Dissertations / Theses: 'Student and teacher collaboration'

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Alghasab, Maha. "Student-student collaboration in wiki mediated collaborative writing activities : exploring EFL teachers' roles in the collaborative process." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/13068/.

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The use of wikis to support collaborative writing activities has captured the attention of second/foreign language researchers (SL/FL). The majority of studies to date have found evidence of positive collaborative behaviours, however some studies have reported inactive and unequal participation, individual ownership of the text, and minimal evidence of collaborative dialogue. Although the important role of the teacher has been reported in contexts such as face- to-face (FTF) and other online contexts, few studies have explored the effect of teachers’ online interventions on student-student (S-S) interaction in the wiki context. Therefore, this thesis fills this gap by exploring teachers’ interventional behaviours, and in particular, how they affect S-S wiki collaboration. A qualitative multiple case study design was conducted with 3 EFL teachers and their students (aged 17-18 years) at two Kuwaiti government high schools. Data were collected over a period of 13 weeks. The online discussion that occurred between students via the wiki threaded mode and their writing behaviours, as shown in the edits history were analysed and triangulated with the interview data. Unlike previous research, this study brings together the analysis of the wiki threaded discussion and editing behaviours to understand the process of collaboration. Qualitative Computer Mediated Discourse Analysis (CMDA) suggests that the teachers played an effective role in shaping the way the students interacted. An examination of the teachers’ interventional behaviours suggests that some interventional behaviours promoted S-S collaboration and some hindered it. Behaviours such as establishing a wiki culture of collaboration, reinforcing a sense of wiki community, asking students to engage mutually, being a co-learner and modelling editing behaviour, all seem to promote collaboration. Conversely, direct teacher edits, immediate responses, using an authoritative tone, and asking inactive students to participate may promote participation but not necessarily collaboration. The interview data also suggested that sociocultural issues, such as teachers’ superiority, questionable peer feedback, and individual text-ownership hindered collaboration. Therefore, this thesis argues that even in an online student-centred context such as a wiki, the role of the teacher is critical. Teachers who adopt a non-authoritative and collaborative-orientated intervention are much more effective in promoting S-S collaboration than those who are authoritative and intervene in a non-collaborative way. There is therefore a need for teacher training that raises teachers’ awareness of effective pedagogy regarding the use of wikis.

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Bunker, Vanessa J. "Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /." Connect to dissertation online, 2008.

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Welte, Leah G. "Orchestrating Classrooms: A Collaborative Inquiry Study of Novice Teacher Community Building." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/862.

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Creating a community of learners with and among students in a collaborativeclassroom environment provides the keystone for developing the skills necessary forsuccess in the 21st century. Some preservice teachers envision that community building can enhance the learning experience for them and their students and want to learn and employ the necessary strategies. This study examined whether such a desirous group of novice teachers could identify the key factors they believed comprise community building and could successfully establish a community of learners during their first full year of teaching, supported by participation in a collaborative inquiry group. Four novice teachers met monthly throughout their first year for two-hoursessions during which they discussed and examined various aspects involved inestablishing their classroom communities. They created and shared artifacts designed to promote a caring, respectful relationship between them and their students as well as among the students themselves. These novice teachers discussed the challenges inherent in helping students with differing sociocultural, language, and behavioral needs bond with one another. They also supported each other in dealing with the myriad of necessities and constraints involved in implementing a start-up classroom. During the final session, group members synthesized what they believed constituted the essence of community building. They also elaborated regarding the areas of success they had achieved during their initial year of teaching. Finally, the members identified that participation in a collaborative inquiry group had supported their first-year experience. The group judged their overall experience as productive and successful. The researcher’s perspective was somewhat different from the other groupmembers. Difficulties identified in the process were using collaborative inquiry as themethod to gather data for a dissertation while endeavoring to act as an equal groupmember, requiring in-depth analysis of novice teachers who had not previouslyparticipated in action research and were still in the early stages of developing theirpractice as well as the tendency of novice teachers who had experienced the samepreservice program to employ groupthink rather than to challenge one another’sstatements. Further research should study collaborative inquiry as a method employed throughout preservice programs.

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THOMAS, MARI KATHERINE. "TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029753830.

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Fruland, Ruth M. "Systems thinking and science-based controversies for learning, teaching, and collaboration : what do student teachers think? /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7909.

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Faust-Horn, Kristina L. "Parent and teacher perceptions of the relationship between home-school collaboration and student success in the classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003fausthornk.pdf.

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Longchamp, Juliette Cavanaugh. "The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/734.

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Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation systems. Student Learning Objectives (SLOs) emerged as one way to measure teacher effectiveness. SLOs are teacher-developed goals for student achievement that reflect student learning and growth over a specified time period. Each state or district utilizing SLOs in teacher evaluation implements SLOs in a different way, and the details of SLO implementation affect the extent to which teaching is improved. This grounded theory research study investigated the influence of SLOs on teachers and teaching. The researcher interviewed 20 teachers from six regions of the United States. This research identified three dimensions of SLO implementation that influence SLOs' effect: School Leadership, School Climate and Teacher Agency. These dimensions are explored in this research, resulting in recommendations that would serve to enhance the benefits of SLOs on teachers and teaching. Additionally, future research suggestions are noted to add to the growing body of research on SLOs.

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Minnes, Wendy-Jene. "Teacher collaboration around computer use with English as a second language students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31839.

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This study analyzes what happened when an innovation that assumed some form of teacher collaboration around computer use with English as a Second Language (ESL) students was implemented. It describes the nature and extent of teacher collaboration found to occur and seeks to account for the patterns that emerged by examining some prevalent structural and cultural features of school life. The particular notion of collaboration considered involves explicit, ongoing discussion and mutual planning. Conditions established for the innovation's implementation revealed the expectation that teachers would coordinate their work around computer use to integrate the language and content learning of ESL students. Observation and teacher interviews indicated that resource and ESL classroom teachers tended to engage in "expert-novice" or "peer" relationships, depending on the extent of their computer knowledge. Generally common to both forms of collaboration around computer use were the following patterns: one-on-one encounters; brief, informal exchanges; short-term planning; implicit roles and expectations; and a focus on computer-related concerns. An analysis of these patterns suggests that the school's organization of physical space, time, and authority, as well as teacher norms of individualism and noninteraction, their classroom-centered focus and adherence to a practicality ethic, may have served to shape the emergent forms of teacher collaboration.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Tindall, Evie Ruth. "The principal's role in fostering teacher collaboration for students with special needs." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618820.

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This study examined the principal's role in fostering teacher collaboration for students with special needs by investigating two overarching questions: (a) How do principals foster teacher collaboration for the purpose of improving teaching and learning for students with special needs and (b) how do these behaviors relate to leadership behaviors that have been identified as facilitative of teacher collaboration? First, a multiple-site descriptive case study was conducted and, using nomination criteria, five sites in four school districts were selected. The data collection involved the verification of the nomination criteria through observations and the collection of data through interviews with principals and general and special education teachers as well as document reviews. An analysis of the cross-site case study data revealed five emerging themes that related to (a) the importance ofthe principal's role, (b) the supportive role of the principal, (c) the communicative role of the principal, (d) the leadership role of the principal, and (e) the role of the principal in promoting collaborative cultures.;Second, role descriptors of the principal identified in the cross-site analysis of the case studies were compared with role descriptors cited in empirical studies relating to the principal's role in fostering teacher collaboration. The findings from the cross-site comparison were classified into three levels of role descriptors of the principal: (a) role descriptors most frequently cited in the literature and identified in all five case studies, (b) role descriptors not as frequently cited in the literature but cited in all five case studies, and (c) role descriptors not cited in the literature but identified in all five case studies.

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Kao, Yachen. "A Study of Teacher-Student Collaboration on Course Design with Technology at Wenzao Ursuline College of Languages in Taiwan." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/191.

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To survive in the continuously changing information environment, many institutions in Taiwan have increased their demand for technologically literate faculty. To date, few faculty of Wenzao Ursuline College of Languages (WUCL) consider themselves well prepared to create effective web-based learning resources. The problem is that developing high-quality web-based learning resources and maintaining online communication will increase faculty's workload and create additional time demands on faculty who are already overburdened with traditional face-to-face instruction involving large class sizes. If the amount of time spent on designing web-based learning resources could be reduced, faculty would have more time to manage online interactions with students as well as to track students' learning progress. This study developed a teacher-student collaboration model to assist WUCL faculty to create effective web-based multimedia instruction resources. The goal of the study was to create a teacher-student collaborative learning culture that transcends the one-size-fits-all approach that has hitherto failed to facilitate faculty professional development with technology. A case study was conducted to obtain a deeper understanding of the partnerships of WUCL discipline faculty and students, as they participated together in a technology-related course design activity. In addition, discovering evidence from multiple sources that were aligned with the emerging themes was used to negate research bias and enhance the exploration of multiple perspectives. In addition, presenting WUCL faculty participants' experiences in working with students resulted in an authentic perspective and created a deeper and richer understanding of a situated technology professional development. The results of the study contribute to WUCL administrators' understanding of the role of students as catalyst for faculty development in technology as well as how and what discipline faculty learned to integrate technological with pedagogical and content knowledge through students' help.

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Back, Froehlich Lisa A. "A Collaborative Procedure to Support Teacher Adherence to Reading Comprehension Intervention and Its Effect on Student Outcomes." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306499197.

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Robertson, Laura, Pamela Cromie, Lindsay Lester, Jennifer Hill, and Diana O'Neal. "Hybrid PLCs: Building Collaboration Among Teachers in Different Schools." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/768.

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Magalhaes, Maria Cecilia Camargo. "A study of teacher-researcher collaboration on reading instruction for Chapter one students." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39989.

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This study examines a collaborative endeavor in which a Chapter One teacher and a researcher worked together to plan, conduct and reflect on a reading instruction designed to promote strategic reading. For eleven weeks, data were collected during conversations and reflective/planning sessions conducted by the teacher and the researcher and during instruction for a group of fourth- and fifth-grade students. Ethnographic methods such as participant observation, interviews, document collections and research journal writing were used as data collection techniques. Two methods of data analysis were used - discrepant case analysis (Erickson, 1986) and constant comparison method (Glaser and Strauss, 1967). The findings suggest that the teacher-researcher collaboration motivated changes in the teacher, the researcher and the students. That is, the collaborative work helped the teacher learn to use a process approach to teaching reading comprehension. It also helped students learn about the reading process and reading strategies. Finally, this study helped the researcher learn about ways to assist teachers in becoming more knowledgeable and reflective.
Ed. D.

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Méndez, Martha E. Fulk Barbara M. "Beliefs and attitudes of preservice secondary history teachers toward inclusion and collaboration." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087870.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 1, 2005. Dissertation Committee: Barbara M. Fulk (chair), E. Paula Crowley, Frederick Drake, Kenneth H. Strand. Includes bibliographical references (leaves 125-134) and abstract. Also available in print.

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Diack, Ndeye Helene. "ADDRESSING THE CRITICAL STEPS OF THE BUILDING OF A CULTURE OF COLLABORATION IN A PROFESSIONAL LEARNING COMMUNITY (PLC): A CASE STUDY." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1749.

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AN ABSTRACT OF THE DISSERTATION OFNdeye Helene Oumou Diack, for the Doctor of Philosophy degree in Curriculum & Instruction, presented on October 23rd, 2019, at Southern Illinois University Carbondale.TITLE: ADDRESSING THE CRITICAL STEPS OF BUILDING A CULTURE OF COLLABORATION IN A PROFESSIONAL LEARNING COMMUNITY (PLC): A CASE STUDYMAJOR PROFESSOR: Dr. John McIntyre This case study examined PLC leaders and team members during their first year setting up their PLC collaborative process. It investigated the PLC design and activities, the team members lived experiences during the setting up of the PLC, and its impact on members’ interpersonal relationships and also their personal and professional growth. I collected the data by means of observations of team meetings, PLC documents analysis, an interview of an administrator, and a focus group of a team of three Caucasian American female experienced elementary teachers. The research took place in a school district at a semi-rural Midwestern town in the USA during the 2018-2019 school year. DuFour et al. (2016) model of a PLC provided the main framework for the study that took into account Situated Learning (Lave & Wenger, 1991) and Social Constructivism (Vygotsky, 1978). The findings showed that despite hindrances due to the design process, accountability measures of school improvement reporting weights, and the individual PLC members’ personalities, the team members I studied, unlike some other teams in the building, were doing a great collaborative work. They were driven by collective commitment to the PLC mission, values, visions and goals. They showed resiliency that is strengthened by mutual trust, mutual support, mutual respect, and protection for each other. They had a high level of dedication to improve their students’ achievements by means of common formative assessment of their academic and behavioral issues, intervention plans to address issues, and a very rigorous benchmarking of collectively designed instructional units. Vulnerability of both administrators and team members were evidenced, and the limitations of the study, recommendations for improvement, and implication for Policy Makers, as well as directions for future research are provided.

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White, David William. "The influence of the collaborative videotape assessment process on preservice technology education teachers' confidence, lesson plan preparation and teaching experiences." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148335874.

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Wigglesworth, Matt. "The effects of teacher collaboration on students' understanding of high school earth science concepts." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/wigglesworth/WigglesworthM0811.pdf.

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Teacher collaboration has been widely implemented in the secondary school setting as an integral component within a professional learning community in an effort to increase student achievement and to foster a better working environment for teachers. The effects of teacher collaboration on both students and teachers of Earth science in a high school environment were investigated in this project. Particularly, the project examined the effects of collaboration of Earth science teachers on student understanding, student motivation, and teacher motivation. Earth science teachers collaborated on instructional strategies that included student labs and subsequent formal reports. The materials that were evaluated by a collaborative team were then used to measure how collaboration impacts students and teachers in the classroom. A comparison of a unit that was taught without guidance from collaborative members was made with two units of instruction that implemented materials that were evaluated by a collaborative team. Pre and postunit assessments, concept interviews, and surveys were used to evaluate student understanding. Additional data was collected through teacher interviews and teacher journals to assess student motivation. My own level of motivation and that of my cohorts was evaluated through my journal and observations made by my administrator. Results indicated that student understanding and teacher motivation increased, while the results on student motivation were mixed. The data showed a large gain in student understanding as a result of collaboration on instruction, whereas the level of student motivation was deemed negligible. Teachers in the collaborative group were observed to have increased levels of motivation as a result of the group's collaborative efforts. The project was an enhancement of my own level of motivation as well.

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Prassas, Lea 1960. "A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289644.

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The purpose of this study was to investigate the benefits of collaboration while cross-age students and teachers conducted research. The cross-age collaboration investigated ways that students assist each other with writing and concept development as they researched a topic. The collaborative teacher research explored ways that classroom teachers assist each other with their professional development while they are examining ways to assist their students. This was a participant-observational study which took place over a semester. The cross-age students conducted research on teacher selected topics. The teachers held meetings to share their questions, observations, reflections and plans regarding the cross-age collaboration. Data sources included student surveys, student interviews, teachers' reflective journals, and transcriptions of teachers' meetings. The methods of analysis were domain analysis and constant comparison. The findings suggested that students assisted each other with writing and concept development when provided the opportunity to collaborate. They used language for constructing and reconstructing knowledge as they researched their topics. As they used language for learning, they also assisted each other with language development by using scaffolding strategies. A major finding in this study is that the students and teachers place high value on the interpersonal relationship that develops through the collaborative process. They found that encouragement, listening to one another, and respecting each other's ideas were foundational for igniting the collaborative process. Findings also suggested that the collaborative process gave the classroom teachers opportunities to assist each other with professional development. The teachers were able to assist each other by sharing their beliefs and knowledge about teaching and learning. Sharing beliefs about teaching and learning caused harmony in planning, as well as tensions. Variances in belief systems caused tensions which led to rich discussions about professional knowledge. The teachers reconstructed their knowledge through collaborative research.

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Hudson, Quonias. "The Effectiveness of Professional Learning Communities as Perceived by Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1346.

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School districts in a southeastern state have faced the challenge of choosing an effective professional development model that assists teachers in improving student achievement. Some school districts have implemented professional learning communities (PLCs) as a means of addressing teachers' professional development. Guided by the social learning theories of Bandura, Vygotsky, and Wenger, the research questions focused on teachers' perceptions of the use of PLC experiences for making classroom decisions and their value for enhancing teacher learning, teacher collaboration, and student learning. Data for this case study were collected from 7 certified elementary teachers in 1 school who had participated in PLCs for 2 years. Interview data were coded and reviewed for common themes and patterns. The results of this study revealed that teachers perceived there was not enough time for teacher collaboration and teacher learning built into the activities and structure of the current PLC at the study site. The findings from this study were used to create a 3-day training session for local teachers on how to structure and function in a PLC environment. The sessions include training for grade-level chairpersons and professional development sessions for grade-level teams of teachers. The project will give the elementary teachers in this school meaningful opportunities to positively affect their own and students' learning and share learned practices and skills with other teachers in the district. Achieving social change at a larger level is possible as this professional development opportunity with a focus on teacher and student learning can serve as a model for other schools in the district.

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Elrod, Melody Jeane. "Exploring Mathematics Teacher Education Fieldwork Experiences Through Storytelling." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257126.

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Throughout the history of teacher education, the final fieldwork experience has often been called the single most influential experience in teacher preparation programs (Burns, Jacobs, & Yendol-Hoppey, 2016; Feiman-Nemser & Buchmann, 1986; Parker-Katz & Bay, 2008). Though this experience has been expanded to include fieldwork experiences throughout many teacher education programs (Guyton & McIntyre, 1990), the final fieldwork experience remains the closing activity and the lasting image of teacher preparation (Feiman-Nemser & Buchmann, 1986; Rosaen & Florio-Ruane, 2008). Given its importance, though, researchers know relatively little about it. “The knowledge thus produced is akin to the quantum theory of physics; we know what goes in . . . and what comes out . . . but not what occurs in the interim” (Guyton & McIntyre, 1990, p. 524). Given the current reforms in mathematics education and mathematics teacher education (National Council for the Accreditation of Teacher Education, 2010; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), Guyton and McIntyre’s observation is still relevant today.

During the final fieldwork experience, university-based and school-based mathematics educators must work together on behalf of the novice to marry university-promoted theory (especially reform-oriented theory) with the practical classroom expectations of day-to-day teaching life. Though there is much research on how this kind of work should be done and the dilemmas that have arisen during fieldwork (e.g., Knight, 2009; Loughran, 2006; Nolan & Hoover, 2004; Sergiovanni & Starratt, 2006; Sullivan & Glanz, 2013), we have little information about the experiences of the mathematics educators who collaborate during final fieldwork. Furthermore, we have very little information on how these educators navigate mathematics reforms to prepare teachers of mathematics.

This multi-case study was designed to investigate three novices, their school-based mentors, and their university-based mentor (me) who collaborated during a year-long final fieldwork experience at the close of a middle school mathematics teacher preparation program. To write single case reports that illuminated our collaborative experiences, I wrote the “stories” of each triad. To collect these stories, I used individual and group interviews, paired conversations, asynchronous text interviews, conference observations, collaborative fieldwork artifacts, my own practitioner-researcher journal, and three cycles of participant member checks. After verifying the veracity of the stories of each triad, I engaged in cross-case analysis to make assertions about the commonalities and unique circumstances that defined these fieldwork cases. This study adds to teacher preparation fieldwork literature by evoking a response from educators working in the field and providing them with examples of open dialogue that created more empathetic collaborative experiences. The study also provides evidence that the empathy generated by sharing stories can create more productive and effective learning experiences for the novices involved. In particular, open dialogue provided the collaborators in these cases with a platform for acknowledging pedagogical differences, negotiating fieldwork expectations, and setting and meeting novices’ professional goals. For future investigations of teacher preparation fieldwork collaboration, this study provides evidence that a practitioner approach to research affords the researcher exceptional access to the stories of novices and mentors and establishes empathetic bonds that can make the telling of those stories both illuminating and respectful of the voices they represent.

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Baker, Diana. "Many Voices at the Table: Collaboration between Families and Teachers of Somali Students with Autism." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3801.

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Thesis advisor: David Scanlon
Family member-educator collaboration is envisioned as the "cornerstone" of the educational decision-making process for students with disabilities (e.g., Harry, 2008; Olivos, Friend and Cook, 2007, Gallagher and Aguilar, 2010). In the case of immigrant and refugee families, however, the ideal of coequal collaboration is often elusive for a variety of reasons (e.g., language barriers, disparate ideas about what familial involvement should be in educational decisions) (e.g., Lo, 2012). This qualitative multiple case study design (Yin, 2009) relied on interviews with family members and educators as well as observations of IEP meetings to examine the educational decision-making process in the context of Somali-American families of boys with autism. Findings from the present study echo many conclusions of previous research in terms of factors that facilitate (e.g., thoughtfully designed IEP meetings, frequent family-educator communication) and impede (e.g., divergent beliefs about the cause and course of autism, language barriers) family-educator collaboration in special education decision-making. The results, meanwhile, extended and challenged other aspects of existing literature. Analysis revealed, for example, the each school has a unique institutional culture whose norms (e.g., norms of parent participation in school activities, from dances and races to PTA meetings and in-class volunteering) can profoundly influence the ways in which family members and educators interact and engage in educational decision-making. In addition, while existing literature emphasizes the importance of cultural sensitivity among special educators (e.g., Harry, 1992; Lo, 2013), the present study suggests that in some cases, over-emphasis on cultural sensitivity can cause educators to be overly deferential and reluctant to actively engage with family members, in turn, leading to diminished or inauthentic communication
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Mertes, Nathalie. "Teachers' conceptions of student information literacy learning and teachers' practices of information literacy teaching and collaboration with the school library." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2014. http://dx.doi.org/10.18452/16921.

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Schulbibliothekare sollen mit Lehrern zusammenarbeiten, um die Informationskompetenz (IK) der Schüler zu fördern, aber Informationswissenschaftler berichten international über mangelnde und oberflächliche Zusammenarbeit. Die Sicht der Lehrer auf die Förderung von IK und die Zusammenarbeit mit der Schulbibliothek wurde in der Forschung bisher kaum berücksichtigt. Basierend auf einem qualitativen Design beschreibt diese Studie den Prozess der Förderung von IK in einem ganzen Lehrerkollegium in einer US-amerikanischen Privatschule in einer detaillierten Theorie. Daten über Lehrer wurden in teilstrukturierten Interviews mit der Schulleitung und Schülern erhoben, Daten von Lehrern in einem Fragebogen und teilstrukturierten Interviews. Die Lehrer identifizierten sieben Bereiche von IK. Die Ergebnisse zeigten zudem, dass die Mehrzahl der Lehrer IK unterrichtete, vor allem mit Hilfe von Rechercheaufgaben, und dabei mit der Schulbibliothek zusammenarbeitete, und dass sowohl Schulbibliothekare als auch Lehrer didaktische Maßnahmen ergriffen. Der Prozess der IK-Förderung wurde beeinflusst durch die Fachgebiete und den Umfang der Rechercheaufgaben. Beispielsweise wurden in kleineren Projekten in erster Linie Quellen aus dem Internet genutzt, in größeren hingegen Quellen aus der Schulbibliothek; auch unterrichteten die Schulbibliothekare im Rahmen von kleineren Rechercheaufgaben vorrangig Aspekte zum Auffinden von Informationen, in größeren Arbeiten hingegen Aspekte zur Mehrzahl der sieben IK-Bereiche. Die Förderung von IK in der formalen Bildung ist ein komplexes Unterfangen. Schlussfolgerungen für die Praxis sind, dass die Schulbibliothekare dieser Komplexität Rechnung tragen und sich mit den Lehrern über gemeinsame Begriffe von IK sowie Ziele, Gelegenheiten und Verantwortlichkeiten bei der Förderung von IK verständigen sollten. In Schulen ohne Bibliothekare sollten Lehrer besonders gut vorbereitet sein, um die erforderlichen didaktischen Interventionen alleine zu leisten.
School librarians are expected to interact with teachers for enhancing student information literacy (IL); however, information scientists report low numbers and levels of collaboration internationally. The teachers’ perspective on both IL teaching and collaboration with the school library has been neglected in research. Hence, a qualitative case study approach was chosen for gaining an in-depth understanding and developing a theory about the process of IL teaching in an entire faculty in a US independent high school. Data were collected about teachers in interviews with administrators, the head school librarian, and students, and from teachers in a questionnaire and semi-structured interviews. IL emerged out of the study in the form of seven concepts with major findings exhibiting that the majority of teachers do teach IL, especially through the assignment of research tasks, and collaborate with the school library, and that school librarians as well as teachers provide pedagogical interventions. IL competencies covered in research tasks, pedagogical interventions, and collaborative interactions were partly shaped by disciplines and the scope of research tasks. For example, web sources were prevalent in small-scale projects and library sources in extended projects; moreover, school librarians provided pedagogical interventions predominantly about information finding when students undertook small-scale research projects and about the majority of IL competencies when students undertook extended projects. IL teaching in formal education is a highly complex endeavor. Implications for practice include that school librarians need to take into account this complexity and agree with teachers on common understandings of IL and negotiate objectives, opportunities, and responsibilities with them for providing pedagogical interventions; where librarians are missing within schools, teachers need to be particularly well prepared for providing these interventions alone.

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Horrocks, Cynthia J. "Partnering in Practice: A Look at Collaborative Student Teaching." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1336.pdf.

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Shealy, Kristin L. "Impact of collaborative work analysis professional development on teacher practice and student writing." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154942.

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This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers’ perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.

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Sinclair, LeeAnn Sharp. "Co-constructing text : the collaborative reading strategies of a first-grade teacher and her students /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841360.

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Conley, Matthew D. "Exposed pedagogy investigating LGBTQ issues in collaboration with preservice teachers /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121800518.

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Burke, Jill Vincent. "A Case Study of Highly Effective Collaborative Teams." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599.

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Tian, Zhongfeng. "Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108914.

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Thesis advisor: C. Patrick Proctor
Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García & Lin, 2017). To leverage bilingual learners’ full linguistic repertoires as resources, this study explored how Sánchez, García, and Solorza’s (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the students were English-dominant speakers. Taking the form of participatory design research (Bang & Vossoughi, 2016), I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging documentation, translanguaging rings, and translanguaging transformation spaces across different content areas – Chinese Language Arts, Science, and Social Studies. During the process, we also engaged in equitable forms of dialogue and listening to openly discuss, negotiate, and develop our translanguaging co-stance in iterative ways. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artifacts and interviews throughout the school year of 2018-19. Inductive and deductive coding were adopted for data analysis. Findings revealed that translanguaging pedagogies took many shapes based on contextual factors, such as the different pedagogical purposes and curricular demands across content areas. Students were able to develop deeper content understandings, build cross-linguistic connections, and develop their bi/multilingual identities and critical consciousness in those flexible bilingual spaces. Findings also demonstrated that the ideological (re)negotiation between the researcher and the teacher was a bumpy and discursive journey, replete with tensions, confusions, and difficult conversations. Overall, it was a balancing act to create translanguaging spaces while maintaining the language-minoritized (Mandarin) space and privileging students’ use of Mandarin given the societal dominance of English. This study provides implications for new theoretical and pedagogical understandings of translanguaging, and suggests that researcher-teacher collaboration provides a promising way to generate evidence-based, practitioner-informed, and context-appropriate knowledge for DLBE curricular and pedagogical improvements
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Aruguete, Shing Aruguete. "A Case Study of the Teacher Advancement Program on a Native American Reservation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3587.

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A school district on a Native American reservation in the southwestern region of the U.S. decided to implement the Teacher Advancement Program (TAP) to improve teacher instructional effectiveness and student academic achievement. Although researchers have documented successes of the TAP in high-poverty urban school districts across the U.S., little is known regarding the TAP implementation in remote Native American cultural context schools. The purpose of this study was to investigate if the collaborative process of the TAP implementation changed the teachers' instructional practices. Using Vygotsky's social constructivism, which emphasizes that learning happens through interactions and cooperation of people in their environments, this qualitative case study investigated 9 teachers' perceptions of the TAP implementation using interview, walkthrough observation and document analysis at the schools. The research questions focused on teachers' perceptions of TAP elements, their experiences, changes in practices and the influence of the Native American setting. A qualitative data analysis software program and constant comparison method were used to manage and analyze the qualitative data. Findings indicated that positive collegial collaboration, teacher attitude, and instructional change were associated with the TAP implementation, teacher evaluation (most challenging experience), teacher professional growth, and student academic achievement growth (most rewarding experiences). A district professional development plan was created to build on the strength of the TAP collegial collaboration and to meet the rigorous demand of the new state College and Career Readiness standards. The change of teachers' working in isolation to collegial collaboration reflects a positive social change for continuous inquiry into both student and teacher learning.

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Tawse, Stephen. "An exploration of the impact of a collaborative learning activity on student teacher development." Thesis, University of Newcastle upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485798.

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Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.

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Morris, Deborah Eileen. "Reconsidering Teacher Commentary As Interactive And Collaborative Dialogue: Implications For Student Writing And Revising." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404236637.

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Sorbie, Jill I. "Exploring Teacher Perceptions of Blended Learning." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1866.

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Although research supports the blended learning methodology as a way to personalize and engage students, research also documents the widespread hesitation among educators when it comes to embracing technology. District leaders believe that such is the case in an upper Midwest school district where all high school students are provided devices, yet these leaders note that few teachers are fully exploiting the tools. Framed by the connectivism and social constructivism theories, this qualitative case study focused on teachers' views of blended learning, its influence on their teaching practices, and how they see it helping students to learn. The guiding research questions addressed the successes and challenges of blended learning, including how Moodle was used for formative e-assessment. Data were collected from 12 purposefully selected high school teachers by a questionnaire, 3 different observations in each of their classrooms, computer screenshots provided by participants, and 3 semi-structured interviews per teacher. Open coding produced common themes during the data analysis. Findings show that these teachers believe that blended learning promotes individualization, collaboration, organization, engagement, real-world relevance, and student-centered learning. While they agreed that blended learning supported their practice, challenges were cited such as students disengaging in the learning process, device and infrastructure concerns, and the time to integrate technology effectively. Based upon these findings, professional learning communities were designed to improve teacher pedagogy for using blended learning. This study may serve as a model for staff from other schools who are integrating higher levels of technologies as they try to level the playing field and prepare students to be global citizens with the necessary 21st century skills.

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Charles, Jean-Gresset. "African American Ninth-Grade Students' Engagement and Learning in Mathematics| A Case Study of Parent-Teacher Collaboration." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261858.

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African American students continued to underachieve in STEM academics and remained underrepresented among college students majoring in STEM fields and the STEM workforce. This underperformance had negative consequences in that these students likely did not have adequate STEM subject knowledge and skills, especially in mathematics, to compete in the 21st-century workforce. Hence, African American parents and teachers may need to collaborate more frequently to facilitate African America students’ engagement and learning in mathematics. The collaboration between parents and teachers had been documented as a strong predictor of African American student academic achievement, including African American achievement in STEM subject areas. The purpose of this qualitative, case study was to explore and to describe why African American parents and high school teachers did not frequently collaborate to facilitate student engagement to learn mathematics. Two semi-structured interview guides designed for parents and teachers were used to ensure that the interviews were focused and covered the same questions for each participant. The participants for this case study were two math supervisors, six ninth-grade mathematics teachers, and three parents of African American students in a large northern New Jersey school district. It was found that ninth-grade math teacher participants (100%) perceived that they fostered parent-teacher collaboration to facilitate African American students’ engagement to learn mathematics. African American parent participants (100%) perceived that they involved in their children education at home, but the conflict between their work schedule and the district scheduled parent-teacher conferences prevented them from collaborating frequently with teachers. African American parent participants (100%) believed that caring teachers contributed to develop their willingness to collaborate with teachers to motivate their children to be engaged to learn mathematics. Recommendations for future research include investigating how caring teachers contributed to develop the willingness of African American parents to collaborate with teachers.

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Shukri, Nadia Ahmad. "Exploring ESP/medical biology teacher collaboration, and medical students' and their teachers' perceptions of writing needs in an Arab University : a case study." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7553.

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This study has explored: 1) the perceptions of medical students towards their writing needs (necessities, lacks, and wants) in writing, and also their perceptions towards syllabus, materials, activities, instruction and the effect of writing in English in the MB (Medical Biology) class; 2) differences of perceptions between Medics I and II; 3) the perceptions of ESP (English for Specific Purposes) and MB teachers regarding students’ lacks in writing; 4) collaboration between the ESP teachers and the MB teachers; and 5) the challenges of collaboration. Mixed-method approach was adopted: 267 questionnaires were distributed to Medics I and Medics II students; 16 semi-structured interviews were conducted with students and 9 semi-structured interviews with ESP/MB teachers, coordinators, the Deputy Head of the English language centre and the Dean of Medicine in an Arab university. Findings showed that medical students' perceptions of their writing ‘wants’ were writing practice, reading for different schemata, and grammar practice. Their ‘lacks’ in writing are mainly vocabulary, spelling accuracy and applying grammatical rules in writing. Some students thought they need more guidance, interactive writing activities and innovative general/medical materials. There were no significant differences between Medics I and Medics II students except that Medics II students benefitted more from the writing component. ESP and MB teachers' perceptions regarding the writing needs of the students differed. The data showed similarities regarding the students' and ESP/MB participants’ perceptions of ‘lacks’ such as insufficient reading, paragraph writing and grammar practice. ESP participants believed their students to have more practice in writing while MB participants emphasized content, writing for professional purposes and comprehension of exam questions. Regarding collaboration, the ESP and MB participants showed inclinations to cooperate. However, they had different views on teaching content, the status of the ESP teacher, the use of L1, administrative issues, unclear goals and interpersonal issues.

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Chirume, Erasmus. "A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1214860712.

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Benton, J. Love. "Culturally Collaborative Teaching: A Path Toward Black Student Learning." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1605910704330758.

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Brent, Howard Jehu. "Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13862679.

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Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.

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Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.

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Abdullah, Zaleha. "Collision of two communities : developing higher education student teachers' creativity in design through a social networking collaboration with professional designers." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12238/.

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This study examines the activity of an online community in developing design creativity. This involved undergraduate Malaysian university students and their tutor from the School of Education, and professional designers in a private online community using the social network site - Facebook - to improve interface design (websites or interactive courseware). Two research processes adapted from different communities - the creative industries and the higher education communities - were applied in the collaboration. Each community embraces distinctive methods, objectives, instruments, rules and roles in producing design. Contradictions and tensions resulting from incorporating these two communities were analysed. In addition, the effect of social interactions on students’ performance, awareness, and perspectives were also investigated. A qualitative approach was utilized and data consisted of online semi-structured questionnaires, face-to-face interviews, field documentation on Facebook, and Facebook chat. The process of analysis is divided into two parts: initial analysis and substantive analysis of four case studies. Thematic (Braun and Clarke, 2006) and comprehensive data treatment (Silverman, 2010) approaches were used to analyse the initial data. Activity systems analysis (Engeström, 1999) was employed in the substantive analysis to explore the contradictions within the collaboration. The results indicate that contradictions occurred due to the new practice introduced by the community of practitioners (the designers). The collision of new practice positioned students in a disequilibrium stage but managed to also improve students’ design outcomes and promote awareness of the importance of producing purposeful design. However it also revealed the importance of both cognitive and emotional support during the process as the harsh nature of the feedback from designers could potentially hinder creativity. The findings of this study contribute to our understanding that the social-cultural process of creativity can be nurtured within higher education through the use of social network sites such as Facebook. It concludes that more research exploring online social interactions between a learning community and a community of practitioners is required in order to better understand the benefits it has to offer for creativity development.

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Hill, Betty J. "Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453.

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Bekingalar, Lodoumgoto. "Examining Opinions and Perceptions Regarding Substitute Teachers and Their Impact on Student Learning." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/13.

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This applied study was designed to explore the opinions and perceptions of classroom teachers and school administrators toward substitute teachers in an urban religious school located in the mid-Atlantic United States. The researcher also investigated how these opinions and perceptions impacted the school’s culture and students’ learning abilities. The theoretical framework of the study was based on the social cognitive theory, which is based on the reciprocal causality that a strong sense of collective efficacy enhances teachers’ selfefficacy beliefs, whereas weak collective efficacy beliefs undermine teachers’ sense of efficacy and vice versa. Self-efficacy and collective efficacy shape the normative school environment in which teachers work and students can perform. Three research questions guided the present study: How do opinions or perceptions of substitute teachers from classroom teachers, school administrators, and district personnel affect the substitute teaching process and student learning continuity? What methods of collaboration and strategies can classroom teachers, school administrators, and district personnel use to enhance substitute teachers’ efficacy? How could the professional development of substitute teachers improve instruction? This study used a qualitative approach that involved surveys and interviews as instruments to collect data. The study sample consisted of available regular classroom teachers, substitute teachers, and administrators from the research site. Traditional methods were used to analyze and synthesize the collected data. The validity of the findings was ensured through member checking, peer review, and triangulation. Findings revealed that the leadership at the target institution has a philosophy and practice of integrated and comprehensive services both for substitute teachers and regular staff in the school system. Therefore, the general opinions and perceptions of the school administrators, classroom teachers, and substitute teachers about substitute teaching remain positive. That means substitute teachers are fully integrated into the target school system. Relationships between permanent staff members and substitutes also remain positive in that institution. The productive teaching and learning process takes place when substitute teachers are in charge of the classrooms and their contributions positively impact the students continuing learning. These outcomes may contribute to the improvement of the views and practices of education policy makers, school leaders, classroom teachers, curriculum department, support staff, students, parents, community members, and school partners about substitute teachers and integrate their value into the school system toward the learning continuity of students.

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Younkman, Freddy W. "The Impact of Teacher Professional Development on Student Achievement at a North Texas High School as Measured by End-of-Course Assessments in Algebra I and English Language Arts." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248429/.

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The purpose of this study determined if a significant relationship existed between the amount of professional development that teachers participated in and the impact on the classroom instruction that followed. The goal was to study the effect that this had on student achievement in the State of Texas Assessment of Academic Readiness (STAAR) for English 1 and Algebra 1 for students at a large north Texas high school. Testing years for the study included the school years 2013-14, 2014-15, and 2015-16. Additional variables included the work in three areas of teacher professional development over the three-year period. Fourteen teachers, in two subjects, were studied in their implementation of classroom instruction. Particular attention was given to the instructional changes, and the number of hours of professional development in the areas of instruction, technology, and differentiation. Teachers were given opportunities to participate in 18 hours of professional development in all three areas in each of the three years. Teachers were then asked to incorporate the work that they completed each year into their day to day classroom instruction. The goal of the implementation of the professional development in addition to the curricular specifics regarding instruction of state standards was expected to produce increased state scale score marks for the students in the classes. Results of the study indicated success for students in the area of English 1 end-of-course assessment. From the beginning of the study, where student success rates in English state assessment was calculated at 47% overall passing rate, to the completion of the study, where student success was charted at 70% overall passing rate, significant changes were noted. In addition to the improvements made in English I, there were also significant changes made in the approaches to the Algebra 1 assessment. Classroom instructional practices were noted as much improved, and professional learning community collaboration produced significant classroom instructional improvements.

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Hong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.

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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

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Sham, Sook-yin Heidi. "A case study of an interdisciplinary project for Form 2 students with unsatisfactory academic performance : exploring the collaboration between social worker and teacher /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325892.

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Jackson, Caroline Dover. "Collaboration between Art Teachers and School Counselors of the Johnson City Elementary Schools to Assist At-Risk Students: An Art Experiences Model." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0328103-181729/unrestricted/JacksonC041403a.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0328103-181729. Includes bibliographical references. Also available via Internet at the UMI web site.

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Sham, Sook-yin Heidi, and 岑淑賢. "A case study of an interdisciplinary project for Form 2 students with unsatisfactory academic performance: exploring the collaboration between social worker and teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247696.

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Kedrowski, Ann M. "Teacher and counselor collaboration to support the development of ADD/ADHD students an analysis of variance between elementary, middle, and high school levels /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kedrowski.pdf.

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Åkerman, Lena, and Mikaela Linder. "Transition Work Between School Years K-3 and 4-6 in Sweden : - The Importance of Teacher Collaboration in the Subject of English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41497.

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This study has a fourfold focus. Firstly, the study aims to fill a gap in research regarding teachers and principals’ perceptions on transition work and collaboration in school years K-3 and 4-6 in the subject of English. Secondly, the study explores how these views affect students' academic achievement in the subject. Thirdly, the gathered data is compared to previous research and Swedish national governing documents and guidelines on the matter. Lastly, the study collected suggestions for improvements with regards to transition work and collaboration based on previous research and our respondents’ views. The basis for the study is data collected from 42 teacher and 10 school principal respondents who answered qualitative and quantitative questions regarding the issue. The findings indicate that teachers and principals' views do not always align regarding transition work. The study shows a great discrepancy in how Swedish schools collaborate around transition, where some Swedish teachers report well-functioning transition work and collaboration and some report the complete opposite. Furthermore, the findings indicate that students' academic performance is affected by the quality of teachers transition and collaboration work. Lastly, the study identifies some key factors that are necessary for well-functioning transition and collaboration work to transpire.
Denna studie har ett fyrfaldigt fokus. Först ämnar den att fylla ett hål i forskning som behandlar lärares och rektorers uppfattningar om övergångsarbete och samarbete mellan skolåren F-3 och 4-6 i Engelskämnet. Sedan utforskar studien hur dessa uppfattningar påverkar elevers akademiska prestationer i ämnet. I tredje hand jämförs den samlade datan med vad tidigare forskning, Svenska styrdokument och riktlinjer säger i frågan. Till sist sammanställer studien förslag på förbättringar på övergångsarbetet och samarbetet baserat på respondenternas bidrag och tidigare forskning. Forskningsunderlaget utgörs av data som samlats från 42 lärare och 10 rektorer som svarat på kvalitativa så väl som kvantitativa frågor om ämnet. Fynden indikerar att lärares och rektorers syn på övergångsarbete inte alltid överensstämmer. Studien visar vidare en grav diskrepans mellan svenska skolor i hur de samarbetar kring elevers övergång mellan låg- och mellanstadiet, där några av lärarna rapporterar ett väl fungerande samarbete och andra det helt motsatta. Fynden indikerar även att elevers akademiska prestationer kan påverkas av kvalitén på lärarnas samarbete och övergångsarbete. Slutligen identifierar studien några nyckelfaktorer som är nödvändiga för att skapa ett väl fungerande övergångsarbete och sammarbete.

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Beaird, Marilyn Miller. "The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2221/.

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This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of both library media specialists and teachers.

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Dissertations / Theses on the topic 'Student and teacher collaboration'

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