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1
Phillips, Joshua C. "Retaining Rural Educators| Characteristics of Teacher Retention Practices of Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729528.
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The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.
2
Bakar, Sharifah Bee Aboo. "An evaluation of college-based staff development programmes for teacher educators in Malaysia." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244899.
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Peterson, Amber Dahlen. "Expectations of Automaticity in Beginning Instrumental Music Educators." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333632062.
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Nielsen, Bryon. "An Investigation of Educators' Perceptions of the Influence of a Teacher Evaluation System on Student Learning." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7327.
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In this study, the researcher explored the views and opinions held by teachers and administrators toward a teacher evaluation system. The purpose was to learn how educators’ opinions and views might impact how school leaders administer the evaluation system and how teachers receive it. Knowledge gained from this study may provide understanding for district and school-level leaders as they develop training and implementation strategies. Teachers and administrators were interviewed, and district-provided documents were reviewed, to gather data that was analyzed using qualitative research methods. Based on the data analysis, recommendations are made regarding implementation strategies that may improve the evaluation process.
5
Bernard, Cara Faith. "Ensemble educators, administrators, and evaluation| support, survival, and navigating change in a high-stakes environment." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704455.
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This study examined the ways in which mid-career ensemble directors and administrators (some with musical and some without musical background) described the effect of implementing standardized teacher evaluations on their practices and perspectives. Participants described the application and critique of the evaluation tools, particularly the Danielson Framework for Teaching, on their process and pedagogy. There is little information on how in-service teachers—specifically ensemble directors—locate themselves in their practice and how they articulate their process and pedagogy. There is also little literature on mid-career teachers, both in identity formation and self-reflection. Mid-career ensemble educators who have an established professional identity may find imbalance in light of the new policies, and have to negotiate and manage the contemporary evaluation systems predominantly designed for English and Math. Further, if supervisors do not understand what learning and assessment processes look like in a middle or high school band, orchestra, or chorus setting, they might try to evaluate with criteria that apply to a social studies or chemistry class. Without critically reflecting on how these evaluations affect pedagogy and process, educators may fall into routines of trying to reach a particular benchmark, instead of imagining ways to engage with their students.
A phenomenological interview approach was used to solicit the participants’ voices and to allow their narratives to describe their lived experiences with teacher evaluation in ensembles. The participants’ personal and shared narratives help to better explain and navigate the changing waves of educational policy. Data collection involved interviews and document review of the contemporary evaluation systems, in particular, the Danielson Framework for Teaching. Data analysis uncovered themes of conflicting identities in the classroom, misaligned interpretations of student-centered learning, as well as discourses based on location and the privileges associated with place. Teachers negotiated their performer/conductor and educator selves; administrators negotiated their leader and educator selves.
This study found that the Danielson evaluative tool, when poorly implemented in an ensemble setting, is faulted and lacks content validity. Additionally, while ensembles function rather traditionally in public schools, embracing a more open rehearsal pedagogy with conductor as facilitator may help to assure more student-centered learning.
6
Dutton, Shari R. "Change in Perceived Teacher Self-Efficacy of Agricultural Educators After a Greenhouse Management Workshop." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/21.
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Agricultural educators encounter unique teaching challenges as they teach applications of plant production in the greenhouse classroom. The teacher self-efficacy construct has been used broadly to link student learning outcomes to teachers' beliefs in their ability to attain certain instructional goals in the classroom. Few studies have used this construct to examine teacher-efficacy in the greenhouse classroom. This study uses the teacher self-efficacy construct within the agricultural educator domain. It seeks to measure change in agricultural educator self-efficacy beliefs using established self-efficacy scales to determine if a professional development experience in greenhouse operation and management effects educator beliefs in their ability to teach in the greenhouse classroom.
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Wilkins, Ilene E. "Effects of a bonus on quality improvement for pre-school classroom educators." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4562.
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Interest in teacher effectiveness and merit pay has continued to be a high priority for major stakeholders in the field of education as well as the public. The focus of this research was to test the hypothesis that the implementation of a classroom bonus plan would improve the observable attributes and behaviors of teaching that have been determined to be effective in improving student learning. Specifically, the study was conducted to measure intentional teacher-student interactions, classroom quality, environment and organization as well as emotional and instructional support in Pre-K classrooms as measured by Classroom Assessment Scoring System (CLASS). During a summer Voluntary PreK program, six eligible classroom teams (teacher and teacher assistant) were randomly divided into either a bonus or non-bonus group. A pre- and post-CLASS was completed on each classroom team of participants to evaluate the quality of their instruction. The CLASS score assesses team versus individual participation, resulting in a compiled score based on the performance of all classroom staff members, i.e., teacher and teacher assistant. There was no statistical significance of the CLASS post-assessment score between the bonus and non-bonus group. However, two of the four bonus group participant teams achieved the targeted scores needed to receive a bonus. None of the non-bonus group achieved the targeted score. Additionally, pre- and post-assessment data for the entire student population of the Agency Summer VPK program was examined. There was no significance in student post-assessment scores between the three groups (bonus, non-bonus, and non-participants).ID: 029050491; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 136-155).
Ed.D.
Doctorate
Education
8
Palumbo, Jill. "ASSESSING ARTS EDUCATORS: HOW THE PERFORMANCES OF PUBLIC AND PRIVATE HIGH SCHOOL ART TEACHERS ARE ASSESSED IN VIRGINIA." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3204.
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Teacher assessment is a hot topic in today’s high-stakes, test-driven, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades, are assessed in their classroom teaching practices in Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack the content knowledge in the arts, by methods that are subjective, and with criteria that is inflexible. This thesis addresses the need to develop open forums that include the educator’s voice in order to create better teacher assessments that focus on student learning achievement in authentic and holistic ways. By learning about and sharing resources regarding how teachers in non-tested subjects and grades are evaluated suggestions are made to organize resources that may help develop more authentic assessments for art teachers focusing on meaningful student learning and achievement.
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Linn, Brenda Marian. "In the wake of reading wars: cognitive psychologists' and teacher educators' familiarity with and evaluation of cognitive reading research." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114151.
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This study examined the nature and breadth of the communication gap between psychology and education with respect to our understanding of reading. Fifteen cognitive psychologists and 17 teacher educators from major faculties of education answered open-ended questions about literacy and educational policy, then read ten hypothetical research scenarios based on seminal studies. For each, participants gave Likert-scale ratings of the probability and the potential scientific value of each outcome, and suggested theoretical or practical implications. Open-ended responses were analyzed for common themes and points of divergence with respect to ideology, epistemology, and social concerns. Prediction ratings and value ratings were compared by means of an overall MANOVA and one-way ANOVAs for individual scenarios. Theoretical and practical implications identified by the two groups were also compared. Responses to the open-ended questions revealed a near-consensus about the nature and value of literacy, and about the undesirability of government's mandating approaches to literacy instruction. The two groups agreed, as well, that the hypothetical research scenarios were potentially worthwhile. However, the groups differed in what they expected the research would find, predicting different, often opposite, outcomes for scenarios whose findings were inconsistent with a whole language/psycholinguistic view of reading. The two groups also suggested different implications for their predicted findings. Most teacher educators suggested that findings would distinguish between reading for meaning and decoding, while cognitive psychologists saw reading for meaning as dependent upon complete orthographic and phonological processing. Possible reasons for the communication gap between psychology and education are considered.Cette étude explorait la nature et l'étendue de l'écart entre la perspective de la psychologie et celle de l'éducation en ce que concerne l'acte de lire. Quinze psychologues cognitivistes et 17 professeurs des sciences de l'éducation recrutés en Angleterre et en Amérique du Nord ont répondu à des questions ouvertes concernant la littéritie et l'alphabetisation et les politiques éducatives, avant de lire dix mises en situation de recherche tirées d'études germinales sur la lecture. Pour chacun de ces mises en situation, les participants ont indiqué selon une échelle Likert la probabilité et la portée scientifique d'un résultat donné; ils en ont également évoqué des interprétations théoriques ou pratiques. Les réponses aux questions ouvertes ont été analysées en fonction de thèmes récurrents et de points de divergence en ce qui concernait l'idéologie, l'épistémologie et des considérations sociales. Les cotes prédictives et les cotes de portée scientifique ont été comparées à l'aide d'analyses MANOVA et ANOVA à sens unique pour chaque mise en situation. Les interprétations théoriques et pratiques évoquées par les deux groupes ont également été comparées. Les réponses aux questions ouvertes ont démontré un consensus quasi-total quant à la nature et la valeur de la littéritié ainsi que l'opinion qu'il soit inopportun que le gouvernement dicte des approches à l'enseignement de la lecture. Les deux groupes se rejoignaient également sur l'intérêt des mises en situation de recherche; ils prédisaient néanmoins des résultats contraires l'un à l'autre lorsqu'il s'agissait de données qui ne s'enlignaient pas avec une interprétation psycholinguistique de l'acte de lire. Les deux groupes ont également évoqué des interprétations différentes des résultats prévus. La plupart des pédagogues prévoyaient la mise en évidence d'une différence entre la lecture donnant accès au sens d'un texte et le décodage; les psychologues cognitivistes interprétaient la lecture donnant accès au sens comme dépendante d'un traitement orthographique et phonologique complet. Des raisons possibles pour l'écart entre la perspective de la psychologie et celle de l'éducation sont proposées.
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Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.
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Hackworth, Ruth M. "Radiation Science Educators' Perception of Obstacles in the Use of Critical Thinking." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1262120623.
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Harvey, Loretta Woolum. "Clinical Educators' Perceptions of an Extended Clinical Field Experience: A Mixed Methods Case Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou153276735684428.
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Thair, Micheal J. "The responsiveness of an Australian science teacher professional development program to the needs of local and developing country science educators." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1595.
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Many developing countries do not have in place high quality science education postgraduate programs; consequently, teachers from these countries are enrolling in programs in developed countries such as Australia, the United Kingdom and the United States. A number of authors have raised concerns that these programs are not responsive to the professional development needs of developing country teachers, suggesting that participants remain unaffected by their overseas experiences. There are similar concerns about teachers from developed countries also being unable to implement new ideas for teaching in their classrooms. This may be due to a number of reasons including feelings of powerlessness in overly prescriptive programs, high demands on teachers' time, a lack of resources, and a general lack of encouragement. These issues raise a number of questions about the nature of teacher professional development and in particular about appropriate ways to implement these programs.In response to these concerns, this thesis examines the responsiveness of a science education postgraduate program conducted in Australia to the needs of local and developing country participants and the influences of differences between Australian and developing country science teachers in terms of their professional, personal and social development. The assumption being that programs in developed countries are largely orientated towards the needs of home-country students. The conceptual framework for the thesis is a recent approach to science teacher professional development that provides a holistic perspective on science teacher professional development, focusing not only on individual teachers but also on the educational environment in which they operate. This perspective acknowledges the complexities of school environments and considers teachers' beliefs and feelings.The research focuses on participants from Australian and Indonesian who have completed a science education postgraduate program in Western Australia at the Science and Mathematics Education Centre (SMEC) located at Curtin University of Technology in Western Australia. These two groups were chosen because between 1988 and 1995 they were the predominant nationalities participating in SMEC programs. The research methodology and use of quantitative and qualitative research instruments was in keeping with the holistic conceptual framework adopted for the study and follows recent trends in teacher professional development research which have seen a broadening of research methodologies. The instruments used included a postal questionnaire, classroom observation schedule and structured interviews.The research findings indicated that the Indonesians have different needs to their Australian counterparts in terms of their professional, personal and social development. These differences included the Indonesians' strong beliefs in and use of didactic and formal teaching methodologies, limitations in Indonesian classrooms on the introduction of new teaching activities, a more centralised and formal education system in Indonesia in contrast to the increasing autonomy seen in Australia, and a more flexible teacher professional development approach in Australia focussing on personal development, as opposed to the curriculum and assessment focus seen in Indonesia. In addition, there are vast differences between the Indonesian and Australian education systems and these differences were seen to reinforce many of the different beliefs and practices between the Indonesian and Australian participants.The study suggests that the Australian participants are able to implement teaching approaches and theoretical frameworks included in their postgraduate studies at SMEC; however, the conclusions highlight the limitations of expecting that this can occur for developing country participants. In examining approaches in overcoming these limitations, it was concluded that a range of minor interventions or modifications to program design and content would be insufficient and a number of key indicators were identified that point to the responsiveness of programs for developing country participants. These indicators included the need for host institutions to be fully conversant with the classrooms and social contexts of developing country participants, constructivist pedagogical approaches to program design, planning and implementation, and the necessary flexibility to maintain academic rigour in postgraduate science education programs while incorporating unfamiliar education notions and frameworks from developing countries.
14
Kantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.
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The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and Inter-Related Resource students. A sequential explanatory mixed methods research design was used in the study, and a teacher survey and interviews with teacher focus groups served as data collection instruments. Triangulation of data sources and peer review ensured reliability and validity of findings. Comparison of categorical sample data using percentages revealed that teachers did indeed identify differences in their perceived training. Teacher focus group data was then coded and analyzed to reveal; a need for more in-depth training for general education certification to better meet the specific needs of Autistic, ELL, gifted, and Resource students; sustained environmental support; and comfort in essential professional knowledge and abilities. Recommendations include the addition of specific special education coursework for general education certification in higher education and ongoing in-service training for public school teachers. Adopting these recommendations in both arenas may affect positive social change by increasing the likelihood of retaining general education teachers in American public schools.
15
Thair, Micheal J. "The responsiveness of an Australian science teacher professional development program to the needs of local and developing country science educators." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10398.
Full textAbstract:
Many developing countries do not have in place high quality science education postgraduate programs; consequently, teachers from these countries are enrolling in programs in developed countries such as Australia, the United Kingdom and the United States. A number of authors have raised concerns that these programs are not responsive to the professional development needs of developing country teachers, suggesting that participants remain unaffected by their overseas experiences. There are similar concerns about teachers from developed countries also being unable to implement new ideas for teaching in their classrooms. This may be due to a number of reasons including feelings of powerlessness in overly prescriptive programs, high demands on teachers' time, a lack of resources, and a general lack of encouragement. These issues raise a number of questions about the nature of teacher professional development and in particular about appropriate ways to implement these programs.In response to these concerns, this thesis examines the responsiveness of a science education postgraduate program conducted in Australia to the needs of local and developing country participants and the influences of differences between Australian and developing country science teachers in terms of their professional, personal and social development. The assumption being that programs in developed countries are largely orientated towards the needs of home-country students. The conceptual framework for the thesis is a recent approach to science teacher professional development that provides a holistic perspective on science teacher professional development, focusing not only on individual teachers but also on the educational environment in which they operate. This perspective acknowledges the complexities of school environments and considers teachers' beliefs and feelings.The research focuses on ++participants from Australian and Indonesian who have completed a science education postgraduate program in Western Australia at the Science and Mathematics Education Centre (SMEC) located at Curtin University of Technology in Western Australia. These two groups were chosen because between 1988 and 1995 they were the predominant nationalities participating in SMEC programs. The research methodology and use of quantitative and qualitative research instruments was in keeping with the holistic conceptual framework adopted for the study and follows recent trends in teacher professional development research which have seen a broadening of research methodologies. The instruments used included a postal questionnaire, classroom observation schedule and structured interviews.The research findings indicated that the Indonesians have different needs to their Australian counterparts in terms of their professional, personal and social development. These differences included the Indonesians' strong beliefs in and use of didactic and formal teaching methodologies, limitations in Indonesian classrooms on the introduction of new teaching activities, a more centralised and formal education system in Indonesia in contrast to the increasing autonomy seen in Australia, and a more flexible teacher professional development approach in Australia focussing on personal development, as opposed to the curriculum and assessment focus seen in Indonesia. In addition, there are vast differences between the Indonesian and Australian education systems and these differences were seen to reinforce many of the different beliefs and practices between the Indonesian and Australian participants.The study suggests that the Australian participants are able to implement teaching approaches and theoretical frameworks included in their postgraduate studies at SMEC; however, the conclusions highlight the ++
limitations of expecting that this can occur for developing country participants. In examining approaches in overcoming these limitations, it was concluded that a range of minor interventions or modifications to program design and content would be insufficient and a number of key indicators were identified that point to the responsiveness of programs for developing country participants. These indicators included the need for host institutions to be fully conversant with the classrooms and social contexts of developing country participants, constructivist pedagogical approaches to program design, planning and implementation, and the necessary flexibility to maintain academic rigour in postgraduate science education programs while incorporating unfamiliar education notions and frameworks from developing countries.
16
Mims, Pamela J. "Preliminary Results of The Teacher Support Project: Increasing Self-Efficacy and Reducing Attrition of Special Educators." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/179.
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Presenters describe the content, procedures, and outcomes of a university-based project providing various supports via different delivery methods to early career special educators in rural northeast Tennessee. Participants will learn about the supports teachers selected, how teachers’ self-efficacy improved, and how this teacher-driven approach compared to district provided professional development.
17
Taylor, Brigid S. "SCORING RELIABILITY BY EARLY CHILDHOOD EDUCATORS ON A CURRICULUM BASED ASSESSMENT." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/64.
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The purpose of this study was to investigate if early childhood educators could reliably score items using a new scoring system for the Assessment, Evaluation, and Programming System for Infants and Children (AEPS; Bricker, 2002). The participants were university students completing their certification in Interdisciplinary Early Childhood Education (IECE) at the University of Kentucky (UK). The six participants completed training on implementing the AEPS and administered the AEPS to measure child outcomes. The results of this study validated the new scoring system for the AEPS by illustrating that the participants could reliably score a curriculum based assessment.
18
Iileka, Ottilie. "An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003527.
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Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
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Yang, Li-Ju, and 楊麗珠. "The Study of Taichung City Elementary School Educators’ Perspectives on Teacher Evaluation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/26738269950597446919.
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碩士臺中師範學院
國民教育研究所
94
The Study of Taichung City Elementary School Educators’ Perspectives on Teacher Evaluation Advisor: Ying-Hsin Yang,Ph.D. Author:Li-Ju Yang Abstract The purpose of this study was to investigate the perspectives of elementary school educators in Taichung City on teacher evaluation. As to research methodology, literature review was conducted to investigate theories and relevant studies pertaining to elementary school teacher evaluation, and a questionnaire survey was also applied to understand the current implementation of teacher evaluation in Taichung City elementary schools, as well as the educators’ attitudes and opinions on the content of the evaluation, possible difficulties, and solutions. Research subjects were educators in the 60 public elementary schools in Taichung City. A total of 550 questionnaires were circulated. 478 of the 484 returned were valid, making the valid response rate 86.9%. The data collected from the questionnaire survey were processed and analyzed through various statistic methods, frequency distribution, percentage, mean, standard deviation, Chi-square, t-test, One-way ANOVA, and etc. Based on the above-mentioned purposes and methodology, the results are as follows: 1. The current evaluations on the teachers in Taichung City elementary schools primarily based on Regulations for Evaluating Teacher Performance in Public Schools and approved by most of the elementary school educators, except in the aspect of the limit on generalized evaluations and insufficient exercise of the evaluation functions. 2. Educators in Taichung City elementary schools possessed positive attitudes toward the implementation of teacher evaluations. 3. Comparisons of the educators’ opinions on the content of teacher evaluations: (1) Educators in Taichung City elementary schools shared positive opinions on the purpose of teacher evaluation and agreed that formative purposes are primary, and summative purposes are secondary. (2) Educators in Taichung City elementary schools possessed positive approval for the items, including “teaching professional knowledge”, “class management and counseling knowledge”, “professional development and advanced studies.” (3) As to the implementation of teacher evaluations, educators in Taichung City elementary schools demonstrated that self-evaluation should be the first priority, followed by school personnel evaluation. (4) Educators in Taichung City elementary schools agreed that the materials to be evaluated should be mainly based on teacher self-evaluation and teacher interviews. (5) Educators in Taichung City elementary schools shared positive approval for the plenitude of the administrative process in the current teacher evaluation system. (6) Educators in Taichung City elementary schools highly supported the method of public citation or awarding. (7) As to the measures for inadequate evaluation results, Educators in Taichung City elementary schools paid more attention to the assistance provided by the school, the formative purpose of helping teacher improve. (8) Educators in Taichung City elementary schools shared consensus on the difficulties encountered in the teacher evaluations, especially “the lack of a set of objective and fair teacher evaluation tool”, “possible insufficiency in time and human resource during the implementation of teacher evaluation”, “the lack of legal sources for teacher evaluation”. (9) Educators in Taichung City elementary schools shared consensus on strategies to solve difficulties encountered in teacher evaluation, especially in the aspects that “an objective and fair evaluation tool should be should be studied and set up” and “regulations for the implementation of teacher evaluation should be studied and set up”. 4. Educators in Taichung City elementary schools with different background variables had different attitudes toward the implementation of teacher evaluation. 5. Educators in Taichung City elementary schools with different background variables had different opinions on the content of teacher evaluation. 6. Educators in Taichung City elementary schools with different background variables had different opinions on the possible difficulties encountered during the implementation of teacher evaluation. 7. Educators in Taichung City elementary schools with different background variables had different opinions on solutions to the possible difficulties encountered during the implementation of teacher evaluation. Key-words: educators in elementary schools, teacher evaluation
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Chitera, Nancy. "Discourse practices of mathematics teacher educators in initial teacher training colleges in Malawi." Thesis, 2010. http://hdl.handle.net/10539/7574.
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This is a qualitative research that draws on Fairclough’s Critical Discourse Analysis
methodology to analyze the discourse practices of the mathematics teacher educators in
initial teacher training colleges in Malawi. The study involved four mathematics teacher
educators in two teacher training colleges located in two different regions of Malawi.
Specifically the study explored the following questions:
1) What are the discourse practices that mathematics teacher educators
display in their descriptions of multilingual mathematics classrooms?
2) a) What are the discourse practices that mathematics teacher educators
display in a college mathematics classroom?
b) How do they make available the discourse practices for the student
teachers to draw on?
Data was collected through pre-observation interviews, classroom observations,
reflective interviews and focus group discussions with the mathematics teacher
educators.
This study has shown that while there are some disconnections between the discourse
practices produced in a school multilingual mathematics classroom and a college
mathematics classroom, some of the discourse practices that mathematics teachers
produced in a college mathematics classroom reinforces the common discourse
practices being produced in multilingual mathematics classroom. There are three
common discourse practices that were displayed in a college mathematics classroom.
These discourse practices are: Initial-Response-Evaluation (Pimm, 1987), traditional
lecturing and group discussions. I observed that the IRE and traditional lecturing
discourse practices were accompanied by directive discourses for procedural control,
and the procedural discourse was the prevalent discourse in all the discourse practices
produced.
iv
Three major themes have emerged from the data analysis. Firstly, the research findings
indicate that the mathematics teacher educators regard multilingualism and the language
practices that come with it such as code-switching more as a problem rather than a
resource for teaching and learning. Secondly, code-switching in college mathematics
classroom is not as spontaneous as is research shows it to be in schools; rather it is very
much controlled and restricted. Thirdly, the dilemmas of code-switching as discussed
by Adler (1998, 2001) are more acute in teacher training colleges, mainly because of the
mismatch in the Language-in-Education Policy (LiEP) in schools and tertiary level.
21
Tseng, Yu-Fen, and 曾毓芬. "A Study on the Evaluation of Teacher Professional Development for Junior High School Educators in Taoyuan County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/10997199011177356247.
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碩士銘傳大學
教育研究所碩士在職專班
102
The purpose of this study is to explore junior high school educators in Taoyuan County participated in the evaluation of teacher professional development. The study took junior high schools in Taoyuan County as research range, using the number of the teachers of these schools as mother group, stratified sampling at random was conducted, questionnaire method was used to make the research, 695 pieces of questionnaires were handed out, and 593 valid pieces were received. The data are analyzed by using descriptive statistics, T-test, and one-way ANOVA. The results of this study are shown as follows: 1. Junior high school educators in Taoyuan County perceptions of evaluation of teacher professional development are strongly positive. 2. There are partially significant distinction in the evaluation of teacher professional development according to different backgrounds. 3. Junior high school educators who have participated in evaluation have higher evaluation recognition than those who haven’t taken part in evaluation. Based on the above findings, it offers some suggestions about the implementation of the evaluation of teacher professional development for educational administrative authorities, schools, and teachers.
22
Shixiong, Gao, and 高士雄. "Views on Teacher Professional Development Evaluation for Elementary and Junior High School Special Educators in Yunlin County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/w66646.
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碩士國立臺東大學
進修部暑期特教碩士班
98
Views on Teacher Professional Development Evaluation for Elementary and Junior High School Special Educators in Yunlin County Gao Shixiong Abstract In this paper, through literature analysis and the self - survey &auot;Views on Teacher Professional Development Evaluation for Elementary and Junior High School Special Educators in Yunlin County&auot; as the research tool, sampling 276 special educators and recovering 252 as valid. The questionnaire data were analyzed by average, t-test, one-way ANOVA. To explore ways of promoting the professional of special educators. Sort out the research results and discussions, the major findings were as follows: 1.The impact of special educators to participate in Teacher Professional Development Evaluation factors, the highest extent of the impact are evaluation and mentor teacher with or without professional. 2.The teachers with different years of special education, positions, school type, special education background, schools and individual teachers whether or not to participate, affect the level of participation had the existence of significant differences. 3.The feasibility of evaluation and mentor teacher, county or special education counseling corporation for the highest. 4.The teachers with different teacher positions, special education background , classes of special education, individual teachers whether or not to participate, affect the level of participation had the existence of significant differences. 5.The development of special educators to participate in evaluation indicator, a total of four for 14 teacher professional standards. According to the research results, the researcher provided suggestions for the related units and the follow-up study. Keywords
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Kigozi, Benon. "An evaluation of music education on elementary schools in Buganda : a way forward." Thesis, 2008. http://hdl.handle.net/2263/27984.
Full textAbstract:
Music education in Buganda, and indeed Uganda as a whole, must re-define its role and nature by essentially changing its structure and character. Currently it is not adequate and relevant enough to cater for the real needs of the learners. This document entails the research undertaken to evaluate music education in elementary schools in Buganda, its historical developments, current status and a possible way forward. In ascertaining and gathering data for this empirical study, ethnographic as well as phenomenological methods were employed. Evidence was collected through literature search, recent publications, questionnaires, interviews, personal experiences and observations. Music at primary level of education in Uganda is categorised under the syllabus of Performing Arts and Physical Education (PAPE). This has become extremely problematic when classroom teachers and specialist teachers are required to implement the music component of PAPE. With the above in mind, a research question was formulated on the basis that a perceived problem existed in the dispensation and delivery of music education in schools in Buganda. The study evaluates the existing government policies on primary education that include the Education Strategic Investment Plan (ESIP), Universal Primary Education, Uganda Primary School Curriculum (UPSC), Uganda Syllabus of Primary Education (USPE), Education Policy Review Commission (EPRC), Education Statistical Abstract (ESA), and Complimentary Opportunity for Primary Education (COPE). In addition, the study analyses the education structure as well as the PAPE syllabus in relation to learners’ own music outside the prescribed school curriculum, teacher training programs and the available resources. Finally a comparative analysis of music and the arts education of various countries and the African perspectives was carried out. Findings reveal that the mission of the MoES through the ESIP is to support, guide, co-ordinate, regulate and promote quality education and sports for national integration, individual and national development. It further indicates that UPE was adopted to address the principle of equity as regards the education access amongst households, without exacerbating the gap between the rich and the poor. The study acknowledges that even though some educators have high qualifications, generally music is perceived as an area in which teachers have a low level of teaching efficacy as a result of inadequate training, lack of music resources and the irrelevance of the music content. The learners’ response to music as a classroom subject is influenced by their own music outside the school. The results presented in this research offer crucial insights for music education, its future role, nature and character. It is evident that among others, the insufficient funding, limited content knowledge and lack of resources remain key factors that inhibit the development of music education in Buganda. The study culminates into recommendations that offer direction and vision for music education. The recommendations set out in this research should enable the music education discipline to survive and transform itself into an autonomous key player in the education dispensation.Thesis (DMus)--University of Pretoria, 2008.
Music
unrestricted
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黃福賢. "A Study of Hsinchu County Elementary School Educators About Their Participation in the Tentative Teacher Professional Development Evaluation Program." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/41684062687855323170.
Full textAbstract:
碩士國立新竹教育大學
教育學系碩士班
97
Abstract The purpose of this study was to understand Hsinchu county elementary school educators’ opinions about their participation in the tentative teacher professional development evaluation program at their own school which they had participated for two or three years. A survey questionnaire to all the participants and interviews with selected elementary school principals, responsible directors, and classroom teachers were used to collect the data. Survey data were analyzed statistically by percentage and chi-square test; and interview data were analyzed qualitatively. The main findings of the study are as follows: 1. A majority of the elementary school educators supported the formative purpose of teacher professional development evaluation program. “curriculum planning and teaching” and “class management and guidance” were the two evaluation dimensions most valued. 2. A majority of the elementary school educators selectively adopted evaluation criteria developed by scholars and their own school staff. 3. Most of the schools used teacher self-evaluation checklist and classroom teaching observation to collect evaluation data, and most of the elementary school educators favored classroom teaching observation to be a main tool of evaluation. 4. Peer-evaluation was used as a main method of evaluation at most Hsinchu county elementary schools. Teacher’s classroom performance was observed and evaluated by a fellow teacher instead of an evaluation team. 5. Generally, a pre- and a post-evaluation conference were held for the individual teacher being evaluated. 6. Most of the mentor teachers who were selected as evaluators interacted with fellow teachers receiving evaluation in a way of observing their classroom performance and giving feedback. 7. Most of the elementary school educators’ knowledge of teacher professional development evaluation program was acquired from teacher evaluation seminars and workshops sponsored by Hsinchu County Bureau of Education 8. Most of the schools encouraged poor performance teachers to attend relative enhancing courses. 9. In order to smoothly implement teacher evaluation program, most elementary schools provided in-school Workshop on Evaluation Knowledge and Skills and other acceptable team forming of evaluator-evaluatee 10. The difficulties encountered by most of the schools in evaluation were “difficulty in arranging meeting time for discussion” and “no specific professional guidance was given to the evaluated teachers after evaluation.” Based on the findings, several suggestions were offered.
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Lo, Kuo-Chi, and 羅國基. "A Study of the Elementary School Educators’ Opinions on the Experimental Teacher Professional Development Evaluation Project in Miaoli-Hsinchu Area." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68761713675983079258.
Full textAbstract:
碩士國立新竹教育大學
人資處學校行政碩士班
95
The study was to investigate the experimental elementary school educators’ opinions on the experimental teacher professional development evaluation project in Miaoli-Hsinchu area, including the contents, the implementations, the difficulties, the strategies, the effects, and the ideal types of teacher professional development evaluation. Based on the collected and analytic documents, “Questionnaire for current implementation situation of teacher professional development evaluation toward the experimental elementary and high school educators in Miaoli-Hsinchu area” was designed for the object of the study. This study randomly samples 611 subjects from the elementary and high schools in Miaoli-Hsinchu area. A total of 355 questionnaires were returned (response rate 58.1%) and 337 were evaluated as valid (valid rate 95.9%). The methodology of the study included the frequency percentage method, chi square test and other statistical methods, along with the interview. The results of the study were as follows: I. The experimental elementary school educators’ opinions on the contents of teacher professional development evaluation 1. Most educators considered teacher professional development evaluation “a formative evaluation.” 2. Most educators believed that the functions of teacher professional development evaluation were to enhance the instructional quality, promote the teacher professional development, encourage teachers’ self reflection and increase peer professional interactions. II. The current situation of the teacher professional development evaluation in the experimental elementary school 1. Half the educators participated in the evaluation, but less than 60%. 2. Most educators first participated in “primary evaluator course”, and then “planning advance-knowledge course.” 3. After taking the training courses, most educators were satisfied with the training hours. 4. After taking the training courses, most educators believed that the training courses assisted in the follow-up evaluation. 5. Before participating in teacher professional development evaluation, most educators agreed that there were sufficient announcement and training at school. 6. Most educators had full understanding of the contents of the experimental teacher professional development evaluation project. 7. Most experimental elementary school educators believed that the purpose of school’s application for the teacher professional development evaluation was to stimulate teachers’ professional growth and enhance their instructional quality. 8. Most educators mainly chose the aspect of “curriculum design and instruction”, and then “classroom management and counseling.” 9. Most members of teacher professional development evaluation team possessed the qualification on basis of the Ministry of Education, but “the directors” and “the teacher organization representatives or the teacher representatives” were highly supported by the majority. 10. For the teacher professional development evaluators, most participants mainly chose to cooperate with “teachers taught the same subject or the same grade.” 11. The references of the criteria for the teacher professional development evaluation were mainly from “the Ministry of Education website of teacher professional development evaluation”, and then “the evaluation criteria of the education bureau.” 12. Most schools accepted the opinions from the teachers and inter school evaluation team on the criteria of teacher professional development evaluation. 13. About the evaluation tools, most educators chose to “fill out the school self-evaluation form ” and “ make the classroom observation with the same subject teacher or the same grade teacher.” III. The difficulties and strategies of the teacher professional development evaluation in the experimental elementary school 1. The difficulties encountered were “extra workload”, “evaluator shortage ”, and “insufficient fund from the government.” 2. To overcome the difficulties, most educators first adopted the strategy of “constantly communicating with teachers”, and then “planning further education and encouraging teachers to participate in.” IV. The effects of the teacher professional development evaluation in the experimental elementary school 1. Most educators were comfortable with the effects of the teacher professional development evaluation. 2. Most educators were satisfied with “having the experience of teacher professional development evaluation ”, and then “receiving the affirmation and feedback from the professional performance in teaching.” 3. With one year of the evaluation experience, most educators noticed the change in their teaching profession, first “capable of reflecting their own instruction ”, and then “willing to participate in the activities of teachers’ professional growth.” 4. The pros and cons on the subject of carrying on the evaluation were half and half, but most educators were willing to participate in the project. V. The experimental elementary school educators’ opinions on the ideal types of teacher professional development evaluation 1. Regarding the correlated policies to teacher professional development evaluation, most educators were agreed on “establishing the mentor teacher system” first, and then “training the teacher professional development evaluator.” 2. The educators’ decisions on the issue of receiving self-evaluation and school-evaluation once a year were half and half, but the pros were still the majority. 3. The most ideal ways to manage the evaluation reports were “private written notice”, and then “the opportunity to debate on the evaluation results”. 4. The most ideal ways to apply the evaluation reports were “the affirmation and feedback to great professional performance teachers”, and then “the opportunities provide to advance education on teachers’ needs.” Based on the conclusion, the study offered suggestions as references to the education administrations, school educators, teachers and future study.
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Trytsman, Penelope. "Educators' experiences of an appraisal system in an independent school in KwaZulu-Natal." Thesis, 2005. http://hdl.handle.net/10413/1591.
Full textAbstract:
This mini-dissertation reports on a case study of teachers' perceptions of the performance appraisal system used at an independent school in the greater Durban area in Kwa-Zulu Natal. As the system was implemented at a time when appraisal was only mandatory in government schools and not inThesis (M.Ed.) - University of KwaZulu-Natal, 2005.
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Hung, Shen Chang, and 洪聖昌. "A Study of the Knowledge and Opinions of Elementary School Educators About the Tentative Teacher Professional Development Evaluation Program in Miaoli County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/73773668009297148777.
Full textAbstract:
碩士國立新竹教育大學
教育學系碩士班
96
The purpose of this study was to understand the knowledge and opinions of elementary school educators in Miaoli county about the tentative teacher professional development evaluation program in their own school which they had participated for one year. A survey questionnaire and interviews with selected elementary school principals, student academic affairs directors, and classroom teachers were used to collect the data. Survey data were analyzed statistically by percentage and chi-square test; and interview data were analyzed qualitatively. The main findings of the study are as follows: 1. A majority of the elementary school educators supported the formative purpose of teacher professional development evaluation program, and accepted evaluation criteria developed by their own school. However, they split their opinions in half about whether or not Miaoli County Educational Bureau should develop a set of county-wide evaluation criteria for schools. 2. Most of the schools used teacher self-evaluation checklist and classroom teaching observation to collect evaluation data, and most of the elementary school educators favored classroom teaching observation to be a main approach of evaluation in the future. 3. “Curriculum planning and teaching” and “class management and guidance” were the two evaluation dimensions most valued. 4. Normally, 2 to5 teachers and 1parent were nominated as school evaluation group members. Teacher’s classroom performance was observed and evaluated by a fellow teacher from the same grade. 5. Most of the elementary school educators had attended the evaluation workshops sponsored by Miaoli County Educational Bureau before they participated the tentative teacher professional development evaluation program. 6. Generally, a pre- and a post-evaluation conferences were held in evaluation process. 7. School evaluation group would privately give the evaluated teachers the results in written format. 8. The difficulties encountered by most of the schools in evaluation were “ Overload of teachers generated by the tentative evaluation program weakened teachers’ willingness to participate the tentative program again. ”, “Short of resources for evaluation on the part of schools made the program not so easy to be implemented. ” and “ No specific professional guidance was provided to the evaluated teachers after evaluation.” Based on the findings, several suggestions are offered.
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Govindasamy, Sharon. "Teacher training as prerequisite for quality early childhood development programmes in South Africa." Diss., 2010. http://hdl.handle.net/10500/4228.
Full textAbstract:
The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education.
Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum.
This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education.
Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs.Teacher Education
M.Ed. (Didactics)
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Mays, Tony John. "From policy to practice: an evaluation of the Unisa National Professional Diploma in Education from the perspective of social critical theory." Diss., 2004. http://hdl.handle.net/10500/1431.
Full textAbstract:
The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support.Educational Studies
M.Ed. (Didactics)
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(10730865), Scott Tecumseh Thorne. "TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION." Thesis, 2021.
Find full textAbstract:
The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.