Dissertations / Theses on the topic 'Teacher consultancy'

This research uses a mixed methods approach to explore the both the preparation for and perceptions of graduate consultant writing center work. A review of literature shows a gap in both the knowledge surrounding graduate writing consultant education and the long-term outcomes or transfer of writing center training and work to post-graduate careers. The survey instruments in this study draw from two established studies, the Peer Writing Tutor Alumni Research Project and the National Census of Writing, while a request for curricular artifacts draws on case study research conducted by Jackson et al. Findings indicate that graduate consultants are being prepared for their work in writing centers, but that directors are not intentionally including discussions of how that work may transfer into academic careers, particularly those in writing center leadership. Despite this, current and alumni graduate consults report both immediate and long-term transfer of writing center experiences, skills, and knowledge into their occupations. The transfer of learning is perceived as being most profound for those who have remained in the academy as either professors or administrators. This research has implications for graduate students, directors, and institutions, and I conclude with an analysis of how directors can be more intentional in their work with graduate consultants in order to better prepare a new generation of writing center administrators who are aware of the academic, political, and scholarly opportunities that are possible through writing center careers.

University of Technology, Sydney. Faculty of Education.
This thesis is an exploration of my practice as a teacher consultant in the area of gender equity. Focusing on my consultancy practice with teachers in primary school settings, the study explores my development as a teacher consultant. The study is a self-study in teacher education practices and considers the following questions: • How do I experience and understand my practice as a gender equity consultant? • How can I improve my practice as a consultant? • How does self-study contribute to professional learning about consultancy? My learning about consultancy is explored using narrative inquiry methods including field notes, journal entries, in-depth and focus group interviews with participating teachers, and reflections on critical friend interactions. These methods were used to develop stories of teacher professional learning and consultancy that informed my understandings about my work with teachers, and subsequent changes to practice. I argue that the process of becoming a teacher consultant is one of continual construction and reconstruction as one reflects on and reframes experience, based on interactions with teachers, colleagues and the professional literature. This process of reconstruction enables one to come more clearly to know the self in practice, and therefore, better understand the needs of others in teacher professional learning contexts. Finally I argue that self-study of teacher education practices offers teacher consultants the means to investigate their practice in ways which result in transformative learning about their support of professional learning for teachers in school settings. This study has implications for self-study of teacher education practices as it expands this methodology to include its usefulness for understanding the practice of teacher consultants supporting the professional learning of experienced teachers in schools.

Title: Role of special education teacher at higher secondary school Abstract: The diploma thesis is addressed to the role of a special education teacher at higher secondary school. The diploma thesis suggests both theoretic and practical incentives for special education consultancy and as well as the way of supporting students and teachers. The questionnaire analysis illustrates the contribution of special education teacher for the educational process at higher secondary school. Key words: higher secondary school, special education teacher, special education consultancy, supporting students and teachers

碩士
國立臺東大學
幼兒教育學系碩士班
100
Abstract If we consider the difficulty of working as a itinerant consultant in kindergarten education in Penghu, it can be said that it is quite challenging at first. The goal of this research is to investigate my working experience as a novice itinerant consultant of Kindergarten class, to elaborate my belief about my role as a itinerant consultant, teaching visit and conselling, and to explain the changes of my life course. The method of this research project, is evaluating a narrative, which is written in first-person. Interviewing two itinerant teachers and three itinerant consultants in Kindergarten education about their views, thoughts and opinions, was a test of my professional skills in education support. What are the reasons for the difficulty in being a itinerant consultant in kindergarten education in Penghu district: (1)The considerations of senior officials of the Ministry of Education in appointing itinerant teachers. (2) The considerations of Director General of Education Bureau in appointing itinerant teachers. (3) The cooperation within the administration system. (4) Teachers’ willingness. (5) Personal values of individual teachers. Before becoming a itinerant consultant in kindergarten education one should acquire the following professional skills: (1) Communication skills. (2) Being capable of self reflection. (3) Teacher enthusiasm. On the side of a teacher: should not be afraid to engage in professional discussion with an itinerant consultant in kindergarten education, and rejoice in receiving guidance. On the side of the itinerant consultant: one should start the guiding process from the perspective of the one receiving guidance, and the itinerant consultant should be capable of self reflection. From the position of education: one should plan and support itinerant teacher in instructional guidance and consultation approach, and arrange classes to make the itinerant consultant in kindergarten education more professional.

碩士
國立中正大學
成人及繼續教育研究所
92
Abstract The main aims of this study is to explore the history of teachers'' retirement system. Based on the theoretical foundations of life adaptation and retirement consultant to investigate the life adaptation and retirement consultant of elementary and junior high schools. Understand the opinions of different associations of retired teachers on life adaptation and retirement consultant. Raise recommendations on planning retired life to elementary and junior high school teachers, and on scheming out the ways to utilize retiree human power and to counsel retired teachers. Alitative interview. Though literature Three research methods are used by this study: literature review, questionnaire survey, and qureview, this study explores the history of retirement system, current life adaptation and the theoretical basis and practice of retirement consultant. Then, a " Questionnaire of Human Power of Chia-yi County Junior High School and Elementary School Retired Teachers'' was drawn up in order to understand relevant issues. An interview guideline was also composed and applied to interview the heads of variant Associations of Retired Teachers. Finally, this study gave concrete recommendations for policymaking. The questionnaire targeted teachers retired on the condition of " The 1995 Retiring Statute of School Teachers and Staff ", during February 1999 to August 2004. There were totally 311 questionnaies were sent out, and 153 of them were effective for analysis. The questionnaires were analyzed by SPSS for Windows 10.0 version. The subjects of qualitative interview were the heads of Associations of Retired Teachers. This study interviewed 3 associations'' leaders at school level and 2 associations'' heads at county level. Combined the outcomes of questionnaire and interview, some conclusion were drawn as follows: 1.Most retired teachers are adaptable well to and satisfied of their current lives. 2.The retired teachers of elementary and junior high schools commonly affirm the importance of retirement consultant. They are willing to attend and help retirement consultant, only the ways held and issues can be suitable to the demands. 3.The outcomes of the services of The Associations of Retired Teachers can be observed on the issue of increasing fellowship. 4.There is a disagreement between different associations on which unit should be in charge of retirement consultant service. 5.There are still many issues that can be improved by the government. According to the outcomes of the study, some reommendations were raised: 1.Governments should catalogue plenty of retirement budget. Consult and help teachers retire. 2.The institution in responsible should organize activities of retirement consultant actively, and it can sponsor the Association of Retired Teachers as an organizer. 3.The institution in responsible should give the Associations of Retired Teachers more support to improve their management and function. 4.Every school should seasonably plan retirement education to encourage the teachers who are ready to retire to join. 5.Establish teachers data bank to support the demand in teaching seasonably. 6.Schools should be more open and establish their members'' attitudes to voluntary work. Thus, retired teachers are able to provide voluntary services to schools, and obtain honor and fulfillment as a return. 7.Retiring teachers should plan their forthcoming retired life in advance. After retirement, they should try to maintain health and to expand the extent of their lives. 8.Keep schools running properly and encourage outstanding teachers to stay in teaching. 9.It is necessary to establish a cooperative relationship between different Retired Teachers Associations. 10.The Retired Teachers Associations should voice actively for the interests of retired teachers. 11.For the following research, it is suggested to include the research methods can be applied to explore the retired teachers'' lives in depth, such as qualitative interview, observation, and case study.

碩士
東海大學
教育研究所
96
The Grade 1-9 Curriculum and Instruction Consulting Group of Changhua province in this study is consisted of teacher consultants based on the concepts of learning community and professional development. The purpose of this study is to evaluate whether this group has achieved its goals of establishment and to examine the relationship between their perceptions of learning community and professional development. A self-developed questionnaire regarding learning community and professional development is used to survey 112 consultants in this group, and 107 copies are returned. After deducting invalid ones, the valid questionnaires used for analysis are 102(91%). The main findings of this study as follows: 1. The most helpful activities of this group reported by the consultants are participating and sharing. 2. The consultants agree that this group is positively helpful as a learning community and for their professional development. 3. The differences in sex, position, school level, educational background, participating motive, age, year of service in the group have no influence on the consultants’ sense of learning community. But the longer of their teaching experiences, the better they perceive this group as a learning community. Difference teaching subjects also show differences on the sub-scale of sharing and dialogue. 4. The differences in sex, position, school level, educational background, teaching subject, participating motive, age, year of service in the group have no influence on the consultants’ sense of professional development. But the longer of their teaching experiences, the better they perceive their own professional development. 5. The senses of learning community and professional development have highly correlated, the higher they sense this group as a learning community, the better they perceive their professional development. Finally, based on the findings of this study, some suggestions are proposed for educational administrative institutions, consulting groups and consultants.

碩士
國立臺灣師範大學
教育研究所
91
Abstract The main aims of this study is to: 1.explore the history of teachers’ retirement system, utilization of retiree human power, and the theoretical foundations of retirement consultant; 2.investigate the life and work styles, engagement in voluntary service, and the practice of retirement consultant of retired teachers of elementary and junior high schools; 3.understand the opinions of different associations of retired teachers on utilization of retiree human power and retirement consultant. 4.raise recommendations on planning retired life to elementary and junior high school teachers, and on scheming out the ways to utilize retiree human power and to counsel retired teachers. Three research methods are used by this study: literature review, questionnaire survey, and qualitative interview. Through literature review, this study explores the history of retirement system, current utilization of retiree human power, and the theoretical basis and practice of retirement consultant. Then, a ‘Questionnaire of Utilization of Human Power of I-Lan County Junior High School and Elementary School Retired Teachers’ was drawn up in order to understand relevant issues. An interview guideline was also composed and applied to interview the heads of variant Associations of Retired Teachers. Finally, this study gave concrete recommendations for policymaking. The questionnaire targeted teachers retired on the condition of ‘The 1995 Retiring Statute of School Teachers and Staff’, during February 1996 and August 2001. There were totally 434 questionnaires sent out, and 172 of them were effective for analysis. The questionnaires were analyzed by SPSS for Winsows 8.0 version. The subjects of qualitative interview were the heads of Associations of Retired Teachers. This study interviewed 3 associations’ leaders at school level and 2 associations’ heads at county level. Combined the outcomes of questionnaire and interview, some conclusion were drawn as follows: 1.Most retired teachers are adaptable well to and satisfied of their current lives. 2.The rate of working after retiring from schools is not high. However, if there are suitable opportunities approaching 70 percentages of them are capable and willing to have a job. 3.It is rare to see a retired teacher working again because of finical difficulty. 4.Most retired teachers are willing to contribute to the voluntary service, but it needs to consider personal needs. 5.Although there is a high percentage among retired teachers to be a volunteer at school, the percentage of taking action is low. 6.Retired teachers universally agree the importance of retirement consultant and are likely to take part and help relevant activities. However, the issues and types of these activities must fit their demands. 7.The outcomes of the services of The Associations of Retired Teachers can be observed on the issue of increasing fellowship. 8.There is a disagreement between different associations on which unit should be in charge of retirement consultant service. 9.There are still many issues that can be improved by the government. According to the outcomes of the study, some recommendations were raised: 1.The institution in responsible should organize activities of retirement consultant actively, and it can sponsor the Association of Retired Teachers as an organizer. 2.The institution in responsible should give the Associations of Retired Teachers more support, to improve their management and function. 3.The ways of information attribution needs to consist with the ways people are familiar. 4.Voluntary organizations should give volunteers more respects and help their personal development. 5.Schools should be more open and establish their members’ attitudes to voluntary work. Thus, retired teachers are able to provide voluntary services to schools, and obtain honor and fulfillment as a return. 6.Retiring teachers should plan their forthcoming retired life in advance. After retirement, they should try to maintain health and to expand the extent of their lives. 7.It is necessary to establish a cooperative relationship between different Retired Teachers Associations. 8.The Retired Teachers Associations should voice actively for the interests of retired teachers. 9.For the following research, it is suggested to include the personnel of city council and schools. In addition, some other research methods can be applied to explore the retired teachers’ lives in depth, such as qualitative interview, observation, and case study.

The diploma thesis deals with risk behavior of pupils of SOŠ and SOU Kralupy nad Vltavou. The aim of this work is primarily to find out what risk behavior is actually occurring at SOŠ and SOU Kralupy nad Vltavou, whether pupils themselves are aware of how the school attempts to prevent the occurrence of this undesirable behavior, and what is used to eliminate the risk behavior of pupils. It reveals how risk behaviors are treated in the school's basic documents and how this behavior is being prevented. It deals with the functioning of the school counseling center and the work of class teachers. Methods used for this work are document study, focus group and interviews. Observation is an additional method. Research shows that the most common risk behaviors are truancy, substance abuse, bullying and cyberbullying, aggression in the form of vandalism and vulgarism. Based on the study of school documents, it recommends possible ways of making the work of the school counseling center more effective, primary and secondary prevention at school, class teacher's work, and class lessons. The conclusion of the thesis is to recommend the school how to promote the elimination of pupils' risk behaviors. Key words: Risk behaviour, school methodologies of prevention, educational consultant, form teacher, minimum...