraisal toward the SRSP of NMNS had significant positive correlation between one another. They also suggested NMNS could not only offer the service reaching school program every year, but also supply the relevant documents of the project earlier. Then, that would benefit science education in school.

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49

Manqele, Clement Mandlenkosi. "An investigation of the role of learners and teachers resource materials in determining a school performance and quality education : a case study of Isiphosemvelo Secondary School." Diss., 2012. http://hdl.handle.net/10500/9909.

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The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies and Didactics)

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50

Mamhute, Rosemary. "The educational challenges of pregnant and nursing adult learners: a case study of Morgenster Teachers’ College." Diss., 2011. http://hdl.handle.net/10500/4809.

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The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem.
M. Ed. (Adult Education)
Educational Studies

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Dissertations / Theses on the topic 'Resource teacher program'

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