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Shelton, Michael Patrick. "Teacher Leadership| Development and Research Based on Teacher Leader Model Standards." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628634.
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Teacher leadership in schools has evolved many times as schools have looked to utilize teacher leaders in various ways to help support school organization, school reform, and ultimately impact student achievement. The purpose of this study is to develop, and evaluate the impact of a curriculum for leadership development rooted in the Teacher Leader Model Standards. The Teacher Leader Model Standards were published in 2011 by the Teacher Leadership Model Consortium and using those standards as a foundation for research and development, a course was created that provided participants with readings and activities designed to have a positive impact on their understanding of teacher leadership from the classroom perspective.
This study utilized a mixed methods design as participants completed both pre- and post-surveys based on the Teacher Leader Model Standards, as well as participated in focus groups. The data collected in surveys, gleaned from the focus groups, as well as my own field notes were utilized to look at the overall impact of the curriculum in improving teacher efficacy.
The study results indicate that there was a significant impact in teacher efficacy in six of the seven domains assessed.
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Merritt, Llian. "Embedding research as core practice for teachers: a model for whole school teacher learning." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/659.
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This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers' work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic-cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic-collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students' learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.
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Merritt, Llian. "Embedding research as core practice for teachers a model for whole school teacher learning /." University of Sydney. Policy and Practice, 2003. http://hdl.handle.net/2123/659.
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This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers� work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic�cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic�collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students� learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.
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Daoud, Sada Ahmad. "EFL/ESP teacher development and classroom innovation through teacher-initiated action research." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/34761/.
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This study is an investigation of the potential of teacher-initiated action research for EFL/ESP teacher development and classroom innovation. The Collaborative Academic Writing Research Project (CAWRP), on which it is based, was carried out at the ESP Centre, Damascus University, in 1996-1997. It was in two phases, Baseline and Main. The researcher, a teacher in the context, assumed a participatory and facilitating role. The pedagogic problem was the teaching of research paper writing to postgraduate students. The CAWRP was proposed to ease this problem and introduce classroom innovation through teacher-initiated action research, the long-term aim of which was continuous professional development. The baseline research aimed at articulating a picture of teacher and context needs and assessing project viability. The proposal was refined in the light of the findings, and a programme of teacher development activities was agreed with the participants. This was implemented in the Main Phase, which had three stages: Orientation, Research and Reporting, and Summative Evaluation and Follow-up. The role of the researcher was to facilitate the teachers to self-direct their professional learning and introduce needed pedagogic innovations. The thesis is in eight chapters and 32 appendices. Chapter One sets the scene and introduces the study. Chapter Two focuses on the baseline investigation: its methodology, findings, and their implications for the Main Phase study. Chapter Three is a review of the relevant literature in the fields of teacher development and classroom innovation. Chapter Four focuses on project design and methodology and gives more details on the principles, values, strategies, and procedures that guided project implementation and how they worked out in action. Chapter Five reports the findings, focusing on the contribution of the Orientation Stage activities to the development of the teacher group as a whole (a total of 20 out of 23 Centre teachers). Its main sources of data are recordings, feedback questionnaires, and participant observation. Chapter Six focuses on the teachers who carried out action research and reported on it (8 out of the 20 Orientation Stage participants). It presents two case studies of frill participants, starting with their entry points and showing how they developed in the Research and Reporting Stage. One case exemplifies the experienced teachers and those who did research individually, and the other the novices and those who worked in collaboration. Chapter Seven reports on the participants' sununative evaluation of the project and the effect of this evaluation on project continuity. Chapter Eight summarises the main findings and evaluates them with reference to the literature, on the one hand, and design principles and methodology, on the other. In this chapter, I have looked critically at the lessons learnt from the study, discussed its significance and limitations, and put forward some recommendations. The appendices include some of the materials and documentary evidence used in the research.
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Moon, Barbara Jean. "Craft theory in research on teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0022/NQ51901.pdf.
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Dadds, Marion. "Validity and award-bearing teacher action-research." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293229.
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Ryan, Patricia Mary. "Teacher candidate knowledge about effective teaching research /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583621542.
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McGlinn, Meghan M. Bolick Cheryl Mason. "Framing inquiry a case study of experienced social studies teachers conducting teacher research /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,84.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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Miller, Vanessa E. "Teachers creating the "third teacher": An action research approach to learning environment design." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/114061/1/Vanessa_Miller_Thesis.pdf.
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While learning environment is thought to play a significant role as 'third teacher', little research exists to guide schools in the design of space for contemporary learners. Through participatory action research (PAR) and Clark's Mosaic designing approach this qualitative study explored three teachers' experience of transformative learning space design. The findings reveal the complexity of teachers' experience; that disruption of participation fosters transformative thinking and practice; the need for a design framework and professional learning to increase teachers' designing capacity; and that PAR and Mosaic effectively supports collaborative designing. Study findings provide an evidence base for developing a learning environment design framework for primary schools that integrates a shared vision of learning and the principles of Reggio Emilia. The framework will enable school leaders and teachers to create innovative learning environments conducive to contemporary approaches.
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Çapa, Yesim. "Factors influencing first-year teachers' sense of efficacy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110229553.
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Williamson, Zoè Claire. "What is it like to be a Chartered Teacher doing action research?" Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5851.
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Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.
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Weatherwax, Amanda Luke. "Becoming Teacher: How Teacher Subjects Are Made and Remade in Little Turtle High School's Teacher Academy." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1271103334.
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Germann, Karl. "Teacher-librarians and technology, an action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ56666.pdf.
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Knecht, Anke. "Action research adn reflection in preservice teacher education." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705468.
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Knecht, Anke. "Action research and reflection in preservice teacher education /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.
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Adams, Barbara Miller. "Owning professional development the power of teacher research /." [Ames, Iowa : Iowa State University], 2009.
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Glathar, Wade R. "Action Research as Professional Development: A Study of Two Teachers." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1627.
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This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from interviews as well as researcher and participant journals.
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Sinnema, Claire. "Teacher Appraisal: Missed Opportunities for Learning." Thesis, University of Auckland, 2005. http://hdl.handle.net/2292/71.
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The improvement of teaching is now recognised to be a key to the sustained improvement of student achievement. Teacher appraisal, a central element of performance management, is intended to improve the quality of teaching (and therefore learning). This thesis examines whether teacher appraisal is achieving this purpose, through three empirical studies. This thesis begins with a discussion of the context of teacher appraisal in relation to education reform of the last two decades. A normative model of teacher appraisal, one that focuses on data-based inquiry into student learning, is outlined, and the emerging education context in relation to that model is examined. Three studies, which explored schools' appraisal documents, appraisal discussions and teachers' appraisal goals, are presented. The first study, a document analysis, investigated the emphasis on student learning in the statements of purpose in 17 primary schools' appraisal policies, and the emphasis on student learning in the performance indicators developed to assess teachers against the professional standards. Results showed that while improved student learning was an intended purpose of schools' appraisal policies, the indicators that were used to evaluate teachers seldom focused directly on student learning.The second study examined whether data-based inquiry into student learning occurs in appraisal discussions, and the reasons for the level of reported inquiry. Eleven practitioners (four appraisers and seven appraisees from three schools) were interviewed about their most recent appraisal discussion to investigate whether student learning was a focus of the appraisal discussions and whether student achievement data were referred to in those discussions. Findings showed that appraisal discussions typically focused on teacher practices without exploring connections between those practices and the impact they have on student learning.Only one of the eleven teachers described a discussion that included talk specifically about student learning. Furthermore, there were no reports of reference to student learning data in appraisal discussions. There was, however, a particularly positive response to the suggestion that appraisal should, and could, focus on student learning and on data relating to this learning. This study also highlighted the considerable influence of appraisal goals in determining the content and scope of appraisals. In the third study, 68 teachers from eight schools responded to a questionnaire about their appraisal goals to establish the extent to which teachers' appraisal goals focus on data-based inquiry into student learning. Less than five per cent of goals were found to refer to student outcomes. The vast majority focused on teacher processes and behaviours. Goals also tended to be vague, rather than specific, and were not explicitly challenging. Findings across the studies suggest that only limited attention is given, in critical elements of teacher appraisal, to student learning. The final chapter of the thesis explores two key strategies for closing the gap between current appraisal practices and the 'appraisal for learning' approach argued for here - an approach that focuses on teacher learning about student learning and that is based on evidence. The first strategy involves alignment within appraisal elements, and to initiatives beyond appraisal. The second strategy is capacity building to ensure that personal, interpersonal and organisational capacities necessary for 'appraisal for learning' are developed. This research shows how teacher appraisal policy and practice has been a missed opportunity to improve teaching effectiveness and how it could be reshaped in ways that maximise student learning.
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Chambers, F. "A teacher looks at her pupils' mistakes." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379066.
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Fritz, Marlene. "A descriptive study of teachers' perceptions of skills currently utilized for effective parent-teacher conferences and those skills teachers feel are needed for effective parent-teacher conferencing." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/149.
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Wang, Hsin-Yi. "A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5795/.
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A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
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Ollison, Jacquelyn. "Improving Teacher Retention by Addressing Teachers' Compassion Fatigue." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3602.
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California is experiencing a massive teacher shortage, and urban schools are disproportionately affected by it negatively. Retention efforts to date have not included strategies to address Compassion Fatigue (burnout and secondary trauma) teachers experience when working with traumatized students at urban schools. This dissertation explores whether Compassion Fatigue is an unaddressed reason for teacher attrition at urban schools. A mixed method practical action research approach using the Professional Quality of Life Scale Version Five (ProQOL 5) and qualitative interviews, portions of which were turned into illustrative vignettes drove the exploration. Approximately 114 teachers completed the ProQOL 5. Statistical analysis of the ProQOL 5 results showed that female teachers experience more compassion fatigue than male teachers; compassion fatigue is more acute with beginning teachers than with veteran teachers; and that teachers working at high-poverty schools experience statistically significant differences in compassion satisfaction and fatigue than teachers at low poverty schools. Correlation tests revealed statistically significant relationships between compassion fatigue and the school’s racial demographics even when controlling for the socioeconomically disadvantaged status of the school and teacher ethnicity. Linear regression models showed that the percentage of African American students in the school is a statistically significant predictor of compassion fatigue. Qualitative interview analysis showed that secondary trauma from students is not the only trauma teachers are experiencing, and that school climate and conditions matter when attempting to retain teachers. In the final phase of the action research, a policy brief was developed through a collaborative and iterative process, based both on the findings and engagement with stakeholders. If California is serious about producing and retaining high-quality teachers at all urban schools,’ efforts to mitigate compassion fatigue should be undertaken immediately.
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Hussain, Hurmaira. "A study of teacher stress exploring practitioner research and teacher collaboration as a way forward." Thesis, Bournemouth University, 2010. http://eprints.bournemouth.ac.uk/14994/.
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There is widespread concern over the high levels of reported work-related stress, job dissatisfaction and psychological distress associated with teaching and the effects of stress on teacher's sense of well-being and their willingness to stay in the profession (Borg, 1990; MSLAT, 1996; Troman, 1998; Schonfeld, 1990; Wilson, 2002). Much of the traditional research on teacher stress has been carried out by external 'experts' using quantitative survey type approaches to analyze occupational stress levels resulting in restrictive data analysis unrepresentative of the true picture of stress in the teaching profession. Researchers have advocated a more holistic approach incorporating mixed methods combining both qualitative and quantitative methods in order to gain subjective teacher reports of stress and coping mechanisms resulting in a fuller picture on teacher stress with future recommendations grounded in research. Recently, the reflective practice movement in healthcare (eg:-Boswell, 2007) has suggested using a more integrative approach to advance practitioner knowledge and empower them to improve practice through reflection to create an understanding ofthe issues within a local context. My research was particularly interested in the issues relating to teacher stress including the way teacher stress was being measured and the effectiveness of qualitative over quantitative methods, the inclusion and exclusion practices of disruptive students and the use of practitioner research to encourage teacher collaboration as a way of dealing with teacher stress. Practitioner-Research methodology has been successfully adopted in Nursing and Health-Care and has recently been used in Education with mixed findings some successfully advocating p-r while other research was hampered by bureaucracy and top-down managerial agendas. In relation to this a single UK Secondary school was researched as a case study by the investigator who taught Sixth formers A'level Psychology at the school. The research was conducted in phases using a qualitative multimethod approach incorporating triangulation to include staff, students and researcher reflections about practice in order to encourage staff collaboration, empowerment and meta-cognition. A reflexive stance was thus adopted to underpin the research methodology. Semi-structured qualitative interviews were conducted on 20 teachers (varying levels, ages and mixed gender) to assess the proposed research objectives. Classroom observations and student interviews were carried out for a year 10 class to complete the data collection. The findings revealed how students felt caught up in a selffulfilling prophecy with teachers seeing them negatively, leading to a spiral of failure and lack of motivation and the teacher interviews with both newly qualified and experienced teachers, uncovered how different coping strategies were used to deal with disruption, classroom and task management in general. The most important findings came from middle managers who claimed there was poor communication between senior tiers and lower teaching tiers with a strong sense of bureaucracy ruling their decisions. In order to bridge this gap, the practice development phase of the research tried to establish collaborative meetings in order to encourage teachers from all levels to self-reflect, deal with problematic issues and action research solutions of teaching practices. The Senior Management Team (SMT, including the Head) did not encourage staff or the researcher to proceed further with the final phase and the research was abruptly halted. Despite this, I believe that practitioner-research is a viable methodology in education research as it gives 'ownership of knowledge' to the practitioner using a self-reflexive stance to increasing their evidence-based practice resulting in a growth in meta-cognition to make improvements in practice. I feel, we need to increase insider research and use Action Research spirals and collegial collaboration as a wayforward.
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Bogart, Christopher D. "Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1177.
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The purpose of this quantitative study was to investigate the perceptions of K-12 teachers as they relate to the implementation of the Tennessee Educator Acceleration (TEAM) evaluation framework. Survey links were sent to 1,115 K-12 teachers from 4 Northeast Tennessee school districts. The survey achieved a 24% return rate for a total of 270 participants. The research evaluated K-12 teachers’ overall perceptions of the TEAM evaluation framework, their perceptions of changes to their lesson planning processes, their perceptions of changes in the use of instructional strategies in their classrooms, and their perceptions of changes in the amount of time needed to prepare lessons for instruction since the implementation of the TEAM evaluation framework. Data sources analyzed consisted of an online survey design using a 5-point Likert-type scale. There were 4 research questions included in this research each with a corresponding null hypothesis. Each research question was analyzed with a series of single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings from the data indicated a significant difference in perceptions of teachers in 3 of 4 areas. First the planning process for their lessons was reported to be more structured and focused on the evaluation rubric. Next, the instructional strategies used in their lessons were reported as more focused on higher order thinking skills. And finally the time required to plan instruction had increased since the implementation of the TEAM framework.
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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.
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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.
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Moore, Thomas Owen. "Teacher Perceptions of the Benefits of Teacher Collaboration and An Analysis of Indicators of Potential Teacher Attrition." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1811.
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Teacher collaboration is being implemented in many schools for a number of reasons with various claimed benefits. Collaboration is being heralded by many as a fix for many of the problems affecting teachers. This study shows that teachers believe that collaboration improves their ability to teach subject content, improves teaching methods, improves teacher's ability to manage students, and provides benefits to teachers in general. The majority of participants in this survey, whether currently participating in collaboration or not, indicated that they agree that collaboration provides these benefits. This study also examines four potential indicators of teacher attrition: administrative support, teacher salaries, excitement and enthusiasm toward teaching, and intent to stay in the teaching profession. The data showed that the effect of participation in collaboration has a slight positive effect on the indicators of potential attrition but not a statistically significant influence. Low teacher salaries remain a major area of frustration for the majority of teachers and should be further examined as a contributor to teacher attrition. Teacher attrition is a problem that must be addressed if a solution to the current and future teacher shortage is to be found. Further studies need to be conducted into this critical issue to determine the causes of this problem and find solutions.
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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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Meiers, Matthias. "Narrative inquiry as a form of teacher action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63945.pdf.
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OLIVEIRA, SUED SILVA DE. "THE PLACE OF RESEARCH ON TEACHER EDUCATION IN SCIENCES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17423@1.
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A investigação apresentada discute sobre o lugar da pesquisa na formação
inicial de professores de Ciências. A questão é analisada em dois níveis: o
primeiro verifica de que forma o elemento pesquisa é tratado no curso de Ciências
Biológicas da Universidade Federal do Pará, a partir de sua reformulação
curricular em 2000. Para isso, utiliza-se da análise documental e de entrevistas
com professores e alunos do curso. O segundo nível de análise investiga o
pensamento de estudiosos, na área da Educação em Ciências no Brasil, sobre a
importância da pesquisa na formação de futuros professores de Ciências. O
objetivo foi promover um confronto de ideias oriundas tanto da análise na
literatura da área e da experiência prática em um curso de formação de
professores; quanto de ideias vindas de pesquisadores em ensino de Ciências no
país. Os referenciais teóricos que nortearam este estudo estão relacionados ao
paradigma do professor reflexivo sobre sua prática. Os depoimentos coletados nas
duas instâncias de investigação apontam a pesquisa como instrumento importante
para compreensão do processo de produção de conhecimento pelos licenciandos.
As informações obtidas revelaram ainda que há certa incerteza quanto ao papel da
pesquisa na formação de futuros professores de Ciências. A análise do projeto
curricular do curso e do depoimento de seus professores e alunos revelou uma
preocupação maior com a preparação do professor para realizar pesquisas na área
das Ciências Biológicas. Já o pensamento de grande parte dos estudiosos
considerou que o futuro professor deverá ter um preparo adequado em diferentes
tipos de pesquisa, especialmente aquelas voltadas ao contexto escolar. O estudo
constatou a necessidade de superação da dicotomia entre pesquisa científica e
pesquisa educacional.The present study discusses the place of research in the initial education of science teachers. The issue is analyzed in two levels: the first verifies how research is treated in the Biological Sciences major at Universidade Federal do Pará (UFPA) from its curriculum reformulation in 2000. For this purpose, a documental analysis and inquiries with professors and students from the course are used. The second level analyzes some scholars’ thoughts in the Education in Sciences field in Brazil about the importance of research in the future science teachers’ education. The study aims to confront ideas based on the literature about the issue and on the practice in a teacher education major as well as ideas from researchers on science teaching in the country. The theories that guide the study are related to the reflexive teaching practice paradigm. The collected data in the two levels of investigation show research as important to understand the future teachers’ knowledge production process. The collected information also demonstrated that there is still a certain uncertainty about the role oh research in the education of future science education. The curriculum project analysis and the teachers’ speeches showed a major concern with teachers’ preparation for research in the Biological Sciences area. The thought of the majority of the scholars considered that the future teacher should have an adequate preparation in different kinds of researches, especially those related to the school context. The study noticed the necessity of overcoming the dichotomy between the scientific and the education research.
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Barnatt, Joan. "Finding the Questions: A Longitudinal Mixed Methods Study of Pre-Service Practitioner Inquiry." Thesis, Boston College, 2009. http://hdl.handle.net/2345/721.
Full textAbstract:
Thesis advisor: Marilyn Cochran-SmithTeacher quality is a central concern of the profession. College-based teacher education, the core of teacher preparation in the United States, has increasingly included some form of practitioner inquiry in the pre-service program to encourage teacher candidates to be reflective, adaptive teachers who systematically and intentionally examine practice to improve pupil outcomes and continue their own professional development. While it is assumed that pre-service practitioner inquiry has a positive influence on pupils' learning, there is still little empirical evidence to support this assertion. Most empirical data on pre-service practitioner inquiry is confined to a short time period and does not examine what happens to pre-service candidates when they enter their own classrooms. Additionally, this research is generally conducted using interpretive qualitative methods. Thus, this dissertation uses a longitudinal mixed methods approach to examine what happens when teacher candidates engage in practitioner research in a pre-service program focused on inquiry with the goal of improving pupil learning. A modified sequential explanatory mixed methods design was employed as the best means of addressing this complex question. The study included data from three sources in a teacher preparation program focused on practitioner inquiry. The first analysis took a broad view of the quality and range of teacher candidates' research papers through the analysis of rubric scores for 92 teacher candidate inquiry papers in two cohorts (spring, 2006 and spring, 2007). Looking at the quality and nature of these projects, content analysis on a sample of twelve papers taken from the range of these scores was conducted. Finally, in-depth case studies of two participants were developed using data accumulated during the one-year pre-service program and through the first two years in the classroom. Findings in the quantitative analysis indicated that the rubric was reliable in differentiating among papers, but that there were fewer outstanding inquiries than expected, which were not explained by analysis of the scores. Content analysis of a sample of these papers indicated that differences were in how questions were formed; candidates' ability to interpret and use data recursively; whether and how candidates connected their learning to pupil learning; and if candidates connected their inquiry to issues of social justice in meaningful ways. The case studies showed that several factors influenced whether and how candidates moved toward the development of inquiry as stance. These factors included candidates' view of inquiry; teacher capacity; demands of curriculum planning and development; understandings of learning to teach for social justice; as well as school support and context. Overall, the three analyses in this dissertation indicated that requiring teacher candidates to engage in pre-service practitioner inquiry did not guarantee that they would understand inquiry as intended, develop an inquiry stance, or continue to inquire into practice in their own classrooms. These findings suggest implications for research, practice, and policy, which are discussed
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.
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Mason, Shannon Lee. "Mapping a Research Journey: Conceptual and Empirical Insights into Language Teacher Attrition and Retention in Australia." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366257.
Full textAbstract:
Ongoing language teacher attrition is contributing to a chronic shortage of language teachers in many parts of Australia, and this is impacting the efficacy of language education programs. This is a concern because language education in schools forms the foundations for global awareness for many students in Australia. This doctoral thesis reports on research which aimed to better understand why some language teachers, a particularly under researched group of educators, leave a career which is generally considered a lifelong one. The research has the potential to inform future programs and policies aimed at promoting language teacher retention. This thesis with publications is centred on an extensive process of disseminating, through conference presentations and scholarly papers, the research on which it reports. As such, it presents not one single study, but a series of studies. These studies are presented in the thesis in three interactive phases: a conceptual phase, an empirical phase, and a reflective phase, each with its own purpose, methodology, and findings.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Sciences
Arts, Education and Law
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Szesztay, Margit. "Professional development through research : a case study." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341339.
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Sitomaniemi-San, J. (Johanna). "Fabricating the teacher as researcher:a genealogy of academic teacher education in Finland." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526209937.
Full textAbstract:
Abstract The Finnish notion of academic, scientific, research-based teacher education has become a frequently referred to idea within the Finnish educational discourses of research, policy, curriculum and practice. This study examines the current discourse of research based teacher education since its emergence during the 1970s reform that ‘scientized’ teacher education. Drawing on Foucauldian approaches of genealogy and governmentality studies, the purpose of this study is to explore the current presence of ‘research’ in Finnish teacher education and consider the effects of the ways in which the notion of research is mobilised in the discourse. The research questions are: 1. How are teacher subjectivities and notions of research constructed, assembled and mobilised in the discourse of research-based teacher education in Finland? 2. What social ideals circumscribe the aspirations for teachers as researchers and research-based teacher education in Finland? The analysis is carried out on academic publications that have been published on Finnish research-based teacher education. The findings, first, point to the discursive insertion of research into Finnish teacher education as a strategy through which to fabricate the teacher as autonomous and as emancipated from tradition. Secondly, the analysis addresses how an array of different significations of research are mobilised in the governing of the teacher as researcher. Thirdly, the analysis draws attention to the Lutheran Protestant legacy of the tradition of Bildung that has influenced the weak incentive for social and political orientations in Finnish teacher education. The effects of a scientific approach to teacher education are visible in the ways research-based teacher education comes to evoke specific teacher inner qualities and dispositions that are aligned with humanist aspirations and ideals for education and social progress. The study provides an alternative way for perceiving of and problematizing research-based teacher education as well as of the often uneasy relationship between teacher training and the university. In this way, the study attempts to complicate conversations and open up alternative ways of engaging with academic knowledge and practices in teacher education curriculum and researchTiivistelmä Suomalaista kasvatusta koskevissa tutkimuksen, poliittisten linjausten, opetussuunnitelmien ja käytänteiden diskursseissa viitataan usein akateemiseen, tieteelliseen, tutkimusperustaiseen opettajankoulutukseen. Tässä tutkimuksessa tarkastellaan 1970-luvun tieteellistämisuudistuksen käynnistämää, nykymuotoisen tutkimusperustaisen opettajankoulutuksen diskurssia. Tutkimus ammentaa foucault’laisista genealogian ja hallinnan tutkimuksen lähestymistavoista. Tutkimustehtävänä on tarkastella “tutkimuksen” ilmenemismuotoja nykyisessä suomalaisessa opettajankoulutuksessa sekä näiden diskursiivisia vaikutuksia. Tutkimuskysymykset ovat: 1. Millä tavoin opettajasubjektiviteetit ja käsitykset “tutkimuksesta” rakentuvat, mobilisoituvat ja asettuvat toisiinsa nähden tutkimusperustaisen opettajankoulutuksen diskurssissa Suomessa? 2. Millaiset yhteiskunnalliset ihanteet määrittävät suomalaisen opettajankoulutuksen pyrkimyksiä kohti tutkivaa opettajuutta ja tutkimusperustaista opettajankoulutusta? Tutkimuksessa analysoidaan akateemisia julkaisuja suomalaisesta tutkimusperustaisesta opettajankoulutuksesta. Tutkimustulokset osoittavat “tutkimuksen” ilmentymisen suomalaisessa opettajankoulutuksessa strategiana, jonka kautta tuotetaan autonomisia opettajasubjekteja ja emansipoidaan opettaja tradition vallasta. Toiseksi analyysi tuo näkyviin, millä tavoin “tutkimuksen” eri merkitykset tulevat valjastetuiksi tutkivan opettajan hallinnassa. Kolmanneksi analyysi kiinnittää huomiota luterilaisen protestantismin vaikutuksiin sivistysajattelussa, mikä selittää suomalaisen opettajankoulutuksen heikkoa yhteiskunnallista ja poliittista orientaatiota. Tieteellisen lähestymistavan vaikutukset opettajankoulutukseen ilmenevät siinä, miten tutkimusperustainen opettajankoulutus tulee herättäneeksi opettajan sisäisiä ominaisuuksia ja mielenlaatuja, joita määrittävät humanistiset ideaalit kasvatuksesta ja yhteiskunnallisesta edistyksestä. Tutkimus tarjoaa vaihtoehtoisen tavan hahmottaa ja kyseenalaistaa tutkimusperustaista opettajankoulutusta sekä opettajankoulutuksen ja yliopiston usein ongelmallista suhdetta. Näinollen tutkimus pyrkii syventämään keskusteluja ja avaamaan vaihtoehtoisia tapoja tarkastella akateemista tietoa ja käytänteitä niin opettajankoulutuksen opetussuunnitelman kuin tutkimuksen osalta
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Smith, Michael Edward. "Math Teacher Perceptions of Professional Development and Student Mathematics Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/301.
Full textAbstract:
Math Teacher Perceptions of Professional Development
and Student Mathematics Performance
by
Michael Edward Smith
EdS, Tennessee Technical University, 2007
MA, Tennessee Technical University, 2006
BS, University of Tennessee Chattanooga, 2003
Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
February 2015
The standardized math test scores at a Tennessee high school have trended below the state and national averages. One strategy to improve math performance is a pedagogical structure that facilitates peer interaction and discovery learning. A program of professional development (PD) designed to foster such interactive learning was delivered to 9th grade math teachers, but no assessment had been undertaken to determine the program's effectiveness. Guided by Vygotsky's social development theory, which states that student learning is affected by the interactions and instructional activities within the classroom, this concurrent mixed method study investigated math teachers' perceptions of the PD and its effectiveness in raising student scores on the end-of-course exams (EOC). Qualitative data were gathered from 4 teachers in order to explore deeper understandings of the PD effectiveness. These data were open coded and thematically analyzed. Findings revealed teacher perceptions that the PD was not effective, along with many insights for improvement of PD. The quantitative research question determined if there was a statistically significant difference between test scores of non-PD and PD students. The analysis used the independent samples t test to compare student EOC scores before the PD (n = 112) with the scores that were earned after the PD took place (n = 187). There was no statistically significant difference between the test scores in the first and second year (p = .06). These findings informed the creation of an improved plan for Math PD, including components contributed by teachers. The implications for positive social change from this study include a better understanding of math PD and student achievement at the local site, along with stronger preparation for students and the school community to succeed on EOC testing.
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Convery, Andrew. "Identity issues in the conduct and reporting of teacher research." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296561.
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Flornes, Kari. "An action research approach to initial teacher education in Norway." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/122/.
Full textAbstract:
This study is an Action Research approach to Initial Teacher Education (ITE) in Norway. Starting from the most important question for me as a teacher educator in Religious Education (RE), namely, ‘How can I improve my practice?’ I create an Action Research investigation over three cycles. Considering the limited framework of the RE programme in Norway and the lack of sufficient structures for student teachers, in particular RE student teachers, to use for education and stimulus in their professional and personal growth, I argue that the teaching and learning activities in the process of learning and learning to teach have to be carefully chosen and creatively implemented. Through this Action Research I conclude that the pedagogical tools derived from Personal Construct Psychology and Positive Psychology and implemented in my study serve as appropriate catalysts for improved interactions and relationships between student teachers, mentors and teacher educators. In the process of becoming and being a teacher, and in my research, these catalysts not only promote reflection about personal performance in the classroom, but they seem to stimulate a valued process of self-assessment, in challenging future teachers to identify their personal strengths and weaknesses.
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Han, Yu-Ling, and 韓羽綾. "Teacher Burnout Integrated Research." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/86250179408537765106.
Full textAbstract:
碩士國立屏東教育大學
體育學系碩士班
101
This study aimed to investigate the status of teachers' burnout, summary of the national retrieval system searches for dissertations about teacher burnout bo master thesis for the study, In the period 1986 to 2011 as the object of theses 142, integrative research methods are adopted by. The analysis results are as follows: firstly, teachers' job burnout research thesis up (99%)；secondly,teachers' personality research topics mostly (62%); thirdly, the main object of study of elementary school teachers (42%); fourthly, survey method for the bulk (85%); fifthly, prepared themselves as the main tool (51%).
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CHEN, YA-RU, and 陳雅如. "The teachers cultivate student “teacher spoken language training program” research." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/91974396297705784948.
Full textAbstract:
碩士國立臺中教育大學
語文教育學系碩博士班
99
Summary Teachers as disseminators of knowledge and education guidance, primarily to impart knowledge to students by language, capacity for education. Spoken of the strength of teachers, since a direct impact on education and teaching. "Teacher's spoken language" teachers in the classroom teaching the use of an oral application of the language subjects. In linguistics, education, psychology and other disciplines under the guidance and training teachers to use oral language skills, the ability of a program. "Teacher's spoken language" is to develop teacher training courses, a very important part. Therefore, teacher education institutions in the "Teacher's spoken language training course" increasingly highlight the importance of planning. Through this study, "Oral teacher training courses" as is analysis of teacher education institutions in the "Teacher's spoken language training," the planning, is to make teacher training students in teacher education theory and practice learned during the integration of capacity, enough for his future teaching, and content according to the study of teacher education institutions' teachers spoken language training course "of the planning proposals. The results of this study are summarized as follows: First, the respondents teach elementary school in-service teacher training of teachers and students many believe that "teachers speaking training courses" for teachers to develop extremely important. Two, classroom teaching and teacher training students are considered "oral training teachers" are the basic disciplines of teacher education should be compulsory. Third, the elementary school teachers think that teaching job site should have the pronunciation, reading and story-telling ability. Fourth, school lessons, "teacher speaking training course" on the principle of division Pearson pronunciation and speak with a clear benefit. Fifth, semester course of study and course content than the school year showed a significant lack of learning content. Sixth, year course in teaching methods,evaluation methods on the show more diverse and rich. Finally, this study made specific oral teacher training courses planning direction for educators and future researchers can refer to in the related basis.
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Fincham, Emmanuelle. "Confronting the "Good" Teacher: Reimagining "Toddler Teacher" Through Feminist Poststructural Teacher Research." Thesis, 2021. https://doi.org/10.7916/d8-cwfv-ca61.
Full textAbstract:
Discursive power relations that enclose the field of early childhood have functioned to construct the idea of the “normal” child, a process of silencing that limits spaces of “being” for children in classrooms. Relatedly, constructions of the “good” early childhood teacher are shaped by dominant discourses of child development that define “best” and “appropriate” practices in accordance with children’s developmental “needs.” In this study, I take up feminist poststructural theories in self-reflexive examination of my teaching practice with toddlers to allow for alternate ways of seeing the “child,” and therefore, the “teacher.” In laying bare the child and teacher as discursively constructed, complexities of classroom subjects become visible and possibilities for new ways of doing “teacher” emerge when we work to destabilize the hegemonic “truths” of the field.
Using feminist poststructural theories to shape a narrative teacher research methodology, this study employs ethnographic and narrative methods in self-reflexive analysis of my own teaching practice. Working with data produced during one semester in the classroom, I interrogate my daily practices and understandings of “toddler,” teaching, learning, development, and research in order to displace dominant ways of understanding “toddler” and “toddler teacher.” The possibilities for teaching toddlers have been constrained by intersecting discourses of development, readiness, neoliberalism, and gender as development and progress are prioritized while the widespread assumption that early childhood is “women’s work” (Grumet, 1988) shapes the roles and statuses of teachers who work with our youngest children.
The discoveries and new knowledges I have constructed through this work have exposed, challenged, and reimagined positionings of the teacher. From the gendered “care” work assumed to come naturally to women, to the technical practice based on a foundation of developmental knowledge, to the policing of children in classrooms, this study offers examinations of relations of power that may enable teachers and children to position themselves differently in classrooms, within and beyond existing discourses.
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Sandman, Sarah Elizabeth. "Mindfulness: an autoethnographic teacher research study." 2014. http://cardinalscholar.bsu.edu/handle/123456789/198444.
Full textAbstract:
This dissertation outlines the emergence of a mindfulness pedagogy based on a mixed
methods approach. The study uses both qualitative and quantitative methods, and is informed by
autoethnography and teacher research. The data comes from a semester-long study of the
writer’s classroom as she collected field notes, student artifacts, her own teacher comments, and
her own reflections on her process. Specifically, the dissertation analyzes the data in order to
outline a pedagogy based on mindfulness practices. Ultimately, the dissertation illustrates the
pedagogy in action, and concludes with a movement toward teacher as witness.
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Plumridge, Donna. "Crazy by design : brain research and adolescence : implications for classroom teaching, teacher learning and possibilities of teacher research." Thesis, 2018. http://hdl.handle.net/1959.7/uws:49672.
Full textAbstract:
This research aims to influence teacher understandings of brain research and its implications for teaching adolescents by addressing the following issues: 1. What are the implications of changes in the adolescent brain for teaching and teachers and the adolescent learning environment? 2. How can teachers better accommodate knowledge of the brain into their understandings and pedagogical practices for adolescents? 3. What can the use of a teacher-as-researcher model contribute to teacher learning in understanding brain research and the adolescent learning environment? To address these questions, this research aimed to: 1. Design, implement and evaluate a teacher learning package that would fill a gap in teacher knowledge by strengthening teacher knowledge of current brain research and deepen teacher understanding of the connection between this research and the adolescent learning environment. 2. Support a team of teachers to use an action research methodology to apply brain-research-informed pedagogical practices, learning tools and ‘essential understandings’ of adolescents in mainstream adolescent educational learning environments to improve educational experience and success. 3. Develop a further teacher learning package that: i) Builds the capacity of teachers outside of my research, and leaders of teachers, to implement action research processes in their own context to improve practice. ii) Describes how teachers at Purple High School (PHS) worked as teacher researchers to use brain research to improve the educational experience and success of adolescent learners, and what they learned about action research as teacher learning. This research addresses these aims and questions by telling the story of three inter-related projects. It engaged with three areas: with neuroscience, with teacher-as-researcher and with the teacher-learning literature and research and built connections to teacher praxis.
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Wu, Li-mei, and 吳麗媚. "The Narrative Research of Teachers'' Emotion Management and Teacher-student Relationship:A Teacher''s Self-reflection." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/zk2scf.
Full textAbstract:
碩士國立屏東教育大學
教育學系
99
This research, based on the narrative research method and focused on the researcher as the main object of study, explored the influence of the teachers'' emotion management on the teacher-student relationship through the narration of what happened in the classroom. This study summed up three key reasons which caused the researcher’s negative emotions： 1. The teacher''s unchangeable faith would affect his or her emotions. 2. The students’ poor performances were easy to initiate teachers’ negative emotions. 3. Insufficient time and too many trivial matters were easy to make teachers angry. The researcher also induced four methods to soothe the researchers’ emotions. 1. Students who cared about their teachers. 2. Researchers frequently practiced observing their emotions. 3. Researchers kept writing reflective journals to help see clearly where the problems were. 4. Researchers searched for the right people to vent their emotions. The following suggestions from the researcher below were for those teachers who were feeling extremely down in the dumps: 1. Find partners who share common goals and tell them your problems. Listen more to other people’s suggestions in order to let yourself look at things from different angles. 2. Keeping a diary is basic for 5th and 6th graders. It offers an opportunity for teachers and students to have a better communication. 3. It is best to care about kids from the bottom of your heart. The first step to show how much you care about them is to try to recognize what they can do best. 4. The better the teachers who are able to manage their emotions, the more harmonious the teacher-student relationship will be.
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Ching-Ju, Tang, and 湯靜如. "The Action Research from Teacher-Driven Approach to Teacher-Students Collaboration Approach." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/93410978466411339974.
Full textAbstract:
碩士國立臺東大學
幼兒教育學系碩士班
103
The Action Research from Teacher-Driven Approach to Teacher-Students Collaboration Approach Tang Ching-Ju Abstract This is an action research, which explores the transformation process from teacher-driven approach to teacher-students collaboration approach in order to understand the use of teachers’ thoughts and practical strategies, and the use of iconic thoughts.The subjects were the children of a mixed-age class in a preschool. The data were collected through documents, files, observation, and interviews. The findings are as follows: 1.The prelude of the project approach: to implement unit teaching in order to help children access the five basic forces.2.The march of the project approach: to use charts to help children access the five exploration forces. (1)Charts change the exploring direction from abstract to concrete.(2)Using the five exploration forces to complete the mission.3.The unit teaching and project approach complement each other to make ten forces and gain the problem solving capability.4.The project approach cannot represent the entire curriculum. Both hidden and explicit parts of the curriculum are equally important.5.The curriculum is complex and diverse, which is also a combination of teaching methods.6.The teachers should grow in profession with the times and educational reforms.7. The images become the passcode of teacher-students communication.8.The single roles of teacher or student convert to a complex role. Based on the results, this paper proposes suggestions as a reference of those who intend to implement the project approach, engage in preschool educator counseling, teacher training institutions, and future researchers.
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廖雲章. "Research teacher''s empowerment from lesson program." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/72177176620480304100.
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丁小娟. "A Narrative Research of a Polio Teacher." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/93371083347962102894.
Full textAbstract:
碩士臺北市立教育大學
教育學系碩士班
99
Abstract According to my own experience, I am so happy to have the chance to tell my story by narrative research. In the course of this narrative, based on the care ethics, I would like to depict the life of my own image. Taking the concern as a starting point, through sharing our life experiences, hope that it could not only help the students with either physical or mental disabilities to know more about the situation helpful for them, but also inspire those who care about this topic. Eventually, to consider “caring” to be the main point, taking my own life experience as a study, I think that it must be the best way to understand my life thoroughly. Furthermore, I would like to make the better use of my life and urge me myself to pay much more caring to the others in the future. The research adopts narrative research method. Based on the researcher's life, it interprets my life story by the systematic steps of immersion, incubation, elaboration and creation. In this course, after analyzing my life experience, I try to redraw the interpretation of life. This study was divided into two main results; the first part is to present my life story, and then, the second part is to re-understand myself through a combination of narrative analysis and sharing of art therapy. In this process, I see my brand-new life. Finally, suggestions for society and education are proposed.
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Robinson, Elizabeth A. "Research as praxis in ESL teacher education." 2012. https://scholarworks.umass.edu/dissertations/AAI3545979.
Full textAbstract:
In July of 2011, the U.S. Department of Justice (DOJ) determined that Massachusetts had violated the civil rights of its English Language Learners (ELLs) by placing them in classes with inadequately prepared teachers. Massachusetts is the contextual background for this study but it also serves as an example of the challenges across the U.S. in preparing teachers to meet the diverse needs of the growing population of ELLs within a national context of increasingly standardized curriculum and testing. The U.S. Secretary of Education, the Massachusetts Commissioner of Education, policy makers, teacher educators, and academics are all looking to educational research for answers to the current challenges. There are many answers or approaches coming from multiple discourses of educational research. However, as has been demonstrated in Massachusetts, research-based approaches to educational challenges are not always successful. More needs to be understood about how these approaches are actually taken up in classrooms. Unfortunately, there is limited research about teachers’ understandings and uses of different discourses of research. In this dissertation I have explored how two urban ESL teachers engaged with research at different stages of their professional development. The questions that guide this study focused on how the teachers made meaning of research and enacted research during the three stages of the study: their master’s program, their ESL practicum and a site visit two years after graduation. I conducted two longitudinal case studies drawing on constructivist grounded theory (Charmaz, 2006). Building on the findings from my literature review of ESL teachers’ engagement with research I collected and analyzed data from the three stages mentioned above over a five-year period. Multiple phases of analysis included critical incident analysis (Angelides, 2001), and text analysis (Fairclough, 1992; 2003; Janks, 2005). The findings of this study show that while the teachers engaged in multiple ways with research, certain types and discourses of research discouraged teachers from meeting the needs of their students. The teachers’ engagement with research as praxis (Lather, 1986) was complex but entailed change-enhancing engagement with theory, practice, and action that not only met students’ needs, but promoted socially just teaching.
48
Robinson, Elizabeth Anne. "Research as Praxis in ESL Teacher Education." 2012. https://scholarworks.umass.edu/open_access_dissertations/661.
Full textAbstract:
In July of 2011, the U.S. Department of Justice (DOJ) determined that Massachusetts had violated the civil rights of its English Language Learners (ELLs) by placing them in classes with inadequately prepared teachers. Massachusetts is the contextual background for this study but it also serves as an example of the challenges across the U.S. in preparing teachers to meet the diverse needs of the growing population of ELLs within a national context of increasingly standardized curriculum and testing. The U.S. Secretary of Education, the Massachusetts Commissioner of Education, policy makers, teacher educators, and academics are all looking to educational research for answers to the current challenges. There are many answers or approaches coming from multiple discourses of educational research. However, as has been demonstrated in Massachusetts, research-based approaches to educational challenges are not always successful. More needs to be understood about how these approaches are actually taken up in classrooms. Unfortunately, there is limited research about teachers' understandings and uses of different discourses of research.
In this dissertation I have explored how two urban ESL teachers engaged with research at different stages of their professional development. The questions that guide this study focused on how the teachers made meaning of research and enacted research during the three stages of the study: their master's program, their ESL practicum and a site visit two years after graduation. I conducted two longitudinal case studies drawing on constructivist grounded theory (Charmaz, 2006). Building on the findings from my literature review of ESL teachers' engagement with research I collected and analyzed data from the three stages mentioned above over a five-year period. Multiple phases of analysis included critical incident analysis (Angelides, 2001), and text analysis (Fairclough, 1992; 2003; Janks, 2005).
The findings of this study show that while the teachers engaged in multiple ways with research, certain types and discourses of research discouraged teachers from meeting the needs of their students. The teachers' engagement with research as praxis (Lather, 1986) was complex but entailed change-enhancing engagement with theory, practice, and action that not only met students' needs, but promoted socially just teaching.
49
Chueh, Su Hui, and 蘇慧雀. "Action Research Of Parent-teacher Communicationin Kindergarten." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/30441936632304531417.
Full textAbstract:
碩士台灣首府大學
幼兒教育學系碩士班
101
This research was to investigate the communication between parents and teachers in kindergarten. Based on the current problems found in parent-teacher communication, the use of recommended strategies proposed in the literature through action research studying in kindergarten. The practical strategies of communication between parents and teachers expect to put forward and evaluate their effectiveness. The study was based Le-ren Kindergarten in Madou Township, Tainan City as the research object, using participant observation, interviews, and document analysis to collect field data. Interviews with eight parents in the senior class were supplemented by on-site field observations, parent-teacher communication and other relevant documents to collect and build, compile and analyze data. The research has found the following four effective parent-teacher communication strategies aimed to solve problems in communication. First, face-to-face communication during pick-up hours is considered by parents as the best way of communication. Second, the use of communication book is crucial and indispensable. Third, parent-teacher meetings or activities are helpful for parent-teacher communication and interaction. Finally, the use of the kindergarten website and class blogs is beneficial in parent-teacher communication and interaction.
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Hou, Li-Fang, and 侯麗芳. "Research of The Expert Teacher Reading Education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50507686711810009751.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
98
This research is for the purpose of discussing a Elementary school expert teacher’s faith of implementing the reading education curriculum, and understood how this teacher does carry on the reading strategy teaching instruction systematically based on the reading ability target, then analyz how this teacher utilize the reading and understanding strategies in the classroom. The teacher who is chosen by this research is one has the rich reading education experience, to have the national language discipline specialized knowledge, and deep self-confident expert teacher. This research uses the case study method, and because of the qualitative orientation way of the observation, the interview and the file analysis gathers the material.The researcher observes and records the expert teacher classroom instruction, and carries on the interview by half structure way. The file analysis contains the teacher and the student two aspects.Contains her teaching activity design、learning sheet、the teaching resources and assess archive file in the teacher aspect. Contains the reading examination, the reading study file and the related active subject work in the student aspect and so on. Conformity result unceasingly by reading、classification code、analyzing the nature material . This research institute obtains the conclusion is as follows： A. Expert teacher’s faith of teaching reading education a. The expert teacher’s faith of reading set sail by the family, the going to school time lays the reading knowledge foundation, practices in the teaching profession. b. The expert teacher teaching faith''s fostering is affected by the home education, individual special characteristic, the school days learning experience, the specialized background, the teaching period of service, the student special characteristic and so on six directions c. The expert teacher takes the children like reading as the most important teaching goal. d. The expert teacher by the nimble and multiple teaching method plans the course content. e. The expert teacher regards assess by the file, assess by operation and written records examination as the connotation of teaching assess . B. The expert teacher’s teaching of transforming the reading knowledge target a. Implementation of the expert teacher reading education take covering all reading knowledge target as a principle. b. The expert teacher adopts the conformity way regarding the reading knowledge target''s explanation, classifies again to uniform and explanation. c. The expert teacher carries out the goal of transformating reading knowledge target for its reading education activity. d. According to the teaching goal, the expert teacher plans her reading education activity by reading examination, widespread reading, subject reading and the effective reading education strategy. C. The implementation situation of expert teacher’s reading and understanding strategy. a. The expert teacher carries on the guidance before reading by overview and the forecast strategy. b. The expert teacher by facilitates pastes, the reading examination with ‘six thinking hats’ and so on raise the reading custom in reading. c. The expert teacher regards reading attainment and the reading study file as the achievement present.