Dissertations / Theses: 'Teacher perspectives'

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Aramburuzabala, Higuera Pilar, Cynthia Martínez-Garrido, and Rocío García-Peinado. "University teacher training in Spain: Evolution and perspectives." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117096.

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In Spain, the first formal experiences in the field of University Teacher Training (abbreviated to FPU in Spanish) appear in the seventies, responding to isolated initiatives. In the eighties the first groups of FPU specialists are configured in scattered universities with the support of the government. Later, specialized departments arise that rely on the also emerging distance learning services and educational technology. Today, in a time when there are major changes in the university structure and the teaching models, it seems clear that the teaching and research staff will have to adapt to a very different environment. Thus, FPU becomes a powerful tool that can help improve the quality of university teaching and promote the professionalization of the teaching role. This article aims to make an approach to the experiences and research in the field of the FPU that were held in Spain from its origins. It also describes some of the emerging trends in the university system that will form the basis of a new University. This analysis will provide information to the debate on the professionalization of the teaching role that is currently taking place.
En España, las primeras experiencias formales en el campo de la Formación del Profesorado Universitario (FPU) aparecen en los años setenta, respondiendo a iniciativas aisladas. Con el apoyo de las administraciones en los años ochenta se configuran los primeros núcleos de especialistas en FPU en centros universitarios dispersos. Posteriormente surgen departamentos especializados que se apoyan en los también incipientes servicios de educación a distancia y tecnologías educativas. En el momento actual, de profundos cambios en la estructura universitaria y los modelos didácticos, parece claro que el personal docente e investigador tendrá que adaptarse a un entorno muy distinto al conocido hasta hace poco tiempo.La FPU se convierte, así, en un poderoso instrumento que puede contribuir a mejorar la calidad de la docencia universitaria y a impulsar la profesionalizacióndel rol docente. En este artículo se pretende hacer una aproximación a las experiencia se investigaciones que en el campo de la FPU se han llevado a cabo en España desde sus orígenes. Se describen también algunas de las tendencias emergentes del sistema universitario que constituirán la base de una nueva universidad. Este análisis aportará información al debate sobre la profesionalización del rol docente que se está desarrollando en la actualidad.

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Gunsel, Stacy. "Middle School Health Policies: Teacher Perspectives." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125434359.

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Sneddon, Jacquelyn Rae. "Teacher Perspectives of Causes of Attrition." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/46.

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This study attempted to identify causes of teacher attrition by using a survey distributed to 74 certificated teachers at Loretto Elementary School in Jacksonville, Florida. Seven possible causes of teacher attrition, identified in the review of the related literature, were worded in statement form for use in the survey. Each possible cause was stated from three different perspectives: as it applied to the individual respondent, to teachers as a whole, and to the general public. The teachers were then asked to indicate agreement or disagreement on a four-point Likert scale. Conclusions suggested that inadequate salary and physical harm were the two causes viewed by the respondents as most likely to drive both the respondents and most other teachers from teaching. The two causes least likely to foster teacher attrition were the requirement of non-teaching duties and a lack of adequate instructional supplies. Results also seemed to indicate a distinction between the way the respondents viewed the seven possible causes with respect to themselves and most other teachers. Results of the survey, supporting tables, and a copy of the survey are included.

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Freking, Teresa A. Crumpler Thomas P. Haynes Thomas. "Missing voices beginning teachers' experiences and perspectives on the mentoring relationship /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152511&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177683010&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Thomas P. Crumpler, Thomas S. Haynes (co-chairs), Aimee D. Adkins, Barbara B. Meyer. Includes bibliographical references (leaves 173-180) and abstract. Also available in print.

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Zuercher, Friesen Deborah Kae. "Indigenous American Samoan Educators’ Perceptions of their Experiences in a National Council of Accreditation for Teacher Education (NCATE) Accredited Program." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1182301897.

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Pope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.

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This study is about the ways in which the term subject knowledge is conceptualised and interpreted by student teachers, university tutors and school mentors in the context of undergraduate primary initial teacher training (ITT) in two post-1992 university providers. Subject knowledge has been a consistent feature of the policy context of ITT over decades, although disparities are apparent between the rhetoric of policy directives, the theoretical knowledge base and how primary teachers’ subject knowledge is represented, and enacted, in communities of practice in primary ITT. The conceptual framework for the research is underpinned by Shulman’s (1987) theoretical knowledge bases for teaching, and draws significantly on the conceptual tools of culture, practice and agents in educational settings, provided by Ellis’s (2007) situated model of subject knowledge. The perspective of the individual is developed further by utilising Kelchtermans’s (2009) personal interpretative framework. An additional lens is provided by the external political context, within which primary ITT is located. The research adopted an inductive, interpretative approach that incorporated multiple methods to construct a bricolage. Data collection included semi-structured questionnaires, semi-structured interviews that incorporated the production of visual data, and content analysis of documents. The study indicates that subject knowledge was understood by participants as an umbrella term representing general teacher knowledge, rather than as a critically distinct concept. Overall, there was a general lack of emphasis on subject-specific pedagogical knowledge evident in the discourse around subject knowledge for primary teaching. Conceptualisations of subject knowledge were highly individualistic. The findings indicated that the culture and practice in different contexts is interpreted and experienced in very different ways by individuals to influence their interpretations of subject knowledge and its place in pedagogy. Thus, this study makes an original contribution to knowledge in the field by: 1) mapping the details of the conceptualisations of subject knowledge held by student primary teachers, university tutors and school mentors in the context of undergraduate primary ITT, to identify commonalities, and disparities, with the theoretical knowledge base; and 2) identifying and examining cross-contextual and personal influences on conceptions of subject knowledge and in so doing, extending and adapting Ellis’s (2007) model of subject knowledge, to the specific context of undergraduate primary ITT.

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Taylor, Dawn Miller. "Perspectives of teacher education graduates about their cooperating teachers during preservice placements." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0928104-230027/unrestricted/TaylorD102704f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0928104-230027 Includes bibliographical references. Also available via Internet at the UMI web site.

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Covington, Robert Matthew. "Integrating Technology in the Classroom: Teacher Perspectives." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77316.

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The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technology access to secondary teachers and students. The site was chosen due to the abundance of technology available to teachers and secondary students within the school division. Ten secondary teachers that participated were in various stages of their profession and years of service within the school division and represented various secondary schools within the division. The findings suggest that teachers fail to fully implement all of the ISTE NETS when it comes to integration in the classroom. Insufficient time to plan and prepare for activities that would integrate technology into the classroom was among the external factors most of the participants listed as to why their instruction did not always utilize technology. Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers, teacher beliefs towards technology and teacher-centered pedagogy.
Ed. D.

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Bergström, Peter. "Bridging the distance in teacher education : teachers' perspectives on process-based assessment." Umeå universitet, Interaktiva medier och lärande (IML), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68390.

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This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a “satellite” study centre in a distant rural area used a student-centred learning approach as a means to bridge the distance in the social relationship. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions about the students’ previous knowledge, reflections and learning. Data were collected through in-depth interviews. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship in this online context. The results indicate a conflict between the student-centred curriculum and traditional beliefs in the teacher-student relationship.

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Henley, Michael J. "Teacher appraisal and its management : a study of the perspectives of teachers." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35644.

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This thesis is inspired by the theory that a system of teacher appraisal can achieve maximum effectiveness only when there is harmony between its managers and other participants. Exploration of the theory is pursued in a study of the anticipatory concerns and relevant experience of a sample of Northamptoshire teachers about to become participants and/or managers. The findings are evaluated in the light particularly of experience of teacher appraisal in Canada and USA, where developments are very much further ahead than here. Government policy is analysed with reference to key considerations which currently determine how schools are managed in this country. A traditional dichotomy separating curriculum management from the management of staff relationships and which has created a style of teacher isolation is found to present problems. The risks of teacher appraisal simply becoming a celebration of the status quo are recognized. The probability emerges that the teachers will soon control the system, not government, nor the appraising bodies. Therefore, in anticipation of that outcome, certain key skills and knowledge are identified and commended in this thesis as governing the effectiveness of teacher appraisal, if it is to progress teaching and learning. The main conclusion of the research is that teachers are capable of initiating and supervising a robust system of teacher appraisal which can bring radical change to school management in the interest of school improvement. Their perspectives contrast with those of government most remarkably because the teachers' primary concern is to ensure that whatever the time and effort which is put in, the impact on pupils provides the justification. This thesis seeks to illustrate the potential value of teacher appraisal when used as an instrument of action learning rather than as an instrument of general management.

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Robertson, Laura, and Renee Rice Moran. "Teacher Perspectives on Science and Literacy Integration." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3243.

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In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that teachers must first believe in the value of science and literacy integration to themselves, their students, or to district, curriculum, or assessment goals in order to implement integration. After belief in the value of integration is established, teachers vary in their approaches to implementation. Analysis of focus group data from middle and high school English language arts (ELA) and science teachers reveals patterns in frequency, strategies, and barriers to integration by subject area. In conclusion, the authors offer a framework for integration that explains teachers' approaches to integration at the classroom and team levels and suggests methods for advancing science and literacy integration.

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Lombardi-Davis, Christina. "Early Childhood Teacher Perspectives Regarding Preparedness to Teach Children Experiencing Trauma." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7937.

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In the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers' perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. Using Bandura's theory of self-efficacy, the purpose of this basic qualitative study was to explore how teachers' perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. In-depth interviews were used to collect data from 10 preschool teachers from a southern state who had varying teaching experience, degrees, and preparation experiences. The continuous data analysis process included organizing the data, reflecting on meaning, and identifying and coding key words and themes to answer the research questions. Results indicated that teacher preparation experiences influenced the participants' teaching strategies and the creation of supportive environments. However, the results also suggested a need for more content specific teacher preparation experiences. Potential social implications of this study include (a) improving teacher preparation opportunities, (b) an increase in teacher self-efficacy, (c) an increase in child development outcomes, and (d) adding to the current literature on teacher preparation and childhood trauma.

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Robles, Fabio. "Veteran teachers' perspectives on teacher evaluation and how they want to be evaluated." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2359.

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The purpose of this study was to develop categories of meaning regarding veteran teachers' perspectives on teacher evaluation and how veteran teachers want to be evaluated. A total of 14 teachers with 10 or more years of teaching experience were interviewed. The study relied upon a qualitative method, using grounded theory to provide an in-depth analysis on perspectives veteran teachers had on teacher evaluation and how they wanted to be evaluated. Interview data was analyzed and coded for concepts that represented teachers' perspectives. The analysis yielded data which presented two themes, Theme one: Veteran Teachers' Perspectives on Teacher Evaluation, and Theme Two: Veteran Teachers' Plan for Evaluation. Theme one revealed several categories: "evaluation career," "evaluation process," "types of evaluation processes," "evaluators," and "purpose of evaluation." Theme two presented three categories: "what to evaluate," "who evaluates," and "how to evaluate." Data analysis led to a grounded theory suggesting that teachers experienced commonalities regarding their perspectives on teacher evaluation and how they want to be evaluated. This study concluded that teachers perceive the current status of teacher evaluation as ineffective and useless. Teachers want the process to continue using principal observation as the key component, but want it done more often both formally and informally. Teachers feel that evaluators should be competent in the areas they evaluate and serve as instructional leaders. They want other data sources to be included in their evaluations. Teachers disagree with pay for performance systems or those solely dependent on student outcomes, and that student growth data should be part of a multi data driven system. Self-evaluation and professional growth are areas teachers feel should be tied to an effective evaluation system. Teachers want to receive feedback from parents, peers, and students. Teachers find the California Standards for the Teaching Profession (CSTP) to be an effective and necessary tool to base teacher evaluation upon. This study presented perspectives concerning teachers' experiences with teacher evaluation and also presented data regarding how teachers wanted to be evaluated.

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Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005.
"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.

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Hopkins, Paul Thomas. "Teacher perspectives of the use of student performance data in teacher evaluations." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618729.

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The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation (JCSEE) served as a framework for the study. An online survey was deployed to a random stratified sample of teachers across the United States. Participants responded to thirty statements using a four-point Likert Scale that ranged from Strongly Agree to Strongly Disagree. Participants were also provided an opportunity to list and describe additional items that they favored and feared with respect to using student performance data in teacher evaluations. Descriptive statistics and ANOVA were used to determine the level of teacher agreement on statements. Responses were further analyzed to determine the impact that the following demographic factors had on perceptions: (a) years of teaching experience, (b) teaching in a union and non-union states, (c) teaching a tested and non-tested grades and courses, and (d) teaching in elementary, middle, and high schools. Results indicated a strong level of agreement among teachers on the positive impact that the use of student performance data will have on improving teacher evaluations. Further results indicated that demographic factors played a minimal role in influencing participants' perceptions.

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Emira, Mahmoud Farghal Ahmed Mohammed. "Understanding Egyptian teachers' perspectives on 'teacher leadership' and its relationship with decision making." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441772.

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Oliver, Jane C. "Teacher resilience and the perspectives of secondary school teachers on pupils' challenging behaviour." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6282/.

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This research is about the challenging behaviour of pupils in secondary schools and how this behaviour is perceived and experienced by their teachers. The impetus for the research came from my work as a teacher with pupils who had been excluded from school. The spur was the significant rise in permanent exclusions from maintained schools in England and Wales in the decade following the implementation of the 1988 Education Reform Act. The research began in 2000. It is a piece of small-scale educational research, which had a two stage research design. The perspective taken was phenomenological within a naturalistic paradigm. In the first stage of the research design questionnaires were distributed to all the teachers and teaching assistants in two secondary schools in an area of social deprivation in a suburb of London. These questionnaires were intended to elicit information about teacher perspectives regarding challenging behaviour. In stage two of the research design in-depth interviews were held with five teachers from one of the two schools. These teachers were interviewed up to six times each over a period of several months as I attempted to track their interactions and experiences with a pupil whom they had identified as having challenging behaviour. The data from the questionnaires revealed that a significant majority of the teacher respondents believed that incidences of challenging behaviour were increasing. The second stage of the research explored what these teachers meant by challenging behaviour and what challenging behaviour meant for them. The analysis of the data from these interviews revealed that for this group of teachers challenging behaviour predominantly meant disruption to their lessons. A key issue to emerge from the project was that of teacher resilience in relation to managing challenging behaviour. The main findings of the thesis explore issues around the relationships between teachers and pupils with challenging behaviour. A model is proposed which illustrates levels of persistence on the part of the teachers when they are engaged with pupils with challenging behaviour. The model explores differing responses from teachers when managing what they perceived as challenging behaviour. It illustrates how and whether they disengage with the process of actively trying to make the pupils conform to classroom expectations in order to achieve learning outcomes. The model illustrates the inter-relationship of characteristics of teacher resilience and demonstrates how resilience plays a part in determining whether teachers are able to manage disruptive behaviour in the classroom in order to achieve learning outcomes.

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Berson, Ellen. "Teachers' Perspectives of Teacher Supervision Policies & Practices in Charter Schools in Pennsylvania." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/203250.

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Educational Administration
Ed.D.
The purpose of this qualitative case study is to discover how teachers view the teacher supervision practices that are in place in two selected charter schools in Southeast urban Pennsylvania by developing an in-depth perspective and understanding of teachers’ perceptions of the efficacy and impact on the current system. Data will be gathered on nine teachers and two teacher supervisors through a series of in-depth interviews, structured observations and document examination at each of the two selected charter schools. There are no experiments being conducted, nor is there any controlling factors in this qualitative study. Instead observations and interviews will be conducted that will allow the voices of the respondents to be heard. The goal is to hear what teachers’ persona perspectives are of the supervision process within their respective schools. This study moves beyond typical supervisory efficacy studies. First because of the setting in charter schools and secondly by examining the teachers’ perspectives of the supervision practices and policies within their schools. In order to gain a better understanding of the context for this study, it is necessary to look at the history of the charter school movement as well as the impact charter schools are having on traditional public schools as a result of the Educational Reform Movement. The current education reform standards found within the No Child Left Behind Act (2001) has brought about a renewed focus on the systems being used to critique teacher efficacy. It is the system that is used to assess teacher quality, through teacher supervision practices and policies that this case study will address. Linda Darling-Hammond (2007) who writes extensively on teacher quality, proposes creating a “high-quality teacher-performance assessment that measures actual teaching skill.” (p. 48). One that can be used for “determining teachers’ competence.” (p. 48). The need for this kind of assessment for teacher efficacy is important since “there does not appear any specific credential or characteristic that is a silver- bullet predicator of quality.” (Goldhaber, 2006, p.1). This qualitative case study will show the reading what systems currently exist within the teacher supervision practices and policies in these two selected charter schools in Southeast urban Pennsylvania. What drives this study will be the revelations of the teachers working in these charter schools who will share their personal point of view of the teacher supervision process based on their own experiences, through document and field observations. The study in itself will not examine any quantitative links with student achievement but is nevertheless based on the idea that good teacher supervision improves teaching that ultimately impacts student achievement levels. “Educational research convincingly shows that teacher quality is the most important schooling factor influencing student achievement.” (Goldhaber, 2006, p.1). Therefore it can be argued that teacher supervision can potentially improve teacher quality that in turn is directly linked to student achievement. While this study will focus on the exploration of teachers’ perspectives of the teacher supervision process that exists within charter schools, the outlying factors such as teacher education, hiring and teacher retention are instrumental in student achievement cannot be ignored, however this study will concentrate only on teacher supervision practices. The significance of this study is that it may provide additional insight on teacher supervision practices, which include a broad range of approaches from instructional, collegial, peer, clinical and self-directed. This study will provide information that will answer the overarching research question, what is the state of teacher supervision in two selected charter schools in Southeastern urban Pennsylvania? Little research has been published specifically on teacher perceptions of teacher supervision practices in urban charter schools. Teacher supervision and teacher evaluation “the process by which teachers are assessed professionally” (Goldrick, 2002, p.2) in urban charter schools have not previously been the subject of rigorous examination. Out of 664 dissertations that addressed the topic of charter schools, teacher supervision practices, teacher perceptions of teacher supervision practices and the impact teacher supervision has on student achievement, only 12 studies (less than 1%) focused on these areas of research. This paucity illustrates the need to increase studies in the area of teacher supervision practices to determine if they are impacting student achievement. The significance of this study comes from learning about a previously unexplored phenomenon in the increasingly influential charter school. Although this study could extend beyond the boundaries of teachers’ perspectives and potentially draw conclusions on the efficacy of teacher supervision practices based on the outcome of student achievement levels, that is not the focus or the reason for this study. The primary focus will remain on teacher's perceptions of the teacher supervisory practices in these two charter schools.
Temple University--Theses

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Austin, Trevor William. "Transition, perspectives, and strategies : on the process of becoming a teacher in higher education." Thesis, Cardiff University, 2011. http://hdl.handle.net/10547/223516.

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For those who teach in higher education and draw on vocational rather than academic backgrounds, the processes of socialisation are complex, extended and highly conditioned by their ‘past’ professions. These professions are seen to provide both ‘resources’ and ‘dissonances’ in the transitions that constitute their progress towards becoming a teacher. Whilst a great deal has been written of these processes in older universities with high concentrations of academic staff whose careers are largely confined to higher education itself, relatively little is known of parallel processes in newer institutions that are highly connected to specific kinds of workplace. This study addresses the way in which the current literature has under-represented the experiences and perspectives of ‘late entrants’ to teaching in higher education who come to work in a university from a profession that is ‘outside’ of higher education itself. The study uses a case study approach based on a series of semistructured interviews to reveal and analyse the processes of socialisation for ten participants undertaking a programme of teacher training (PGCAP). It describes a certain kind of ‘insider’ research where closeness and rapport exist alongside asymmetries of power and forms of ‘guilty knowledge’. Narrative methods are used to analyse and represent the data from differing perspectives to reveal a range of engagements, commitments and experience. These are seen to shape the socialisation process through key ‘turning points’ promoting movement towards a teacher identity. The study draws on theoretical perspectives based on the work of Bernstein (2000) and Bandura (1997) in order to analyse core processes both situationally and from an individual perspective. The research raises key questions about the learning environments created for participants on this teacher training course and the wider discourses that influence such provision. It also challenges a growing assumption that the attempts by the state to control and improve teaching in higher education are incorporated into individual teaching practice.

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Crooks, Beverley. "Reporting black pupils progress : parent and teacher perspectives." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394219.

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Elsegeiny, Siham. "American Muslim School Leadership: Principal and Teacher Perspectives." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/260.

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This study employed a quantitative research design using a mail survey to explore leadership style in Islamic schools in the United States. The purpose of the study was to describe levels of transformational and transactional leadership of American Muslim principals. Correlational analyses were used to determine the relationship between principal and teacher reports of principals' use of transformational leadership and the relationship of demographic variables to perceptions of transformational leadership. Multiple regression analyses showed that none of the six demographic variables were significant predictors of the variance in principal- or teacher-reported use of transformational leadership. Thirty-three principals responded to the MLQ 5X selfrating form and 143 teachers responded to the MLQ 5X otherrating form. Principals rated themselves higher than their teachers on transformational leadership and lower than their teachers on transactional leadership. Both principals and teachers ranked principals highest in Inspirational Motivation and lowest in Management-by-Exception Passive. Principals rated themselves as being more intellectually stimulating and less often using contingent reward. In schools where teachers were more congruent in their ratings of the principal, they tended to perceive the principals as more transformational than did teachers in schools where teachers were less congruent in their ratings. It appears that where principals are more consistent in their interactions with teachers, teachers have higher opinions of the principal as a transformational leader. Both teachers and principals rated principals of American Muslim schools as fairly high in the use of both transformational and transactional leadership. Comparisons of these findings to other research in the U.S. suggest that American Muslim principals exhibit leadership characteristics very similar to those of other U.S. principals.

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Stepko, Deidra. "Teacher and Parent/guardian Perspectives on Student Retention." Thesis, Point Park University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838658.

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Student retention, the practice of having a student repeat a grade level of schooling due to low academic performance or delayed behavioral and social development, is a common yet controversial educational practice in the United States. Extensive literature exists on the effects of retention on students’ academic outcomes, socialization, and self-esteem, but with mixed results. The perceptions of teachers and principals on the practice of retention have also been studied. Even though many school districts have policies stating that decisions on retaining students at the elementary level are made by teachers and parents/guardians, the perceptions of parents/guardians as compared to teachers on the practice of retention has not been thoroughly examined. This mixed methods study collected quantitative and qualitative data on the perceptions of teachers and parents/guardians on student retention through an established survey and through personal interviews. The study revealed that there are significant differences in the perceptions of parents/guardians as compared to teachers on when retention is appropriate for students. There are also differences in what teachers and parents/guardians identify as factors to consider for recommending retention and their long-term concerns for students when considering retention. Revealing these differences and understanding that both parties have an overall concern for the well-being of the student will help to bridge the communication gap between teachers and parents/guardians and guide them toward making collaborative decisions for students. Although this study is a first step toward this understanding and collaboration, there are many factors involved in making decisions on student retention, so these findings will require further research.

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Brown, Cassondra. "Perspectives on instructor modeling in mathematics teacher education." Diss., [La Jolla] : University of California, San Diego ; [San Diego] : San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3386575.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009.
Title from first page of PDF file (viewed January 12, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 199-206).

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Hunter, Theresa Evans. "Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2263.

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Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner's operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers' perceptions of the motivators that increase student reading in the elementary grades. Data for the study were collected through individual interviews with a sample of 6 teachers who volunteered from the district's elementary schools. Open coding of the transcribed interview data and thematic analysis revealed 5 overarching themes: difficulties and challenges, preexisting perceptions, perceived effectiveness of used incentives/motivators, applicability to other grade levels, and factors critical to support reading development. The findings revealed certain recommended strategies such as free choice reading, increased parental involvement, and grade enhancement that may support intrinsic motivation compared to external motivation, which may be better supported through more immediate rewards. This study has the potential to promote social change by providing educators and other stakeholders at the local site with research findings on effective techniques to motivate elementary students to read more frequently.

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Starostka, Chris W. "High School Athletic Participation Effects From Teacher Perspectives." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/108.

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Studies of the effects of students playing sports in high school vary but results are mostly positive. This qualitative case study examined the perceptions of 15 teachers at a small rural Iowa high school to assess how they viewed the effects of sports participation on student athletes in the classroom and why the setting experienced a decline in participation numbers. The framework that drove this study was based on Pajares's concept that teacher expectations may influence students and their academic performance and behaviors. The data included individual interviews from 15 teachers and teacher/coaches who had a minimum of 5 years teaching experience and had student athletes in their classrooms. The interviews were transcribed and analyzed for emergent themes. Findings revealed that increased academic performance, learned leadership traits, and teamwork were the perceived benefits to sports participation. Missed class time and stressful time requirements on student athletes were the perceived detriments. Findings also indicated that a need for more cohesiveness better and communication between teachers and teacher/coaches, and a need for higher eligibility standards for student athletes to participate in athletics. These findings were used to develop a policy recommendation project that will update and overhaul the district's current athletic eligibility policy. This project will enable more students to participate in athletics and remain eligible for sports participation and additional tutoring. Social change could result from increased participation in athletics, improved academic performance, and greater cohesion among teachers at the school.

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Smith, Lynette Smith. "Content Area Teacher Perspectives on Integrating Literacy Strategies." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3837.

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The Common Core State Standards recommend that all educators prepare students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine 7th and 8th grade content area teachers' perspectives towards teaching literacy. The research questions addressed teachers' capabilities in the role of literacy instructor as well as the actual application of literacy. The conceptual framework included Bruner's constructivist, Bandura's self-efficacy, and Knowles's andragogy theories. These theories informed the investigation of adult learners' perspectives regarding the way they learn and gain confidence to provide literacy instruction. Eleven English, math, science, and social studies teachers participated in this study through interviews. Data were also gathered via classroom observations and lesson plans. A qualitative data analysis software program was used to manage the qualitative data. Inductive and deductive coding were used to analyze the data and identify themes. The findings of this study indicated that teachers felt unprepared to teach reading. While teachers saw value in literacy, their perspectives were affected by their commitment to content instruction and time constraints to meet disciplinary curriculum requirements. This study affects positive social change by providing increased understanding of literacy instructions in the content classroom. These findings can facilitate communication between teachers and other stakeholders regarding school literacy initiatives. Further, the findings informed creation of a professional training program to provide teachers with on-site support for literacy integration.

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Branch, Michele Branch. "Teachers' Perspectives of Balanced Assessment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2599.

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Current research indicates that when properly implemented, professional development (PD) can positively affect teaching practice and student academic achievement. However, teachers at Lincoln High School (pseudonym) questioned the effectiveness of their district's PD: Balanced Assessment. Given the paucity of research on teachers' viewpoints of PD and how it impacts implementation, the purpose of this qualitative case study was to examine teachers' perspectives of Balanced Assessment as it relates to implementation in the classroom. Guided by Knowles adult learning theory, which states that adults need to make a connection to what they are learning to real life, this study examined 4 English language arts teachers and their perspectives of Balanced Assessment. The guiding research questions explored teachers' perspectives of Balanced Assessment, PD, and ways to enhance the training. The research design was a case study of 4 English language arts teachers and data collection included interviews and classroom observations. The data were analyzed by using HyperRESEARCH, and 4 themes emerged: voice, follow-up, same strategies but different names, and trust, results consistent with Knowles adult learning theory. Findings indicated that teachers' perceptions impact implementation and led to the creation of a 3-day PD plan. This PD incorporated the study's finding, and therefore provided teachers relevant sessions that incorporated teachers' voices and included follow-up. Social change implications include creating PD that includes the tenets of adult learning theory which could improve teacher instruction and increase academic achievement for all students.

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Irvin, Lois Ruth, and lois-irvin@juno com. "Teacher conceptions of student engagement in learning:A phenomenographic investigation." Central Queensland University. School of Learning and Innovation, 2006. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070718.143103.

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This study utilises a phenomenographic approach to investigate teacher conceptions of student engagement in learning. The research question asks: What are the qualitatively different conceptions of student engagement in learning held by secondary English teachers in Central Queensland? The research aims to contribute to knowledge about student engagement by investigating the teacher perspectives generally ignored in the research literature. This thesis begins with a review of academic research, scholarship, and government documents where multiple and conflicting understandings of engagement are identified. Phenomenography has been chosen as the empirical research approach because it is designed to map variation in understandings. Standard phenomenographic analysis is used in conjunction with two frameworks congruent with phenomenography. The first framework is based on understandings of intentionality and the second on understandings of awareness. Together these frameworks allow for in-depth analysis of conceptions by identifying the parts and contexts of conceptions and differentiating between the participants understanding and his or her conception of how this understanding is facilitated. The empirical component of the research involves semi-structured interviews with 20 Central Queensland secondary English teachers about their classroom experiences with student engagement. These data are transcribed and analysed as per phenomenographic protocol. This study identifies six conceptions within the what aspect, teacher conceptions of student engagement. These correspond with three conceptions comprising the how aspect, teacher conceptions of how to facilitate student engagement. The findings of the empirical research and scholarly review of literature build conceptual knowledge about student engagement. This research indicates that educational stakeholders do not hold similar understandings of student engagement. If the concept of student engagement is to become educationally fruitful, the term must be more explicitly defined in educational research and government policy documents to promote shared understandings among stakeholder groups.

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Grogg, Kathryn Rogers. "Preservice Teacher Perspectives on Prereferral Intervention and Student Support Teams." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/33.

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This qualitative inquiry evaluated the Student Support Team Project and its effects on preservice teachers’ knowledge and perceptions of prereferral intervention and student support teams. This investigation is important because prereferral intervention and student support teams have been used increasingly to provide assistance to teachers and to students who need assistance with academic, social and emotional problems. This has created a need to provide preservice education that helps to prepare teachers to use these resources to help their students. This investigation demonstrated a specific approach to such instruction for preservice teachers (i.e., the Student Support Team Project), including an evaluation to determine changes in perceptions and knowledge that resulted during and after participation in this project. Participants were preservice teachers enrolled in an alternative teacher certification program. The research design was qualitative. Data collection included semi-structured interviews, written reflections from the preservice teachers, input from key informants, field notes and research team reflective journals. The collection and analysis of data were done recursively and used constant comparative methods. Analysis of the data revealed three main categories: Knowledge, Knowledge Needed, and Project Feedback. Knowledge reflected the participants’ understanding of student support teams and their implementation and included the following themes: Knowledge about Data Collection, Knowledge about Intervention, Knowledge about Student Support Teams, and Generalization of Knowledge. Knowledge Needed reflected the knowledge participants needed to understand and work effectively with these teams, including the following themes: Knowledge Needed about Data Collection, Knowledge Needed about Intervention, Knowledge Needed about Student Support Teams, and Other Knowledge Needed. Project Feedback included perceived strengths and weaknesses of the Student Support Team Project, including the following themes: Project Helpful, Project Struggles, and Project Suggestions. One key finding was how preservice teachers’ understanding of student support teams evolved from vague ideas about teams, to increasingly specific case-focused ideas, and finally, to generalized understandings. Findings are discussed in relationship to the literature on prereferral intervention and teacher development. Implications for preservice teacher education are discussed. Future research is also suggested.

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Ross, Kylie. "Exploring Preservice Teachers’ Perspectives on Dual Language Education." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7912.

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This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what schools have dual language programs in their area? 4.What relationship may exist between attitudes, perspectives, and preservice teachers own personal experiences with bilingualism and experiences with diversity, and/or place of origin? The study follows a sequential explanatory research design which included a pre and post survey at the beginning and end of the semester, and interviews with participants in between the two surveys. The participants included 24 preservice teachers enrolled in an online and F2F section of an ESOL course. Findings from the research encompassed discovering an overall positive shift in preservice teachers’ perspectives towards DLE and English learner (EL) students, a difference between the F2F and online groups’ survey responses, and relationships between preservice teachers’ attitudes and perspectives towards DLE and their past experiences and place of origin. Participants showed positive increases in perspective from the total mean scores increasing from the pre to post survey, and in interviews. Participants in the F2F group showed higher increases from the pre to post survey than the online group, however neither group yielded statistically significant findings. Interviews provided a wealth of detailed examples of how these groups of preservice teachers reflected throughout the ESOL course and developed more positive attitudes towards ELs and DLE, and optimistic mindsets towards working with ELs and/or in a DLE setting in the future. Overall, this research seeks to underscore that the more knowledge, awareness, and empathy that preservice teachers are able to gain from courses that prepare them to work with linguistically diverse populations of students, the better equipped they will be to guide future generations of EL learners into educational success and beyond.

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Chang-Seo, Andrea J. "The Importance of Teacher Development| Investigating Teacher Experiences and Perspectives in Professional Learning Communities." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823846.

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PLCs have been shown to be a promising professional development model in increasing overall student achievement. As a result, schools have turned to implementing Professional Learning Communities (PLCs) as a way to help teachers to collaborate, identify the needs of students, and formulate a plan to address the needs. However, little research has been done on how effective PLCs can contribute to both teacher development and student learning. Examining the experiences of teachers within PLCs is critical because, as a form of professional development, it can be used to help teachers feel supported within school sites which may, in turn, encourage retention rates.

The purpose of this study is to investigate teacher experiences and perspectives about the characteristics of effective PLCs that support their professional growth and commitment at a single urban high school site in Southern California. By examining effective PLC characteristics in this case study site, administrators and secondary school site leaders can benefit from implementing PLCs that focus not only on student learning but also with teacher development. This information can support the effective implementation of PLCs in K-12 districts that also contribute to teacher development and success. Creating effective PLCs can positively affect teacher development that may help deepen their commitment to the school and in return, create sustainable student achievement and teacher growth.

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Mann, Scott M. "RURAL SUPERINTENDENT PERSPECTIVES ON TEACHER RETENTION: THE IMPACT OF PRINCIPAL LEADERSHIP AND TEACHER MENTORING." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624538933528353.

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Burke, Kelly Ann. "The principal's role in supporting teacher leadership and building capacity teacher and administrator perspectives /." Diss., [San Diego] : [La Jolla] : [San Marcos] : San Diego State University ; University of California, San Diego ; California State University, San Marcos, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344566.

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Thesis (Ed. D.)--University of California, San Diego, San Diego State University, and California State University, San Marcos, 2009.
Title from first page of PDF file (viewed March 13, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 158-170).

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Burant, Theresa Jean 1958. "Early field experience: Four perspectives." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288890.

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Early field experiences (EFEs) are common in teacher education; yet, there is conflicting evidence regarding their value as educative experiences. As the need for preparing prospective teachers for diversity becomes more urgent, research that attends to the context, content, and experiences of preservice teachers in EFEs in diverse schools is necessary. In this study, qualitative case study methodology was used to understand the experiences of preservice teachers, and the meanings they constructed of these experiences, in a reconceptualized EFE in teacher education. The EFE consisted of a team-taught, integrated combination of a general methods course (with a classroom, school, and community-focused field experience), and a foundations of education course, situated in the context of an urban middle/elementary school with a diverse student population. The sample consisted of four preservice teachers: a Mexican-American woman, an American Indian man, and two White women. Data were collected over a period of five months using participant observation, document analysis, interviews, and focus groups. Constant comparison and analytic induction were used to analyze data. Cases of the experiences of the participants revealed three major themes: (a) participation in varied communities; (b) use of multiple literacies to make sense of experience; and, (c) transformations in practices, understandings, and voice. Implications for teacher education from these cases address curriculum and pedagogy in EFEs, experiences that follow EFEs, admissions criteria, and recruitment of members of under-represented groups into teaching.

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Jonsson, Agneta. "Att skapa läroplan för de yngsta barnen i förskolan : barns perspektiv och nuets didaktik." Doctoral thesis, Högskolan Kristianstad, Avdelningen för Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11340.

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This thesis takes as one point of departure the concept of the expanded curriculum where curricula encompass both the formal steering documents, as well as that which goes on within the framework of preschool education and through the actors in preschools. The overarching purpose is therefore to generate knowledge about what conditions for learning the work of teachers make possible when curricula are created in preschool settings for children aged between 1 and 3. The purpose is also to contribute with knowledge about what these created curricula would mean for children’s agency, and the importance they can have for children’s opportunities for learning and development. The three empirical studies consist of digitally recorded interviews with teachers and video observations with a focus on teachers’ communication with children in preschool. The discussion in the overarching text is constructed around three aspects that emerge in the overall results of the studies. First, the studies reveal how teachers’ work can be likened to a limiting curriculum which, on the one hand, is entirely child-centered, with the children as seen actors, but, on the other, can be interpreted as entirely teacher-centered. Secondly, there is the discussion about the affirmative curriculum, where children are presented as affirmed actors. In other words, content becomes those things that children are interested in, and their modes of expression are seen, affirmed and often repeated. Finally there is the discussion about the possibilities and dilemmas related to an expanding curriculum where children are regarded and treated as real actors in the sense that their intentions and expressions are taken seriously as relevant challenges. The current curriculum text for Swedish preschool can, in this sense, be seen as an obstacle in that its formulations are extremely broad-based, as discussed related to the results of this thesis.

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Preis, Stacey Placier Peggy. "Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6857.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Peggy Placier. Vita. Includes bibliographical references.

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Yeung, Kwan-yu Frederick, and 楊君儒. "Teacher and student perspectives of the "comprehensive dance project"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B27586911.

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Rogers, Susan Jane. "Play in school : a qualitative study of teacher perspectives." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367384.

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Hayden, Mary. "International education : a study of student and teacher perspectives." Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242799.

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Sawyer, Molly K. "Generation Opioid: Teacher Perspectives of Students Affected by Opioids." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588195607758498.

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Evanshen, Pamela A., Angel Esum, Will Parnell, Reginald William, Tracey Crowe, Linda Taylor, and Vickie Lake. "Leadership and Global Perspectives for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6015.

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Designed for those who work in the field of early childhood teacher education, this session serves as the spring conference for NAECTE. Explore the theme of leadership and global perspectives for early childhood teacher educators through a keynote presentation, paper and poster presentations, and dialogue among participants.

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Broszczak, Amanda. "Music listening for student engagement: Teacher and student perspectives." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/133823/1/Amanda_Broszczak_Thesis.pdf.

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This study explored teacher and student perspectives on music listening for student engagement through semi-structured interviews. Two major findings are reported: music may be used to focus and motivate students during individual and non-challenging tasks; and, individual music listening can reduce classroom distractions.

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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.

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Demircan, Hasibe Ozlen. "Developmentally Appropriate Practice And Parental Involvement In Preschools: Parent And Teacher Perspectives." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614503/index.pdf.

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The purpose of the study was to investigate the relationships among preschool teachers&rsquo
and preschoolers&rsquo
parents&rsquo
developmentally appropriate practice (DAP) and developmentally inappropriate practice (DIP) beliefs in relation to parental involvement attitudes and perceived parental involvement barriers. To reach to the purposes of the study, data were collected from 279 teachers and 589 parents via a demographic information questionnaire and two main data collection instruments. The demographic information questionnaire aimed to obtain information about the participant&rsquo
s gender, age and educational level. In order to collect information from teachers and parents regarding their beliefs about developmentally appropriate practice
Teachers&rsquo
Beliefs Scale (TBS) (Burts et al., 2000) and the parent adaptation of the scale, Parents&rsquo
Beliefs Scale (Yen, 2008) were used. To ascertain parents&rsquo
and teachers&rsquo
attitudes and the barriers on parental involvement, the School and Family Partnerships Questionnaire (Epstein &
Salinas, 1993) was used. The investigation of the relationship between the teachers&rsquo
and parents&rsquo
DAP and DIP beliefs in relation to their parent involvement attitudes (PIA), parent involvement barriers (PIB) revealed significant results. The findings of the study revealed that both the teachers&rsquo
and parents&rsquo
PIA and PIB made significant contributions to their DAP and DIP beliefs. As found in the current study, the interaction between the teachers and parents should be increased to help children develop in the most appropriate way. In order to increase this relationship, a detailed focus on the parental involvement paradigm should be undertaken.

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Harding, Lisa Ann. "Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85181.

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The job of principals is demanding and evolving; consequently, they cannot lead alone. Teacher leaders can be a valuable resource if principals know how to build leadership capacity in teachers and practice distributive leadership. Understanding principals' and teachers' perceptions of their needs and how to best meet these needs can aid principals in building, and sustaining teacher leadership capacity. Therefore, the purpose of this qualitative study was to identify principals' and teachers' perceptions of their need and efforts to build teacher leadership capacity through school-level supports and professional development as well as principals' and teachers' perceptions of their ability to act as teacher leaders having participated in school-level professional development. Existing literature on building teacher leadership and sharing leadership responsibilities as it relates to the role of the principal, professional development, and sustainability was reviewed. Qualitative data were collected from 18 teachers and six principals in teacher focus groups and individual principal interviews in six high schools in one division in southeastern Virginia. At the conclusion of the data collection process, the researcher examined the perceptions of the teachers and the principals. The analysis revealed principals' and teachers' perceptions about the following areas: formal and informal leadership roles; professional development opportunities, teacher leadership structures in schools, strategic plans for building teacher leadership, mentor relationships between principals and teachers, barriers to teacher leadership, and recommendations for improved professional development opportunities. The study reinforced the notion that school-level supports and professional development need to be systematic and strategic.
Ed. D.

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NEY, PATRICIA EMMERICH. "EVALUATING THE USE OF TECHNOLOGY IN A TEACHER PREPARATION PROGRAM: PERSPECTIVES OF THE FUTURE TEACHERS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022878459.

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Stegall, John E. Jr. "Qualitative Analysis of Teacher Evaluation from the Perspectives of Teachers within a Public School District." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543585882649249.

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Docan, Anthony Nicolas. "Relational turning point events and their outcomes in college teacher-student relationships from students' perspectives /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/6152.

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Britt, Deborah Betthauser. "Retired Rural Secondary Mathematics Teachers' Perspectives of Reform." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1299620453.

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Madden, Ellen J. "Place-based Education| Educator Perspectives on a Critical Pedagogy." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110427.

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As education evolves in the 21st century and students learn to develop knowledge from the ground up, educators step into the role of facilitator. Critical to this paradigm shift is a connection with places that develops knowledge from local experiences into broad global understanding. This thesis explores the literature on how people develop a connection with place, the importance of learning about the world through appropriate developmental stages, and the relevance of place-based education as part of learning in the 21st century. Through qualitative research methods—including surveys, interviews, and focus groups—this thesis demonstrates the ways in which educators in an elementary school in Albuquerque, New Mexico develop a personal sense of place. It also asks how an educator’s understanding of place is integrated into her or his teaching practices and addresses where there is room for place-based education principles in a wide range of classrooms. The findings of this study suggest that through relationships to place and people, young learners can develop a sense of belonging that drives a love of and responsibility for places on both local and global scales.

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Dissertations / Theses on the topic 'Teacher perspectives'

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