Dissertations / Theses on the topic 'Teacher needs'
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Weadon, Helen Ann, and res cand@acu edu au. "Teacher Learning Matters: The interrelationship between the personal and professional lives of rural teachers." Australian Catholic University. School of Education (Victoria), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp171.29082008.
Full textJonker, Elizabeth Catharina Johanna. "The needs and demands experienced by teachers in special needs schools : guidelines for teacher support to promote wellness / Elizabeth Catharina Johanna Jonker." Thesis, North-West University, 2005. http://hdl.handle.net/10394/994.
Full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
De, Geest Els. "Hearing the teacher voice: teacher's views of their needs for professional development." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82455.
Full textHarris, Barry, of Western Sydney Nepean University, and Faculty of Education. "A study of a process to assist teachers determine their professional development needs." THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.
Full textDoctor of Philosophy (PhD)
De, Geest Els. "Hearing the teacher voice: teacher''s views of their needs for professional development." Turning dreams into reality: transformations and paradigm shifts in mathematics education. - Grahamstown: Rhodes University, 2011. - S. 87 - 91, 2012. https://slub.qucosa.de/id/qucosa%3A840.
Full textHinchcliff, Elizabeth Bowers. "Exploring Teacher Beliefs of Adolescent Developmental Needs Through Positive Student Comments of their Teachers." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8966.
Full textCameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.
Full textYalcin, Tugba. "Classroom Teachers And Teacher Educators'." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.
Full texteducational needs from the window of local characteristics of Kars, and classroom teachers&rsquo
needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they gave on a survey questionnaire and from interview data with teacher educators that was collected through a semi-structured interview form. Data gathered were analyzed utilizing content analysis method. The major findings of the study revealed the following about that the new elementary school curriculum: (1) active student understanding and common skills were mentioned
(2) its appropriateness to students&rsquo
level
(3) relevancy to students&rsquo
everyday life
(4) its comprehensiveness
and (5) variety that were somehow achieved. On the other hand, the findings also showed that there were problems with regard to the new elementary school curriculum: (1) lack of parental involvement to educational process in Kars
(2) over crowding of classrooms
(3) insufficient materials in schools
(4) insufficient in meeting local characteristics and conditions of Kars.
Abu, Hassoun Laila Ali. "Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers’ Perspectives of Effective Teaching and Teacher Needs." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430326146.
Full textGregware, Kailee M. "What experienced teachers believe : a study of select teachers' perceptions on teacher efficacy and Maslow's Hierarchy of Needs." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1235.
Full textBachelors
Education
Elementary Education
James, Anthony William. "The nature of the relationships between the child, their parents and teachers within a primary school, working together to meet the needs of chiildren defined as having "special educational needs."." n.p, 2000. http://oro.open.ac.uk/18850.
Full textWasykowski, Joanne, and University of Lethbridge Faculty of Education. "Perspectives of teacher assistants working with students with diverse learning needs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.
Full textix, 138 leaves ; 28 cm.
Klipp, Jane A. "Teacher personality: What characteristics best suit the needs of gifted students." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187165.
Full textJarrett, Nicholas. "Teacher attitudes to the inclusion of children with special educational needs." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550411.
Full textPartlow, Madeline R. "Teachers' perceived needs within a responsive induction program structured as a learning community." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019.
Full textHovatter, Rhonda. "Ohio Physical Educators’ Perceived Professional Development Needs." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.
Full textKonditi, Jane A. O. (Jane Akinyi Osamba). "Competency Needs of Administrators in Teacher Training Colleges in Kenya As Perceived By Administrators and Faculty." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331337/.
Full textMcCoy, Krista. "An assessment of teacher perceptions and attitudes regarding students in their classroom with a sibling with special needs." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mccoyk.pdf.
Full textTindall, 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.
Full textRobinson, Deborah Christine. "Developing initial teacher education for special education needs, disability and inclusive practice." Thesis, Open University, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664283.
Full textMenz, William Thomas. "Effectiveness Of Ohio Teacher Education Programs For Meeting The Educational Needs Of English Language Learners." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1236201223.
Full textAl-Joudi, Mohammed Ghazi Mohammed. "An investigation of the computer training needs of the teachers and students at teacher colleges in Saudi Arabia." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:6976.
Full textPoyo, Susan Ricke. "Transforming traditional practices of teacher preparation to meet changing needs of digital learners| A first step intervention by assessing and addressing needs of pre-service teachers in a dual learning environment." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109526.
Full textChanges in the field of education require teachers’ acquisition of specific knowledge of technology and the skills of its effective use in the classroom. With the expansion of the traditional classroom to include virtual learning environments, concern still exists regarding characteristics necessary for quality teaching and learning.
This research is an examination of pre-service teachers’ needs relevant to integrating technology in an online learning environment. It is a first step toward acknowledging the responsibility teacher preparation programs have in the formation of educators equipped to instruct in dual learning environments, thus providing pre-service teachers with opportunities and experiences to become fluent in the technological pedagogical content knowledge (TPACK) required for online learning environments as well as the traditional face-to-face instruction.
The purpose of this study was to determine if active engagement with content of an online instruction module would affect the attitudes, knowledge and skills, and instructional centeredness of pre-service teachers’ towards technology integration in an online learning environment. A mixed-methods concurrent triangulation design procedure was utilized to measure characteristics of pre-service teachers in a teacher preparation program. A two-way within-subjects analysis of variance was conducted to evaluate the effect of engagement with the content of the online instruction module for all three domains. Participants began the intervention with limited knowledge and skills of technology integration and online learning environments; however, they made statistically significant gains upon completion of the intervention. The implementation of an intervention such as this online instruction module may support other teacher preparation programs in identifying strengths and weaknesses of their pre-service teachers and provide valuable information necessary to guide program goals.
Nelson, Delore. "Meeting the Needs of English Language Learners in Mississippi Through Professional Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5108.
Full textWolfrom, Donna H. "Promoting Professional Growth by Meeting Teacher Needs: The Walk-Through as an Approach to Supervision." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/WolfromDH2009.pdf.
Full textHussain, Yasmin Bte. "Teacher effectiveness : a Q-methodological analysis in key factors for teacher effectiveness in special educational needs teaching in Malaysia." Thesis, University of Manchester, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488382.
Full textRoss, Amanda L. "The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4559.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 26, 2007) Includes bibliographical references.
Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.
Full textTitle from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.
Cains, Richard Anthony. "Newly qualified teachers : a longitudinal study of perceptions, experiences and needs in the first year of teaching." Thesis, University of Hull, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282246.
Full textWinter, Eileen C. "A comparison of the role of the special needs support teacher in Northern Ireland and Ontario, Canada." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337053.
Full textBeam, Pamela C. "Investigation of Needs/Concerns of Teachers within an Induction Year Program." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1236949276.
Full textStevens, Trevor. "Training special school staff in behavioural techniques." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245025.
Full textGalindo, Camila Jose [UNESP]. "Análise de necessidades de formação continuada de professores: uma contribuição às propostas de formação." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/101590.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa tem como objeto de estudo as necessidades de formação de professores a partir da análise do campo da formação continuada. Foram objetivos da pesquisa: compreender como se manifestam e se revelam as necessidades formativas no contexto de atuação profissional das professoras; identificar representações de necessidades das/pelas docentes em situação de trabalho; compreender os elementos circundantes e interferentes na manifestação de necessidades docentes e de necessidades de formação continuada; compreender o modo como as professoras atuantes no 1º ciclo do Ensino Fundamental lidam com suas necessidades na escola; sugerir a estruturação de propostas de formação continuada para professores baseada na análise de necessidades. O estudo está teoricamente alicerçado em três eixos da pesquisa educacional: formação de professores (Day, Gatti, Estrela, Mizukami, Monteiro e Giovanni, Garcia), análise de necessidades (GALINDO, Rodrigues, Wilson e Easen, Rodrigues e Esteves) e trabalho docente (Tardif e Lessard). Os autores utilizados ajudaram a tecer uma forma diferenciada de organizar e proceder à análise de necessidades de formação para a formação continuada, a partir da identificação de campos de diálogos imbricados teoricamente às necessidades de formação (Korthagen, Lopes, Hargreaves, Schön, Huberman, entre outros). A parte empírica foi realizada por meio de metodologias com características etnográficas. Os dados foram obtidos em uma escola da periferia da cidade de Araraquara-SP, Brasil, sendo a parte principal deles composta de registros de observação participante em duas salas de aula de duas docentes atuantes no 1º ano do 1º ciclo do Ensino Fundamental, com suporte na entrevista estruturada com as doze professoras atuantes no primeiro ciclo do Ensino Fundamental da escola pesquisada no ano de 2009. A coleta dos dados centrou-se...
The object of the present research is the teacher education needs carried out from the analysis of in-service education field. Its objectives were: to understand how teacher education needs are expressed and developed in a professional context; to identify the representations of teachers needs in the work place; to understand the surrounding and interfering elements about teachers needs and in-service education needs; to understand the way the first cycle primary teachers deal with their needs; to suggest structures to in-service education based on needs analysis. This study is theoretically based on three 3 axes of the educational research: the teacher education (Day, Gatti, Estrela, Mizukami, Monteiro & Giovanni, Garcia); the needs analysis (Galindo, Rodrigues, Wilson & Easen, Rodrigues & Esteves); and the teaching as such (Tardif & Lessard). The authors cited above helped to organise and to carry out different ways to analyse education needs and in-service education from the identification of dialogue fields theoretically overlapped with education needs (Korthagen, Lopes, Hargreaves, Schön, Huberman, among others). The empirical part of this study was carried out based on methodologies with ethnographical characteristics. Data were collected in a school located in the suburb of Araraquara city, Brazil, mainly composed by participant observation records in two first cycle primary teachers’ classes. Data were supported by a structured interview conducted with 12 first cycle teachers in the same school in 2009. Data collection means were mainly the information about the school and its neighbourhood. It was possible through data collection to get some information about teachers, concerning their school and professional education, their social relationships, their leisure, their difficulties and motivations, their professional... (Complete abstract click electronic access below)
Galindo, Camila Jose. "Análise de necessidades de formação continuada de professores : uma contribuição às propostas de formação /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/101590.
Full textAbstract: The object of the present research is the teacher education needs carried out from the analysis of in-service education field. Its objectives were: to understand how teacher education needs are expressed and developed in a professional context; to identify the representations of teachers needs in the work place; to understand the surrounding and interfering elements about teachers needs and in-service education needs; to understand the way the first cycle primary teachers deal with their needs; to suggest structures to in-service education based on needs analysis. This study is theoretically based on three 3 axes of the educational research: the teacher education (Day, Gatti, Estrela, Mizukami, Monteiro & Giovanni, Garcia); the needs analysis (Galindo, Rodrigues, Wilson & Easen, Rodrigues & Esteves); and the teaching as such (Tardif & Lessard). The authors cited above helped to organise and to carry out different ways to analyse education needs and in-service education from the identification of dialogue fields theoretically overlapped with education needs (Korthagen, Lopes, Hargreaves, Schön, Huberman, among others). The empirical part of this study was carried out based on methodologies with ethnographical characteristics. Data were collected in a school located in the suburb of Araraquara city, Brazil, mainly composed by participant observation records in two first cycle primary teachers' classes. Data were supported by a structured interview conducted with 12 first cycle teachers in the same school in 2009. Data collection means were mainly the information about the school and its neighbourhood. It was possible through data collection to get some information about teachers, concerning their school and professional education, their social relationships, their leisure, their difficulties and motivations, their professional... (Complete abstract click electronic access below)
Orientador: Edson do Carmo Inforsato
Coorientador: Manuela Esteves
Banca: Belmira Amélia de Oliveira Bueno
Banca: Luciana Maria Giovanni
Banca: Yoshie Ussami Ferrari Leite
Banca: Maria Regina Guarnieri
Doutor
Jeannin, Loise. "Professional Development Needs of Faculty Members in an International University in Thailand." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065197.
Full textIn an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members’ needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers’ perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.
McDonald, Meike Lee. "Meeting the Unique Needs of Teachers of Students at Risk of Not Graduating." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2851.
Full textLupton, Gary Taylor. "Self-Identified Professional Development Needs of Virginia Career and Technical Education Teachers." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102411.
Full textDoctor of Philosophy
Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to identify the competencies most needed as professional development topics for Virginia CTE teachers. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differneces in professional development topics for each demographic group. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs.
Robinson, Derrick Eugene. "A post-modern teacher educator| A phenomenological study of teacher educators with significant experience in high-needs, high-minority urban schools." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111899.
Full textFour decades of university-based teacher education reform has failed to yield favorable outcomes in teacher effectiveness in P-12 schools. A rising tide of reform and criticism from governmental agencies and neo-liberal reformers has resulted in one-dimensional, structural approaches to impacting teacher effectiveness, based on the assumption that teacher effectiveness is universal across all school contexts. This study suggests that for university-based teacher education programs to impact teacher effectiveness, particularly in high-needs, high-minority schools, they must: a) define teacher effectiveness, b) contextualize the impact of high-needs, high-minority schools on teacher effectiveness, and c) provide the knowledge, structure and disposition to be effective teachers in the high-needs, high-minority context. To meet this task, this study boldly employs a post-modern theoretical positioning of the university-based teacher educator, one with professional experience or service in high-needs, high-minority schools, as the leading change agent in impacting teacher effectiveness in high-needs, high-minority schools.
Through a qualitative research design, this study utilizes phenomenology to uncover the lived experiences of qualifying teacher educators, those with experience and service in high-needs, high-minority schools, to define teacher effectiveness, effective teacher characteristics, and the uniqueness of the high-needs, high-minority urban school context. Through semi-structured, open-ended interviews, the lived experiences of qualifying teacher educators were gathered and analyzed using the Stevick-Colaizzi-Keen method of analysis to describe the shared experience of teacher effectiveness in high-needs, high-minority urban schools.
Findings suggest three themes that align respectively with each research question. When determining the effectiveness of teacher educators for preparation of pre-service teachers to enter high-needs, high-minority schools, dispositions matter. When conceiving teacher effectiveness within high-needs, high-minority urban schools, responsiveness matters. When reflecting on what makes the high-needs, high-minority urban learning environment different from what is thought of as the traditional school environment, findings suggest that people matter. What emerges as the composite experience of effectiveness in the high-needs, high-minority urban schools, is the significance of the counter-narrative focus.
Richardson, Dawn. "Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/417.
Full textTimsina, Prem P. "Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/282.
Full textWashington, Michelle Latrice. "Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2772.
Full textFisher, Joanie K. "A needs assessment study for substitute teacher training in the Unified School District of Antigo." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004fisherj.pdf.
Full textPatterson, Melanie Sian. "Meeting the Learning Needs of Individual Children in the Mainstream Classroom." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2275.
Full textClemons, Courtney. "Pre-service Education Teacher Perceptions of Needs, Training, and Self-efficacy for School Mental Health." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588954197384985.
Full textJeannin, Loïse M. "Professional Development Needs of Faculty Members in an International University in Thailand." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2187.
Full textEllis, Laurel Taylor. "Elementary Teachers' Perceived Professional Learning Needs for the Inclusive Classroom." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6754.
Full textZamora, Sánchez María Fernanda. "Teacher Perspectives on Students with Special Educational Needs Enrolled in Secondary-Level World Language Classes in the State of Utah." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9024.
Full textHoover, James Larry. "Determining Staff Development Needs to Achieve Computer Technology Competence by Instructional Personnel in Gloucester County Public Schools." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29414.
Full textEd. D.
Draper, Darren E. "Improving the Quality of Teacher Support in Anticipation of the Instructional Use of Technology: An Action Research Study." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/958.
Full textThabana, M. "The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha." University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full text