Dissertations / Theses on the topic 'Teacher responsibility'
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Jackson-Crossland, Barbara A. "The relationships between teacher empowerment, teachers' sense of responsibility for student outcomes, and student achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974618.
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Silverman, Sarah Kozel. "ON RESPONSIBILITY: TEACHERS’ CONCEPTIONS OF PROMOTING SOCIAL JUSTICE." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245300262.
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Burton, Wendy Ellen. "The voice from within, teacher stories, epistemic responsibility, and first nations education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35395.pdf.
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O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.
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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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Benson, Anita. "Preschoolers’ Parents Navigate Control and Responsibility." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32212.
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In this paper, I address a situation faced by preschool parents in their interaction with preschool practitioners. In interviews with parents, it became apparent that parents sensed a loss of control over how their children were being raised once they started preschool. The parents in the interviews acknowledge their responsibility regarding how their children are brought up and so struggle to come to terms with this lack of control and try to find solutions. I have looked into previous research as well as policy documents to identify the level of responsibility and control had by preschool institutions and the state and have found that parents are in a position where they are made to have less control but still are held responsible, by themselves and others. An analysis using narrative theory has made more clear the ways in which parents navigate the issue of loss of control versus responsibility. The purpose of the paper is to shed light on a situation faced by parents due to the responsibility attributed to them and the lack of control they have over upbringing, and can help practitioners at preschools be more aware of their role in this and of parents’ struggles.
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Jeffrey, Sally Sherwin Jr. "Sharing the Responsibility for Children's Literacy Development in First Grade: Child - Parent - Teacher Partnerships." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40523.
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The purpose of this study was to describe what happens when parents and children are invited to participate in a child-parent-teacher partnership which mutually supports the child's literacy development during transition into first grade. Questions which helped focus the study were: How do child-parent-teacher partnerships develop? How are participant's understandings and expectations about literacy affected and what is their influence on literacy development? What kind of changes related to involvement with literacy occur during the transition period? What are the conditions under which partnerships were promoted or impeded? Constructivist theory and ecological theory of human development provided the theoretical foundation for the study.
Families from the researcher's classroom were invited to participate in child-parent-teacher partnerships. Eight families participated in the study. A case study design was used to describe the partnership process. Data collection consisted of three family surveys, child and parent journals, researcher folios, children's work samples, school records, written and verbal correspondences, unstructured interviews, and audio taped at home child-parent work sessions. Data analysis followed grounded theory methodology.
Analysis revealed a uniqueness to each family and each child-parent-teacher relationship. Child-parent-teacher partnerships developed with seven of the eight participatory families. One surprising partnership developed without a positive parent-teacher relationship. The eighth intended partnership failed to emerge. Findings indicate the eight characteristics of partnership development are: interest and willingness to participate; shared purpose; reciprocal flexibility; ability and willingness to negotiate and compromise; unconditional commitment; mutual respect; effective communication; and availability of curriculum materials. Three benefits of child-parent-teacher partnerships are: enhanced literacy development; enriched parental understanding, expectation and involvement; and more informed child-parent-teacher communication.Ph. D.
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Fowler, Debra Ann. "Proprioception of the mind : balancing science and spirit through emotional intelligence /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,296.
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Liston, Vanessa Marie. "On being a “sama7” teacher : reflecting on colonization, white identity, relationships, and responsibility in Indigenous contexts." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42934.
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Since the majority of teachers of Indigenous students in Canada are non-Indigenous, the
current efforts to decolonize Canadian schools are largely dependent on these teachers’
understandings of Indigenous education, as well as their approaches and accountability to
decolonization. As a white teacher of Indigenous students, this thesis represents critical self-study
of a teacher’s role in decolonization in particular educational contexts. The research
considers being a dominant-culture teacher with Indigenous students in terms of the teacher’s
relationships, professional identity, and pedagogy. Further, this body of work inquires into the
effects of (neo-)colonialism on the above, as well as on educational policy and curriculum in
Indigenous contexts.
Inasmuch as it is manuscript-based, the thesis reads differently from those written as
single studies. Chapters Three and Four are essays based on my first and third-year teaching
experiences in two distinct Indigenous communities, and each focus on different aspects of those
locations and circumstances. For example, the third chapter is an analysis of the multi-levelled
policy setting of a northern Québec school, and the fourth chapter employs a hermeneutical lens
to examine my pilot of a culturally responsive curriculum in rural British Columbia. The
introduction and literature review (Chapter Two) provide the context for both of these analyses,
while the concluding chapter connects the two manuscripts with reference to current literature
and my present teaching position.
As a whole, my study offers an understanding of the challenges and responsibilities for
dominant-culture teachers in decolonizing their classrooms and schools through policies,
pedagogies, and relationships. While it does not address the entirety of the experience of being a
dominant-culture educator and ally working with Indigenous students, it confronts and inquires
into several pivotal and interrelated areas in teaching for social justice. In considering different
aspects of my experiences, this study speaks to broader themes of (neo-)colonialism and
decolonization, culturally responsive curricula and pedagogies, educational policy, and crosscultural
relationships. Individually, these critical reflections on my practice have yielded intimate,
yet significant portraits of teacher identity, and as a whole, they offer rich insights and multiple
perspectives on some of the most pressing issues in educational politics today.
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Grosch, Malinda Ann. "School-based management : how a superintendent balanced shared decision-making and ultimate responsibility for student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Pacievitch, Caroline 1982. "Responsabilidade pelo Mundo : utopias político-educacionais na formação de professores de História de São Paulo e Barcelona." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250935.
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Orientador: Vera Lúcia Sabongi De RossiTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-21T04:19:18Z (GMT). No. of bitstreams: 1 Pacievitch_Caroline_D.pdf: 4726268 bytes, checksum: bb499de14fac6cfbd1067bf58f279167 (MD5) Previous issue date: 2012
Resumo: A presença das utopias político-educacionais na formação de professores de História é o objeto de estudo desta investigação. Pretendo analisar teses de doutorado dedicadas ao tema e cotejá-las com testemunhos de docentes de História/Ciencias Sociales, a partir de casos da Província de Barcelona (Espanha) e do Estado de São Paulo (Brasil). Quatro questões mantêm o elo entre a literatura existente sobre formação de professores com problemas específicos dos docentes de História: a pequena quantidade de pesquisas voltadas à Licenciatura em História, formas pessoais de incorporar autores estrangeiros ao cotejar com a realidade brasileira, a presença de tendências reflexivas e práticas sobre a formação docente e o sentimento de esperança sobre o trabalho utópico transformador dos professores. Para o caso de Barcelona, apresentam-se oito teses sobre formação de professores de Historia/Ciencias Sociales de Enseñanza Secundaria entre 1991 e 2008. Para São Paulo, são nove, defendidas entre 1987 e 2008. Entrevistei três professores de Historia/Ciencias Sociales das cidades de Cerdanyola del Vallès e Granollers (Província de Barcelona) e cinco professores de História das cidades de Campinas, Hortolândia e São José dos Campos (Estado de São Paulo), selecionados a partir de recomendações da orientadora, do tutor do Estágio de Doutorado no Exterior e de colegas. Utilizei também outras fontes, como planos de aula ou de curso, atividades, tarefas, Proyectos Educativos de Centro, Projetos Político-Pedagógicos e o Diário de Campo. A importância atribuída ao ensino e o desejo de impactar sobre o futuro destacaram-se nas fontes documentais. Proponho o sentimento de Responsabilidade pelo Mundo - conforme Hannah Arendt - como uma das interpretações possíveis deste quadro. Nota-se que a crítica ao presente dispara o desejo de mudar o mundo, mas se recusa a tarefa como missão ou proselitismo político. A Responsabilidade pelo Mundo se manifesta quando o professor de História mostra aos jovens o mundo que foi deixado pelas gerações passadas e quando permite que criem seus próprios futuros. Penso que seja uma forma de compreender a utopia na profissão docente sem confundi-la com militância partidária ou doação abnegada.
Abstract: The presence of political and educational utopias on the history teachers' education is the investigation subject of this work. My intent is to analyze PhD theses related to the subject and confront them with history teachers' testimonials from Province of Barcelona (Spain) and São Paulo State (Brazil). Four questions establish the relationship between the existing literature on teachers' education with specific difficulties of the history teachers: small quantity of researches on history education, personal ways of using foreign authors when analyzing the Brazilian actuality, the presence of reflective and practical trends on teachers' education and the hopeful feeling on the teachers' utopian transforming work. Eight PhD theses on education of history teachers between 1991 and 2008 are presented for the Barcelona case. While nine, released between 1987 and 2008, are presented for the São Paulo case. I have interviewed three history teachers in the Barcelona Province cities Cerdanyola del Vallès and Granollers, and five history teachers in the São Paulo State cities Campinas, Hortolândia and São José dos Campos. Further data has also been analyzed such as classes' plans, activities, homework, field diary and political-pedagogical projects. The importance attributed to teaching and the feeling of changing the future became evident on the documental data. I propose the feeling of responsibility for the world - according to Hannah Arendt - as one of the possible understanding of the scenario. It is observed that criticizing the present is one trigger to the wish of changing the world, however this task is not accepted as a mission or political proselytism. The responsibility for the world reveals itself when the history teachers present to the youths the world which was left by the former generations and when enable them to create their futures. I believe that is a way of understanding the utopia on the teaching profession without confusing it with party militancy or unselfish donation.
Doutorado
Doutor em Educação
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Lamat-Nawari, Sluhi. "Teacher efficacy and self-regulation of learning: A study of teachers and students in the Malaysian schools." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36647/1/36647_Digitised%20Thesis.pdf.
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To achieve the Vision 2020 and the wish to become the centre of excellence in education in South East Asian region, it is important for the Malaysian educational system to produce knowledgeable and competent individuals. For this to be realised, teachers must believe they have the ability to have a positive influence on students' learning. In particular, if teachers are to produce effective learners, they must help their students to be self-regulated in their learning. In this respect, then, this study used Guskey and Passaro's (1994) model of internal and external teacher efficacy to examine the extent to which a group of Malaysian teachers believed they had the capacity to influence students' learning. The study also examined the extent to which the teachers' used self-regulated learning strategies in their professional work and in their classroom teaching. Finally, from the teachers' perspective, the extent to which the teachers saw learning as their own responsibility or that of the student was examined. From the students' perspective, the study examined their use of self-regulated strategies in learning, their perception of their teachers' use of self-regulated strategies in teaching, and their perceptions of who is responsible for learning. Teacher and student data was examined with respect to location (rural and urban), subject area (Malay language and English language), and ethnicity (Malay Indigenous, Chinese, and Other Indigenous). In addition, year of experience was examined as a possible moderating variables for teachers and gender as a possible moderating variable for students.
This study was carried out in 24 secondary schools in Sarawak State, Malaysia using two main survey instruments. The teacher survey consisted of four sections: (1) items of internal and external efficacy; (2) items relating to the use of self-regulated strategies in work; (3) items relating to the use of self-regulated strategies in teaching; and (4) items regarding responsibility for learning. Similarly the student survey comprised of three sections: ( 1) items pertaining to the use of self-regulated strategies in learning; (2) items noting the use of self-regulated strategies in teaching by their teachers; and (3) items reflecting the responsibility for learning. The teacher survey was administered to 386 language teachers while the student survey was administered to 3793 students of the participating teachers.
The results were categorised into four main themes: 1) Teacher efficacy and self-regulation among teachers; 2) Student self-regulation and teacher self-regulation in teaching; 3) Teacher responsibility and student responsibility for learning; and 4) Teacher efficacy and student self-regulation. With respect to the first theme, it was found that teacher internal efficacy is more closely related to teacher use of self-regulated strategies in their work ( USRSW) and in their teaching ( USRST) than teacher external efficacy.
Rural teachers were more likely to use self-regulated strategies in their professional work (USRSW) and in their teaching (USRST) than urban teachers.
Findings in relations to the second theme showed that high self-regulators were more likely than low self-regulators to perceive that teachers use self-regulated strategies in their teaching (SUSRST). The Other Indigenous students and Malay Indigenous students were more likely than the Chinese students to perceive that teachers use selfregulated strategies in their teaching (SUSRST). High self-regulators were more likely than low self-regulators to perceive learning as primarily the responsibility of students rather than the responsibility of teachers. Low self-regulators saw learning as primarily the responsibility of teachers rather than that of students.
The third set of findings showed that teachers with internal efficacy were more likely than teachers with external efficacy to perceive learning as primarily the responsibility of the teacher than that of the responsibility of students. Similarly, students of teachers with internal efficacy were more likely than students of teachers with external efficacy to perceive learning as primarily the responsibility of teachers than that of students. On the whole, both groups perceived learning as primarily the responsibility of teachers.
Finally, students of teachers with internal efficacy were more likely than students of teachers with external efficacy to be low self-regulators than high self-regulators. Internal teacher efficacy was related to low self-regulation in students and external teacher efficacy was related to high self-regulation in students.
These findings are discussed from three main perspectives: theoretical, cultural, and policy and practices. The discussions and interpretations of the findings offer certain insights into the improved teaching and learning among teachers and students, particularly in the State of Sarawak, Malaysia. Four main areas were identified as significant emphases: 1) teacher efficacy matters in educational reforms; 2) teacher training and staff development; 3) teacher empowerment; and 4) teaching and learning of self-regulation.
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Herhold, Jasmine. "Att vara lärare till elev med diabetes : Kunskap, oro, trygghet och ansvar." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-89773.
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Diabetes typ1 är en av de vanligaste kroniska sjukdomar hos barn och är en allvarlig sjukdom som hela tiden kräver god kontroll och egenvård. Eftersom barnet tillbringar en stor del av dagen i skolan behöver egenvården fungera bra även där. Som lärare kommer man troligtvis att möta elever som har eller insjuknar i diabetes typ 1. Syftet Var att ta reda på om lärare anser att de har tillräcklig kun- skap om diabetes för att kunna vara delaktig i dess egenvård samt hur de får kunskap och informat- ion om diabetes. Jag ville även ta reda på om de upplever oro kopplat till elevens sjukdom och oro kring ansvarstagandet i samband med elevens egenvård. Följande frågeställningar har använts: Hur upplever lärare det medicinska ansvaret i mötet med elever med diabetes? Vad orsakar oro respek- tive skapar trygghet hos lärare till elev med diabetes? Hur ser lärarna på sin egen kunskap om diabe- tes, anser de sig ha tillräcklig kunskap? Hur har lärarna fått information och kunskap om diabetes? Insamling av data har skett genom skriftliga kvalitativa intervjuer via e-post och litteraturstudie. Re- sultatet visar att kunskapen om diabetes är viktig. När Lärarna har den kunskap som de anser sig be- höva i arbetet med eleven med diabetes leder det till ett tryggare arbete och först då uppfattar de sin kunskap som tillräcklig. Okunskap tillsammans med rädsla för akutsituation är de faktorer som skapar oro hos lärarna. Undersökningen visar på tre källor som lärarna anger som informatörer: från föräldrar, eget initiativ och genom erfarenhet eller bekantskap.
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Sehlare, Beatrice Puleng 'Malebohang Motsamai. "The responsibility of the principal in the induction of the beginner teacher in high schools in Bophuthatswana / Beatrice Puleng 'Malebohang Motsamai Sehlare." Thesis, Potchefstroom University for Christian Higher Education, 1993. http://hdl.handle.net/10394/8631.
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Induction of the beginner teacher entails the initiation of
the young teacher into teaching profession. It is through
induction that the new teacher is helped to overcome the
problems he/she encounters in his/her initial years of
teaching.
This study was undertaken to determine the responsibility of
principals in inducting the beginner teachers in
Bophuthatswana high schools. The problem statement and
clarification of concepts as well as the goals of this study
are identified in chapter one.
The second chapter portrays the problems encountered by the
beginner teachers and the methods these teachers deploy to
solve their problems. This chapter further investigates
induction programmes that are used to help beginner teachers
overcome their problems. It would appear that these young
teachers experience problems because their needs are not met.
This chapter also identifies and discusses the needs of the
beginner teacher as indicated in the literature consulted.
The third chapter discusses the main and additional
managerial tasks of the principals in helping the beginner
teacher solve his/her organisational and managerial problems
encountered in the school environment. The fourth chapter
presents the empirical survey of the study. Questionnaires
are used as means of collecting data. These questionnaires
fall into two clusters, that is, questionnaires to
principals and questionnaires to beginner teachers. The
interpretation and analysis of the results are undertaken and
discussed. The interpretation and analysis of data received
from both the principals and the beginner teachers suggested
agreement concerning some issues regarding the help
principals offer to beginner teachers, but also a certain
amount of disagreement with regard to certain factors.
Chapter five subsequently concerns itself with the designing
of the ideal model of induction for beginner teachers in
Bophuthatswana high schools. Due to the inconclusiveness of
some of the findings in this study, this model was designed
in order to help beginner teachers achieve self-satisfaction
and confidence in whatever they do, as well as to address the
imbalances between the views of some principals and some
beginner teachers. In designing this model some salient
features to be considered in model building were taken into
consideration. The last chapter suggests recommendations
based on the findings of the work covered in the previous
chapters.Thesis (MEd)--PU vir CHO, 1993
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Whittaker, Julia Ann. "The gradual release of responsibility: A case study of teaching science inquiry skills." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/93362/1/Julia_Whittaker_Thesis.pdf.
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This thesis investigated how a year-4 teacher used a pedagogical approach referred to as the Gradual Release of Responsibility (GRR) model of instruction for teaching Science Inquiry Skills in a primary classroom. Through scaffolding her students' learning using the GRR, the teacher guided her students towards developing an understanding about Scientific Inquiry leading to the foundations of scientific literacy. A learning environment was established in which students engaged in rich conversations, designed and conducted experiments using fair testing procedures, analysed and offered justifications for results, and negotiated knowledge claims in ways similar to some of those in the scientific community.
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Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.
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[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of autonomous, self-directed learners. This project is a pilot study with the aim of investigating one such program: the Languages Other Than English (LOTE) (Indonesian) program at a regional public high school.Taking a collective case study approach this investigation sought to determine two LOTE (Indonesian) learners’ and their teacher’s beliefs about roles and responsibilities in the language learning process and how these beliefs are translated into their teaching and learning behaviour. Prior to any interventions aimed at facilitating the transfer of responsibility for the management of the learning process from the teacher to the learner, it is essential to access learners’ and teachers’ beliefs and attitudes as these have a profound impact on their learning and teaching behaviour and erroneous beliefs may lead to less effective approaches to learning, ultimately impacting on learners’ success in language learning (Horwitz, 1987).The data, collected through structured interviews and classroom observations, suggest that the subjects simultaneously exhibit characteristics consistent with and in contradiction to the profiles of autonomous learners and of a teacher who engages in pedagogy aimed at the development of autonomous learners. The two LOTE learners’ beliefs, and their learning behaviour, suggest that they defer responsibility to the teacher for the technical aspects of their learning, such as identifying learning objectives and topics, selecting learning activities and resources. On the other hand, through their expressed beliefs, and from the observed lessons, it appears that the two learners accept some level responsibility for reflecting and evaluating their learning and fully accept responsibility for maintaining their interest and motivations in learning the LOTE. While the LOTE learners defer responsibility for the technical aspects of their learning to their LOTE teacher, the LOTE teacher herself defers responsibility to the LOTE syllabus. However, the LOTE teacher was observediiiworking with learners, helping them to evaluate and reflect upon their learning and maintaining their interest and motivation in learning the LOTE.Recommendations for pedagogy to promote the development of learner autonomy and further research are presented.
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Nahum, Yaakov. "Blueprint for school improvement : the 'To Be With You' initiative." Thesis, University of Derby, 2019. http://hdl.handle.net/10545/622019.
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This study examines the "TBWY" reform program, its design and efficacy. The program was carried out in an Israeli high school with the aim of improving equality of opportunity, narrowing educational achievement gaps (Friedlander & Leon-Elmakias, 2006), improving the climate for study and increasing the number of those eligible for the matriculation (Bagrut) examinations which, since 2006, had been decreasing. The reform program covered two types of class groups: "homogeneous learning groups” and “guided groups”. The homogeneous learning groups were based on the students' proven learning skills, thereby reducing the differences in the students' achievements. In this way, it was possible to focus on teaching methods suitable for the learning group in a uniform and focused way. The second group is a "guided group" made up of between 15 and 17 students. The "guided group" placed students with different peers to their ‘”learning group” according to matters of common interest among the students, their hobbies, common areas of study, youth movements, extramural activities, groups and students' requests to be together. Each group has a teacher/guide who has undergone extensive training as a group coordinator. The "guided group" involves a twice-weekly round-table meeting. In addition to these meetings, the group coordinator met with each student to build an annual program of work and a process for monitoring the student's achievements in all of the areas mentioned. This study included quantitative and qualitative constructivist methods focused on comparative research with students and teachers during two periods – before the reform program in 2006 and after it, in October 2009. Several criteria were examined: teachers’ perceptions of instruction strategies in homogeneous learning groups and resulting changes – gaps (Nahum, 2009) in educational achievements among the students, changes in the percentages of eligibility for matriculation certificates, school climate, a change in the students' feelings and the extent of teachers' feelings of responsibility for the failure and success of the students. Findings indicated a relationship between teachers' acceptance of responsibility for the students' success or failure and positive changes in teachers’ perceptions of student’s abilities, the feelings of students, a reduction in achievement gaps, and improved climate of the school. Furthermore, there was an increase in the number of students eligible for matriculation with an increase, in their grades from before the implementation of the program, until the present academic year, 2015. This research contributes to a deeper understanding of the factors that enable greater scholastic achievement, together with an improved climate in an educational institution within the Israeli context. The research contributes to the understanding of the relationship between philosophical and psychological theories and their application in practice within the education system. The results of the research illustrate that a correct implementation of theories can create a change by reducing gaps in students' attainment by improving the school climate, by increasing the extent of the teachers' responsibility vis-à-vis students' success and increasing the number of students who are eligible for a matriculation certificate.
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Kolouh-Westin, Lidija. "Learning Democracy Together in School? : Student and Teacher Attitudes in Bosnia and Herzegovina." Doctoral thesis, Stockholm : Institute of International Education [Institutionen för internationell pedagogik], Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82.
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Rosenberg, Krista, and Maja Uddenberg. "Förskollärarens ansvar : En fenomenologisk studie om barnskötares upplevelser kring förskollärarens ansvar." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46270.
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The preschool teacher’s responsibility has changed over the years as the preschool's curricula has changed. The purpose of this essay is therefore to increase knowledge about childminders' expectations of the preschool teacher's responsibility. The research questions are what the preschool teacher should take responsibility for according to childminders experience and how this responsibility should be exercised. In order to understand the phenomenon of preschool teacher’s responsibility, theories about responsibility and leadership are used in the analysis of data. The empirical data of the study is collected through a phenomenological approach where qualitative interviews were used. The interview questions have been of a semi-structured nature. The study includes interview with six childminders in metropolitan regions. The results show that the preschool teacher’s responsibility, according to childminders experience, means leading the activities and teaching, being responsible for keeping the curriculum alive and being responsible for each child's development and learning. Childminders also include, due to the preschool teacher’s higher knowledge and competence, that they are responsible for communication with guardians and other parties, concerning children in need of support. The childminders experience is that everyone in the team is responsible for the daily tasks. Childminders experiences of how responsibility should be exercised show a complex leadership in which the preschool teacher's leadership is adapted based on the situation and person. The preschool teacher is expected to support the childminder and guide and explain how and why tasks should be carried out. In addition, the preschool teacher is expected to have a trust in the childminder's competence and thus also delegate tasks and make them involved in decisions. The essay discusses what happens to the preschool's assignment if there is not a preschool teacher in the department who undertakes the expected responsibility or if the preschool teacher does not see herself or himself as a leader.
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Lakin, Elizabeth Joan. "Pedagogy to enhance teaching and learning within initial teacher education : enabling science education students to take responsibility for their own learning and to become independent learners." Thesis, University of Gloucestershire, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543929.
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Nannen, (Kuneman) Annemieke. "Förskollärares uppdrag: att hitta balans mellan krav och resurser : En kvalitativ studie om förskollärares uppfattningar av det didaktiska ansvaret och dess konsekvenser för arbetsbelastningen i förskolan." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97051.
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Studiens syfte är att utifrån ett didaktiskt professionsperspektiv synliggöra hur fem förskollärare identifierar sitt uppdrag och att få ökad förståelse för vilka konsekvenser uppdraget, enligt förskollärarna, har för arbetsbelastningen. De tre frågeställningar som studien har utgått ifrån är: Hur beskriver förskollärare sitt didaktiska ansvar utifrån förskolans läroplan? Hur ser, enligt förskollärare, de didaktiska förutsättningarna ut för den aktuella ansvars- och arbetsfördelningen i arbetslaget? Vilka konsekvenser har de didaktiska förutsättningarna för förskollärares arbetsbelastning? Studien har en kvalitativ metodansats och studiens empiri har samlats in med hjälp av fem semistrukturerade intervjuer. Studiens resultat har analyserats utifrån ett teoretiskt ramverk där begreppen didaktik och profession stått centrala samt i förhållande till tidigare forskning. I resultat- och analysarbetet framkom att förskollärare identifierar sitt uppdrag som ett ansvarsfullt uppdrag och själva yrket som ett yrke i en ständigt föränderlig process. Ett yrke som följer samhällets utveckling, som kämpar med sin identitet eller status som profession och framförallt ett yrke som saknar behöriga kollegor att dela ansvaret med. Det didaktiska ansvaret utifrån förskolans läroplan upplevs som tungt dock hittar förskollärare stabiliteten i verksamheten med läroplanen som grund. Det konstateras bland annat att de didaktiska förutsättningarna för den aktuella ansvars- och arbetsfördelningen existerar, men upplevs vara sköra på grund av personalbrist, personalneddragningar och den osäkra framtiden. De konsekvenser för förskollärares arbetsbelastning som framkommer i denna studie greppas av förskollärarna bland annat genom att använda sina arbetslivserfarenheter för att tona ner arbetsbördan så att den är hanterbart, genom att använda alla kompetenser som finns i arbetslagen samt genom en bra kommunikation med ledningen och stödet därifrån.
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Fults, Justin R. "Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555620765498101.
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Erlacher, Ana Carolina. "Entre o herói e a vítima: sobre a responsabilidade do professor no/pelo ensino de língua inglesa na escola pública." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-09122009-113535/.
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Este trabalho tem como principal objetivo problematizar um imaginário, até certo ponto cristalizado, de desvalorização do ensino de língua inglesa na escola pública, a partir da discussão sobre a questão da responsabilidade no/ pelo processo de ensino e aprendizagem desse idioma e da análise de dizeres de cinco professores entrevistados. Em um primeiro momento, propomos uma reflexão acerca da noção de responsabilidade, trazendo considerações que abrangem suas origens históricas e seu desenvolvimento nos campos moral e jurídico, além de ampliarmos sua conceituação enquanto resposta dada pelos sujeitos aos discursos que os constituem. Partindo de uma perspectiva teórica discursiva, na qual se baseiam as análises das entrevistas propostas neste trabalho, abordamos o modo como as representações do professor de língua inglesa da escola pública se relacionam com discursos de (des)valorização de sua profissão e quais seriam as respostas desses professores advindas de tal relação. Para tanto, voltamos nosso olhar para as imagens construídas no fio discursivo sobre o processo de ensino-aprendizagem da língua inglesa, dos alunos e da escola enquanto instituição, entre outros elementos que igualmente constituem a subjetividade do professor. Por fim, investigamos, de modo mais aprofundado, como a questão da responsabilidade constitui o professor representado tanto como herói quanto como vítima, diante de discursos que, de modo conflituoso, ora o valorizam, ora o desvalorizam. Uma de nossas principais conclusões nos revela que, no contato entre essas duas posições aparentemente opostas, surge a idéia de culpa, a qual coloca em movimento alguns dos conflitos e dilemas fundantes da imagem do professor de língua inglesa da escola pública.This work aims at problematizing an imaginary, to a certain extent established, about the devaluation of English teaching in state schools, from a discussion regarding the question of responsibility in/for the process of teaching and learning the language, and from the analysis of the speech of interviewed. Firstly, we suggest a reflexion upon the concept of responsibility by searching for its historic origins and development in the moral and judicial fields, as well as broadening its conceptualization as the subjects response to the discourses that constitute him/her. From a discursive theoretical perspective, on which the analysis of the interviews in this research are based, we have attempted to delineate how the state school English teachers representations relate to discourses of (de)valuation of their profession, and the responses that arise from this relation. In order to do so, we focus on the images of the English teaching and learning process, of students and of the school as an institution, among other elements that also constitute the teachers subjectivity. Finally, we investigate, in a deeper way, how the question of responsibility constitute the teacher represented both as a hero and a victim, due to discourses that, in a contradictory way, value and devalue him/her. One of our main conclusions reveals that, in the contact between these two apparently opposite positions, the idea of guilt appears and brings movement to some conflicts and dilemma which are constitutive of the state school English teacher´s image
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Högberg, Sören. "Om lärarskapets moraliska dimension : ett perspektiv och en studie av lärarstuderandes nätbaserade seminariesamtal." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46384.
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In this dissertation, an educational perspective called the moral dimension of teaching is developed. The work includes a theoretically informed discussion from a pragmatist point of view in which the concept of pedagogical rhythm is introduced. The concept captures the need for teachers to regularly shift their intentions and occasionally act in contradictory ways as a consequence of the moral which emerges from interaction in pedagogical situations. Using this perspective, criteria are developed for the characteristics of discussions of the work of teachers, which are desirable in order for students in pre-service teacher education to have opportunities to develop their teachership. Secondly, the educational perspective as it is conceptualised serves as a theoretical framework for a study of discussions taking place in net-based seminars among students in teacher education. The study consists of 14 recorded seminars in which discussions of the work of teachers are analysed in terms of content and direction for reflection. The result of the analysis is a construction of four different focal points for processes of making judgements: existential, performative, critical and professional. Mainly the performative, and to some extent the critical, focal points appear to be supported by the net-based environment, although potential for the professional focal point is found when available tools in net-based settings are used in deliberate ways. Finally, based on these four focal points, possible future predispositions among student teachers are deliberated. Student teachers’ future opportunities to develop a moral and epistemological authority are discussed, as well as teachers’ general opportunities to exercise professional responsibility. The conclusion emphasises that a perspective such as the one developed in the dissertation is important, as it creates an understanding for the need to educate student teachers to exercise a form of responsibility that goes beyond being accountable to society.
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Mortyakova, Julia Vladimirovna. "Existential Piano Teacher: The Application of Jean-Paul Sartre's Philosophy to Piano Instruction In a Higher Educational Setting." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/230.
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This essay uses existential ideas of Jean-Paul Sartre to provide a philosophy of college piano performance teaching which includes awareness of freedom, abandonment and responsibility as a prerequisite for student-teacher interaction. To set the stage for the interaction the study uses Sartre's philosophy, illustrated with concrete examples from the world of piano teaching and performing, to describe what it means to be human. The author applies Sartre's writings about literature to support the idea of an engaged performance, relating it to existential psychoanalysis, making the performer and audience member realize freedom through choice, while addressing ideas of abandonment and performance anxiety. Sartre's philosophy is used to identify the roles both teachers and students play in the college environment as people and as performers. The study with the help of existentialism, describes the interaction between the different elements: teacher, student, performer, and human being, and provides a better understanding of the complexity of the pupil/professor relationship in the college piano performance program.
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Leonard, Sierra K. ""I See Their Purpose": Looking at the Role of Family Advocates in Partnering with Families and Advocating for Children in Guatemala City." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/22.
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The purpose of this study was to get an in-depth, complete picture of a social worker and child/family advocate in Guatemala City, Guatemala. The intent was to study the participant’s work and responsibilities in order to examine how she processed and completed her dual role as social worker/advocate and mother to a group of children in a children’s home. A focus on responsibility, the effect of her dual role, and the influence of her personal and religious convictions emerged throughout the study. The participant’s unique position in a dual role offered insight into the various aspects of advocacy and intervention in the developing county of Guatemala.
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Holmgren, Anders. "Klassrummets relationsetik : Det pedagogiska mötet som etiskt fenomen." Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-934.
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The main purpose of the present study is to explore how the ethical relationship between teacher and student in the classroom can be described and understood from the approach of the French philosopher Emmanuel Lévinas. I also examine the theoretical concepts that can be derived from Lévinas’ ideas in order to be able to interpret the manner in which this ethical relationship manifests itself in the classroom. The empirical data was generated through observation of the kind often found in ethnographical studies like microanalyses using a variety of digital techniques. I also made use of direct observation and stimulated recall interviews in close connection with the classroom events. The study was carried out at two Swedish schools and the focus was placed on classroom practice and ethical communication in the classroom. Facial expressions, eye contact, gestures and other non-verbal communication was of great interest. Through microanalysis of classroom interaction I have attempted to uncover what exists under the surface of the classroom communication in more detail. According to Lévinas, ethics is understood as a relation of the infinitive responsibility to the Other person. In a pedagogical context, we may speak of the ”first meeting” face-to-face before any categorization of the other individual is formulated. The key concepts are Saying (in relation to the Said), the Other, the Face, asymmetrical relationships and alterity. In their encounter with the empirical data collected, the concepts have been freighted with edagogical significance. These original ethical thoughts of Lévinas, much of which challenge what has previously been taken for granted, can provide new insight into educational work. This investigation has provided other insights into the ethical dimension of education, especially as the teacher-student relationship is concerned. The close connection between vulnerability and interdependence in the teacher-student relationship, and communication as self-exposure, are important findings that can help teachers and pedagogues to understand the ethical dimension of the educational encounter with the student. Throughout the study, a relational ethical perspective has been developed as an alternative interpretative tool for analyzing and reflecting upon the teacher-student relationship.
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Mothapo, Sentshuhleng Jacob. "Assessing the impact of school governance in the Limpopo Department of Education with specific reference to Mankweng and Polokwane circuits." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1007096.
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Education has been identified as a priority area by the South African government, in particular by the African National Congress as the ruling party. To this end, huge amounts of money are being spent on education as a service that has been approved by the legislators. Rules and regulations have been promulgated, and among others, the South African Schools Act, Act No. 84 of 1996, has been enacted. Rich research has also been funded with the sole intention of providing quality education to the people. Education of unacceptably poor quality has, however, been the result, as postulated by Peterson and Hassel (1998:55). The above are attested to by the findings that the political tensions emanating from the conduct of the South African Democratic Teachers’ Union and the Professional Educators’ Union, leading to class disruptions and general instability, erode the ethos of accountability on the part of educators and therefore impact negatively on service delivery. Furthermore, the Limpopo Department of Education is not immune to the challenges ranging from the elements of corrupt activities that often surface, teacher attrition which in the main is caused by lack of discipline. Winkler, Modise and Dawber (1998) indicate that teaching has never been easy, and many teachers are leaving their jobs because of the many problems with children in classrooms. Some of the problems cited are children who do not want to learn and learning that is becoming too difficult for the students because they do not want to listen. This study adopted sequential mixed methods namely, quantitative and qualitative research methods which are viewed as complementary rather than opposing approaches. Information was amassed from the subjects through interviews, observation, documentary survey and observation and the information has since been triangulated to validate the facts. All the methodologies employed proved to be useful in this study. The study sought to test the hypothesis “Good governance is informed by strong accountability and future-oriented organisation, continuously steering it towards its mission and vision, and thereby ensuring that the day-to-day management and administration are always linked with the organisation’s values and goals and thus eventually bringing about effectual and accelerated service delivery” to the South African populace without compromise. After empirically testing the hypothesis, showing mixed reaction informed by the findings of the study, five recommendations were made, based on the conclusions arrived at.
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Dellenlöv, Johanna, and Pernilla Tonning. "Influence, Responsibility and Awareness - teachers' and students' attitudes and experiences." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28459.
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In this degree project the concepts of student democracy, student influence, learnerresponsibility and learner awareness are discussed. This has been done in connection to the learner autonomy movement in Sweden and the steering documents at a secondary school level. Our study concerns some teachers’ and students’ attitudes to and experiences of working with these issues in school. We came to the conclusion that the teachers that we interviewed are very aware of what the steering documents say and try to incorporate these essential parts in their teaching. We also found that the students are not at all aware of theconcepts and ideas presented in the steering documents in the same way as the teachers are.Also, the teachers’ and the students’ understanding of these terms differ, something that may lead to a misunderstanding and make it hard to discuss matters connected to student democracy and learner autonomy. A lot of work has to be done in schools in order to make the students more aware and to encourage them to take more responsibility for their learning.
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Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
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Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.
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Apostolou, Maria. "Children's expectancies and teachers' attributions for academic achievement in some English junior schools." Thesis, Durham University, 1985. http://etheses.dur.ac.uk/7595/.
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The Intellectual Achievement Responsibility (1AR) questionnaire was administered to 1292 English school pupils aged 9.8 to 12.5 years. The 51 teachers of those pupils were asked, first, to assess their pupils' degree of acceptance of responsibility for school successes and failures, and secondly, to what they attributed the strength of educational motivation of each pupil. A questionnaire was then given to 57 trainee-teachers to find what they would say to children who had failed to do some work successfully for (as the trainees thought) various different reasons. The teachers proved poor judges of acceptance of responsibility in their pupils. Also, they never referred to this as a factor influencing motivation. Teachers concentrated on influences not amenable to change. When trainees were induced to attribute pupil failure to unchangeable influences, they would make comments to pupils that were less helpful and motivating than otherwise.
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Rikner, Amanda. "Waldorf Teachers and Environmental Issues : - Behavior, Values, Attitudes and Feelings of Responsibility." Thesis, Linnaeus University, School of Education, Psychology and Sport Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-5784.
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Today it has become critical that people adapt their behavior and lifestyles to environmental constraints. Teachers are supposed to teach pupils to accept personal responsibility in regard to these problems. The pedagogies of Waldorf and public schools have different outlooks on nature, hence it was hypothesized that Waldorf and public teachers would differ in regard to pro-environmental behavior and factors explaining such actions. An e-questionnaire measuring pro-environmental behavior, biospheric and altruistic values, feelings of personal responsibility, and pro-environmental attitudes was filled out by 68 Waldorf teachers and 73 public teachers from different municipalities in Sweden. The results suggest that Waldorf teachers report higher biospheric values (partial eta2 = .46, p < .001), more pro-environmental behavior (partial eta2 = .39, p < .001), more feelings of personal responsibility, (partial eta2 = .32, p < .001), and higher altruistic values (partial eta2 = .12, p < .001), than public school teachers do. There were a few limitations in reliability and possibly with social desirability. However, the present study paves the way for an understanding of how pedagogy can be of help in preventing further environmental problems.
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Brooks-Reed, Fiona Margaret. "National context and teaching : secondary school teachers' conceptions of their work and professional responsibility in England and Germany." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297968.
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Dalben, Tatiany Pertel Sabaini. "O Papel da Tradução na Formação Inicial de Professores de Língua Inglesa." Instituto de Letras, 2016. http://repositorio.ufba.br/ri/handle/ri/27001.
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RESUMO Até recentemente, a tradução parece ter sido ignorada no campo da Linguística Aplicada (LA). Nas últimas décadas, porém, começaram a surgir alguns estudos e publicações que enfatizam a necessidade de repensá-la como atividade importante para o processo de ensino/aprendizagem de língua estrangeira (LE) (COOK, 2010). Mesmo assim, poucas pesquisas têm investigado o uso da tradução na formação inicial de professores de LE no Brasil. Dessa forma, este estudo em nível de doutorado tem como principal objetivo verificar e discutir a contribuição da tradução para a formação inicial de professores de língua inglesa (LI) em um curso de graduação em Letras, principalmente com relação ao desenvolvimento da competência linguístico-comunicativa (CLC), da competência comunicativa intercultural (CCI), do processo de conscientização sobre verdades e realidades e da responsabilidade ética do futuro docente. Ao buscar cumprir tal objetivo, esta pesquisa também está i) preenchendo a lacuna existente na literatura das áreas da LA e dos Estudos de Tradução; ii) promovendo discussão em torno da desconstrução de crenças e mitos sobre o uso da tradução em sala de aula de LI; e iii) problematizando a política de ensino com relação ao uso da tradução nesse contexto. Para tanto, esta pesquisa qualitativa, interpretativista, utiliza o método etnográfico para realizar um estudo ocorrido nos dois primeiros semestres do Curso de Letras/Inglês da Universidade Estadual de Santa Cruz (UESC) em Ilhéus, Bahia, em 2014. As descrições das análises exibem os resultados coletados a partir de 4 (quatro) tipos de instrumentos: a) 2 (dois) questionários – 1 (um) para os 31 (trinta e um) professores de LI em formação (PLIF) e 2 (dois) para os 2 (dois) professores formadores (PF); b) 8 (oito) atividades de tradução realizadas pelos PLIF; c) registros etnográficos coletados durante a observação da aplicação de tais atividades em sala de aula; d) 4 (quatro) entrevistas semi-estruturadas – 2 (duas) para os 2 (dois) PF e 2 (duas) para os PLIF. Para o desenvolvimento deste estudo, respaldo-me na perspectiva desconstrutivista (DERRIDA, 1967/1971, 1967/2011; ARROJO, 1986/2002, 1992/2003; OTTONI, 2005), através da qual se pode considerar a tradução uma prática de leitura, de interpretação, um processo produtor e transformador de significados que ocorre a partir de um jogo marcado pela ausência de um centro ou de uma ‘origem’, um movimento de suplementariedade do qual fazem parte aspectos diversos que compõem a escritura (écriture). As análises demonstraram que, através da tradução, os PLIF desenvolveram aspectos da CLC (ALMEIDA FILHO, 1993/2002, 2014), pois adquiriram conhecimento sobre a estrutura da LI e demonstraram saber usá-la para construir seus textos traduzidos. Além disso, os professores em formação desenvolveram habilidades, atitudes e conhecimentos que compõem a CCI (KRAMSCH, 1993; BYRAM, 1989, 1997; BYRAM et al., 2002), como, por exemplo, a elaboração de conhecimentos plurais sobre línguas, culturas e sociedades; a superação de preconceitos linguísticos e culturais; a abertura para aceitação das diferenças; a ampliação dos conceitos de língua e cultura, dentre outros. Por fim, as análises também indicaram que a prática da tradução favoreceu o processo de conscientização sobre verdades e realidades (FREIRE, 1979, 2002) dos PLIF, os quais, ao fim e ao cabo, se revelaram sujeitos crítico-reflexivos, curiosos e questionadores das verdades absolutas, além de terem desenvolvido a percepção sobre a sua responsabilidade ética (FREIRE, 1996/2013) que deve permear sua prática educativo-crítica.
ABSTRACT Until recently, translation seems to have been ignored in the field of Applied Linguistics (AL). However, in the last decades, it has become a theme of some researches and publications which claim it must be ‘reintroduced’ within the foreign language (FL) teaching classroom (COOK, 2010). All the same, little investigation has yet been done on the implications of its use for undergraduate English language (EL) students pursuing their certification in Brazil. In this line of thought, this PhD research proposes to verify and discuss the contribution of translation as a practice for the professional preparation of pre-service EL teachers in the undergraduate course of Letras, especially concerning the development of the linguistic-communicative competence (LCC), the intercultural communicative competence (ICC), the process of consciousness about truths and realities and ethical responsibility. In pursuit of such an objective, this work also: i) bridges the gap in the literature in the areas of AL and Translation Studies; ii) promotes discussions on the deconstruction of beliefs and myths about the use of translation within the FL classroom; and iii) problematizes teaching politics regarding the use of translation in this context. Therefore, this qualitative, interpretative research used ethnographic methods to carry out a study in the first and second semesters of an undergraduate group of EL students in the State University of Santa Cruz (UESC) in Ilhéus, Bahia, in 2014. Through the analysis, I searched to understand and describe the results collected from 4 (four) types of instruments: a) 2 (two) questionnaires – 1 (one) for the 31 (thirty) students and another for the 2 (two) professors); b) 8 (eight) translation and reflective activities undertaken by the students in the classroom; c) ethnographic notes collected from class observations; d) and 4 (four) semi-structured interviews – 2 (two) for the 2 (two) professors and 2 (two) for the students. As for the interpretation of data and the development of the study, I relied on the deconstructive perspective (DERRIDA, 1967/1971, 1967/2011; ARROJO, 1986/2002, 1992/2003; OTTONI, 2005), which views translation as a reading and interpretative practice, a process of meanings production and transformation, that occurs as a play within language characterized by the absence of a center or origin, a move of supplementarity formed by various aspects that compose the writing (écriture). The results show that through the use of translation in EL classrooms, Letras undergraduate students are able to develop aspects of the LCC (ALMEIDA FILHO, 1993/2002, 2014), once they acquired knowledge about the structure of the EL and demonstrated to know how to use it to communicate through their translated texts. Moreover, the results also indicated that through the practice of translation, these students could develop ICC abilities, attitudes and knowledge (KRAMSCH, 1993; BYRAM, 1989, 1997; BYRAM et al., 2002), such as plural knowledge about languages, cultures and societies; overcoming linguistic and cultural prejudice; improvement of the concepts of language and culture, among others. Finally, the analysis also showed that translation can favor the process of consciousness about truths, realities and practices (FREIRE, 1979, 2002), since the undergraduate EL students became more curious and inquisitive about pre-established and absolute truths. It has promoted a critical-reflexive attitude towards various aspects and contributed to the development of the perception of their ethical responsibility (FREIRE, 1979, 2002, 1996/2013) and, as such, pervade their critical practice in education.
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Gill, Rupert. "My personality, whose responsibility? : equal opportunity for integrity : what the metaphysics of the person can teach luck-egalitarians about responsibility." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/246768.
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Contemporary egalitarianism has been defined by its attempt to render the distribution of resources 'responsibility-sensitive'. The core intuition is that if someone is responsible for the fact that he is worse off than others then the inequality ought not to raise the concerns of justice. Perhaps the central challenge facing this approach is to establish the 'cut' between what people can rightly be held responsible for, and what not. The basic principle adopted has been that ascriptions of responsibility ought to track the distinction between chance and choice. People ought not to be held responsible if they are worse off than others on account of bad luck, but should bear responsibility for their situation if it results from their choices. What is surprising, though, is how little work has been done to establish where luck ends, and responsibility begins - whether the preferences that someone has instilled in him through upbringing, for example, are his responsibility, or simply a matter of luck. Philosophers have posited that the cut should be based on metaphysics - on whether a preference has been 'genuinely', freely, chosen; or that because as a matter of course in our everyday ethical lives we hold people responsible for their personality as a whole, we should do so at the level of distributional justice, too. But they have not examined in any depth whether these controversial bases are coherent or fully justify the distribution sought. This thesis remedies that shortfall. It examines in detail the distinction between responsibility and luck, and the reason it might be desirable as the basis for the distribution of resources. My conclusion is that whilst responsibility for the costs of one's life requires a more stable basis than is offered by everyday ethical practice, it cannot plausibly be provided by 'genuine', free, choice. Instead, ascriptions of responsibility ought to be guided by an agent's identification with a preference, understood in terms of the broadly metaphysical matter of the role and place of the preference in the structure of the person. Where an agent identifies with a preference, I argue, there ought to be a presumption that he is not responsible for its cost. This presumption is justified by two key claims: people standardly do not choose the preferences with which they identify, rendering it a matter of luck whether the preferences they identify with happen to be expensive or cheap; and identification with a preference gives that preference a significance to its bearer that makes it appealing to provide him with an equal opportunity to fulfil it. To protect people from having to unduly subsidise the life plans of others, though, the cost of those preferences that are not identified with ought, standardly, to be the responsibility of their bearer. I call this novel position, which arms people with an equal opportunity to fulfil the preferences that are most integral to their person, equal opportunity for integrity.
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Nikel, Jutta. "Ascribing responsibility : a study of student teachers' understanding(s) of education, sustainable development and ESD." Thesis, University of Bath, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425775.
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Åberg, Andreas, and Jakob Waller. "English Language Teachers’ Perception of their Role and Responsibility in three Secondary Schools in Jamaica." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35830.
Full textAbstract:
This descriptive research paper looks at English teaching in Jamaica, and examines what perceptions upper secondary school teachers have of the teaching mission, the teacher role and the responsibility that comes with the teacher profession. The paper also examines the teachers’ attitudes towards Jamaican Creole and Standard Jamaican English and the relation between these two languages. The paper discusses inequality connected to language diversity in Jamaica and aims to explore attitudes, language ideologies and educational policies, in relation to English teaching in a Jamaican Creole speaking classroom.The study was carried out with a qualitative approach where semi-structured interviews were conducted with five teachers at three public upper secondary schools in Jamaica. The collected data was analyzed with an explorative approach.The main conclusion drawn from this study is that English teaching in a Jamaican Creole speaking classroom is affected by a number of factors. Firstly, the teachers expressed an ambivalence opinion about what language is or should be the first and second language. Secondly, teaching English in Jamaica is difficult due to the absence of a standardized written form of the students’ vernacular. Lastly, the teacher role is not limited to teach a first or second language, the teachers’ role is extended to include a great responsibility for the students’ future life
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Björkskog, Christofer, and Rami Oinas. "Kan graden av empatisk förmåga predicera utbrändhet hos lärare?" Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-679.
Full textAbstract:
Tidigare forskning har påvisat en signifikant positiv korrelation mellan empati och utbrändhet bland personal inom omvårdnadsrelaterade yrken. Utbrändhet anses överlag vara ett problem inom alla yrken. Läraryrket kan medföra omtanke om elever samt ansvarstagande och ses ibland som ett mycket stressfyllt arbete. Syftet med denna studie var att undersöka om lärares empatiska förmågor går att utpeka som relevanta faktorer vid predicering av utbrändhet. Studien uppmätte empatisk förmåga med enkätfrågor ur Pers Q och nyttjade det validerade instrumentet MBI-GS för att mäta den självupplevda graden av utbrändhet. I motsats till tidigare forskning visade denna studie på signifikanta, negativa samband mellan empatifaktorerna och graden av upplevd utbrändhet. Studien hade en kvantitativ ansats och omfattade 137 respondenter med ett lågt internt bortfall.
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Gant, Monica Minor. "Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.
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Kozel, Sarah D. "Exploring pre-service teachers' sense of responsibility for multiculturalism and diversity: scale construction and construct validation." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407225325.
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Huovinen, A. (Anni). "Business education in transition:a phenomenographical study on Oulu Business School teachers’ perceptions of sustainability and responsibility." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201810062892.
Full textAbstract:
Enhancing sustainable development in the society can be regarded as a key factor in providing a good and safe future for the coming generations. The business sector can be seen as an actor that has a great role to play in doing so. However, business education seems to still have a long way to go before reaching the goal of educating business professionals that take sustainability and responsibility into account as core values in business. The aim of this study is to investigate what the perceptions of the (10) teachers of Oulu Business School in Finland are on sustainability and responsibility, how they have implemented sustainability and responsibility in their teaching, what kinds of challenges they have faced in doing so and how could implementing these topics be enhanced in Oulu Business School. One of the aims of the study is also to find out how the teachers perceive the contradiction between the goals of sustainability and responsibility and on the other hand the goals of neoclassical economic theory that is the prevailing paradigm within business schools. This has been done by utilizing phenomenographical methodology that is interested in people’s conceptions, perceptions and experiences. The teachers have been interviewed in Oulu, Finland, in May and June of 2017. The data has been analyzed by categorizing the utterances into a pool of meanings and by dividing these utterances into further categories which formed the outcome space. The findings of the study show that the teachers of Oulu Business School see sustainability and responsibility as important topics per se. However, the ways in which they see that these topics should be enhanced in the society and who should be responsible for it are different. Some of the teachers see that business school teachers have a great agency in sustainability and responsibility whereas others find that other actors in the society and other teachers in the business school should take responsibility of these issues. It can be argued that some of the perceptions are outsourcing and represent a neoclassical economic paradigm whereas other perceptions represent a change agent perspective that seems to be in line with an ecological modernization paradigm. Based on the empirical findings of this study and on previous research on the subject, the possibilities of critical pedagogy in enhancing sustainability and responsibility in business education are being discussed in the end of the study and practical suggestions for doing so are given at the levels of curriculum as well as teaching and study methodsKestävän kehityksen edistämistä yhteiskunnassa voidaan pitää keskeisenä tekijänä hyvän ja turvallisen tulevaisuuden takaamisessa tuleville sukupolville ja liiketoiminta-alan voidaan nähdä olevan tässä avainasemassa. Vaikuttaa kuitenkin siltä, että kauppatieteiden koulutuksella on vielä matkaa tavoitteeseensa kouluttaa liike-elämän ammattilaisia, jotka ottavat kestävyyden ja vastuullisuuden huomioon liiketoiminnan keskeisinä arvoina. Tämän tutkimustyön tarkoitus on selvittää, mitkä ovat Oulun yliopiston kauppakorkeakoulun opettajien (10) käsitykset kestävyydestä ja vastuullisuudesta, miten he ovat toteuttaneet kestävyyttä ja vastuullisuuta omassa opetuksessaan, millaisia haasteita he ovat kokeneet siinä, ja miten näiden aiheiden toteuttamista voitaisiin edistää Oulun yliopiston kauppakorkeakoulussa. Tämän tutkimuksen tarkoituksena on myös selvittää, miten opettajat käsittävät ristiriidan kestävyyden ja vastuullisuuden tavoitteiden ja kauppakorkeakouluissa vallitsevan ajatusmallin, uusklassisen taloustieteen tavoitteiden välillä. Tutkimus on tehty hyödyntämällä fenomenografista tutkimusmenetelmää, joka on kiinnostunut ihmisten käsityksistä, ymmärryksestä ja kokemuksista. Opettajia on haastateltu Oulussa touko- ja kesäkuussa 2017. Tutkimustiedot on analysoitu lajittelemalla ilmaisut merkitysyksikköjen joukoksi ja jakamalla nämä ilmaisut eteenpäin kategorioiksi, jotka muodostavat tulosavaruuden. Tutkimuksen tulokset osoittavat, että Oulun kauppakorkeakoulun opettajat näkevät kestävyyden ja vastuullisuuden itsessään tärkeinä aiheina. Heillä on kuitenkin erilaisia näkemyksiä siitä, miten näitä aiheita tulisi edistää yhteiskunnassa, ja siitä, kenen tulisi olla siitä vastuussa. Joidenkin opettajien mielestä kauppakorkeakoulun opettajilla on suuri vaikutusmahdollisuus kestävyydessä ja vastuullisuudessa, kun taas toisten mielestä muilla yhteiskunnan ja kauppakorkeakoulun tekijöillä ja yksilöillä tulisi olla vastuu näistä asioista. Voidaan väittää, että osa käsityksistä on ulkoistavia ja edustaa uusklassista taloustieteellistä ajatusmallia, kun taas osa käsityksistä edustaa muutosagentti-näkökulmaa, joka vaikuttaa olevan yhteneväinen ekologisen modernisaation ajatusmallin kanssa. Tämän työn empiiristen tutkimustulosten ja aiempien kriittistä pedagogiikkaa koskevien tutkimusten perusteella työn lopussa kartoitetaan kriittisen pedagogiikan mahdollisuuksia kestävyyden ja vastuullisuuden edistämisessä kauppatieteiden koulutuksessa ja annetaan käytännön ehdotuksia tämän toteuttamiseksi niin opetussuunnitelmatasolla kuin opetuksen ja oppimismetodien tasolla
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Corfield, Jill Ruth. "An exploration into the understanding of the responsibility for teaching children and young people with challenging behaviours : perspectives on supporting these pupils in mainstream classrooms." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/22709.
Full textAbstract:
The overall aim of this research is to explore my interest in the influences on teachers’ attitudes towards behaviours which challenge them and to illuminate my experiences and perspectives through those of others. It sets out to explore and to gain understanding about what affects how teachers feel about supporting pupils in mainstream classrooms with behavioural difficulties. As a Special Educational Needs Co-ordinator (SENCo) in a secondary school, I saw the difference a teacher’s style of classroom leadership could have on children’s engagement with school and learning. I became extremely frustrated with the way that some teachers appeared to have little inclination to meet the needs of some of the pupils in their classes, particularly those with special educational needs. Comments such as “S/he’s one of yours! YOU deal with it,” because the children were on the Special Educational Needs Register, summarised this. Here, I attempt to scrutinise what may affect teachers’ understanding of their responsibility towards the specific special need of challenging behaviour. For the research, fifteen in-depth interviews were carried out with a variety of professionals whose roles involved supporting the needs of pupils whose behaviour can challenge teachers. All the participants were asked the same questions and a hierarchical questioning structure was used (Tomlinson 1989). The responses indicated a diverse range of factors influencing teachers’ tolerance towards challenging behaviours and these were used to construct a framework which gathers these together. The research has implications in two main areas; the links between school ethos and teachers feeling supported and able to manage challenging behaviours and the development of opportunities to share good practice.
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Mergler, Amanda Gay. "Personal responsibility : the creation, implementation and evaluation of a school-based program." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16382/.
Full textAbstract:
We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.
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Mergler, Amanda G. "Personal responsibility : the creation, implementation and evaluation of a school-based program." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16382/1/Amanda_Mergler_Thesis.pdf.
Full textAbstract:
We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.
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Jonson, Susann, and Elisabeth Olsson. ""Det är de modiga eleverna som söker" : Några lärares erfarenheter och tankar om lärlingsutbildning på Barn- och fritidsprogrammet i gymnasieskolan." Thesis, Linnéuniversitetet, Institutionen för teknik, TEK, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-9648.
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Voorheis, Grace. "Dialogue education is effective as a method to teach maternal toddler feeding practices." DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1431.
Full textAbstract:
Title: Dialogue education is effective as a method to teach maternal toddler feeding practices
Objectives: 1) Measure the effectiveness of one or two workshops using dialogue education to teach healthy toddler feeding practices, specifically a) to allow child self-regulation of satiety, b) to maintain a schedule for meals and snacks and c) to role-model healthy eating when compared to a control group. 2) Measure the effectiveness of dialogue education to teach appropriate stages of growth in order to increase mothers’ ability to know when their children are at a healthy weight compared to a control group
3)Compare baseline maternal toddler feeding practices between low-income Latina mothers participating in Early Head Start (EHS) and Early Migrant/Seasonal Head Start (EMSHS).
Methods: Sixty six mothers participating in EHS (n=25 and EMSHS (n=41) completed a 24 item Likert scale (1 to 5 with 1=Never/Not confident/Extremely unlikely, 5=Always/Very confident/Extremely likely) to assess behavior, self-efficacy and intent regarding 3 domains of toddler feeding practice: self-regulation of hunger and satiety, scheduling meals and snacks, and parental role modeling. Mean Likert scores for each question were analyzed by subgroup. A two-part educational intervention was developed to improve these three domains of healthy toddler feeding practices and knowledge of stages of growth. Participants were recruited primarily from EMSHS and were grouped based on level of participation (1 workshop, 2 workshops or control).
Results:
Objective one:One-way ANOVA analysis showed improvement from baseline to post-intervention for self-regulation (baseline x=3.130 0.499; post-intervention x=3.496 0.603; p=0.030) and role-modeling behavior (baseline x=3.757 ; post-intervention x=4.096 0.581, n=23, p=0.035) for those who participated in one or two workshops. Two-sample t-tests of post-intervention scores between control and a combined intervention group (Group 1 and Group 2) showed that the combined group scored significantly higher in allowing self-regulation behavior (control x=3.036 , n=11; combined intervention group x=3.496 0.603, n=23, p=0.016). Regression showed that intent (p=0.03) and self-efficacy (p
Objective two: No significant changes in self-efficacy or knowledge of stages of growth were observed among the three treatment groups. Perceptions of healthy weight did not change significantly from baseline to post-intervention.
Objective three: Mothers in EHS and EMSHS groups were similar for the most part in their parental feeding practices. The EMSHS mothers maintained a schedule for meals and snacks more than EHS mothers (EMSHS x=3.323 , n=41, EHS x=2.850 , n=25; p=0.004). The EHS mothers, however, limited sweets more frequently than EMSHS mothers (EMSHS x=3.28 , n=41, EHS x=2.66 , n=25; p=0.024). Levels of self-efficacy and intent were similar for both groups, with EHS mothers scoring higher for confidence in staying calm during stressful meal times (EHS x=3.24 , n=25; EMSHS x=2.56 , n=41; p-value=0.004) and intent to allow self-regulation (EHS x=4.125 , n=8; EMSHS x=3.532 , n=25; p-value=0.068). Early Head Start mothers also identified the importance of exercise in maintaining a healthy weight significantly more than EMSHS mothers (p=0.031).
Conclusion:
Dialogue education is effective as a method to improve some aspects of authoritative feeding behavior. One workshop was sufficient to observe improvements in self-regulation and role-modeling behavior. No improvements were observed in self-efficacy or knowledge of healthy weights. While similar for the most part, EHS mothers are more authoritative in their feeding practices compared to EMSHS.
Keywords: Toddlers, Head Start, Division of Responsibility, Dialogue Education
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Andersson, Jessica, and Anna Frisén. "Trygg på skolgården? : En kvalitativ studie om faktorer som skapar trygghet och otrygghet enligt yngre elever." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2856.
Full textAbstract:
Enligt styrdokumenten är det lärarens ansvar att få varje elev att känna sig trygg. Syftet är att genom fokusgruppsintervjuer med elever i årskurs 2-3 visa faktorer som kan innebära trygghet respektive otrygghet på en skolgård. Avsikten är att härigenom identifiera faktorer som påverkar elevers upplevelser av trygghet respektive otrygghet. Vi vill också undersöka om det finns särskilda områden som utgör potentiella riskzoner för eleverna.
Vi började med att göra en pilotstudie som testade frågorna. Därefter genomfördes intervjuer med elever i årskurs 4-5. Vi har använt oss av en kvalitativ metod med fokusgruppintervjuer. Det genomfördes fem stycken fokusgruppintervjuer med fem elever vid varje intervju.
Vårt resultat visar upp flera faktorer som eleverna antingen upplevde som skapande av trygghet eller av otrygghet. De faktorer som angavs som bidragande till trygghet var bekräftelse ifrån kompisar, att lek skapar gemenskap, skolgårdens storlek, utrymme för lek, tillgång till lekmaterial, frihet i att kunna välja aktivitet och lärarnas närvaro. Faktorer som bidrog till otrygghet var bråk, utanförskap, fordonstrafik och lärarnas frånvaro. Resultat visar också på var det existerar potentiella riskzoner för elever. Slutligen dras det slutsatser om hur trygghet är bundet till det sociala samspelet och en kategorisering av elevutsagor ifrån helt trygg till otrygg görs.
I diskussionen reflekterar vi kring den valda metoden. Därefter diskuteras resultatet och litteraturen i förhållande till den problematik som kan uppstå när man arbetar med olika elever. Även det sociala samspelets positiva fördelar och utanförskapets nackdelar diskuteras samt de pedagogiska implikationer som berör kompisrelationer och konfliktlösning. Slutligen ges förslag på vidare forskning.
According to the steering documents it is the teacher's responsibility to make every student feel safe. The aim is that through interviews with students in grades 2-3 from the focus groups show the factors that can provide security and insecurity in a schoolyard, in order to provide identifying factors that affect students' perception of security and insecurity. We also want to examine whether there are specific areas that constitute potential risk zones for students.
We began by doing a pilot study to test the questions. Subsequently we conducted interviews with students in grades 4-5. We have used a qualitative approach with focus interviews. Five focus interviews with five students at each interview were performed.
Our results show several factors that students either felt created security or insecurity. The factors identified as contributing to security was confirmation from friends, the game creates community, the size of the schoolyard and space for play, access to playmaterial, freedom to choose the activity and the teachers' presence. Factors that contributed to the insecurity was a fight, exclusion, vehicular and teachers' absence. Results also show where there is potential danger zones for students. Finally, the conclusions drawn about how security is tied to social interaction and a categorization of student statements from entirely safe to precarious was made.
In the discussion we reflect on the method chosen. Then discussed the results and the literature in relation to the problems that can arise when working with different students. Although the social interaction positive advantages and disadvantages discussed utanförskapets and the pedagogical implications affecting friend relations and conflict resolution. Finally, suggestions for further research.
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Reynolds-Brewer, Gaynell D. McCarty Toni Morreau Lanny E. "Perceptions held by parents, teachers and elementary-age students with mild disabilities of the importance and responsibility for development of career goals." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803736.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 7, 2006. Dissertation Committee: Toni McCarty, Lanny Morreau (co-chairs), Kenneth Strand, Ming-Gon John Lian. Includes bibliographical references (leaves 76-88) and abstract. Also available in print.
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White, Marisa Lynn. "The Process of Becoming an Advocate for the Counseling Profession: A Qualitative Analysis of Counselors’ Development toward Advocacy." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258153249.
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Finck, Louise. "Elevers ansvar och inflytande. En undersökning om elever och lärares uppfattningar om elevers ansvar och inflytande i utbildningen. Pupils' responsibility and influence. A survey of pupils and teachers opinion on pupils’ responsibility for and influence over the education." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36538.
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Finck, Louise (2005). Elevers ansvar och inflytande. En undersökning om elever och lärares uppfattning om elevers ansvar och inflytande i utbildningen. Pupils’ responsibility and influence. A survey of pupils and teachers opinion on pupils’ responsibility for and influence over the education. Skolutveckling och ledarskap. Lärarutbildningen 60p Malmö högskola.Syftet med mitt examensarbete är att skildra elever och lärares uppfattningar om elevernas ansvar och inflytande i utbildningen samt att analysera deras redogörelser i förhållande till varandra samt lärarnas beskrivningar till de mål och riktlinjer som finns för elevernas ansvar och inflytande i Lpo -94. Mina frågeställningar är: Har eleverna och lärarna samma uppfattning om hur elevernas ansvar och inflytande gestaltas i utbildningen samt överensstämmer lärarnas syn på elevernas ansvar och inflytande med de mål och riktlinjer som finns i Lpo -94.För att nå syftet har jag använt en kvalitativ metod med öppna intervjuer för att skildra åtta elevers och två lärares upplevelser och föreställningar angående elevernas ansvar och inflytande i utbildningen. Den litteratur som jag presenterar belyser yngre elevers upplevelser av skolan samt vilka förutsättningar som bör finnas i skolan om elever ska ha möjlighet att utöva inflytande och ansvar i utbildningen.Resultatet av undersökningen tyder på att eleverna och lärarna har en relativt samstämmig uppfattning om elevernas inflytande och ansvar i utbildningen. Resultatet visar även att lärarnas syn på elevernas ansvar och inflytande överensstämmer väl med föreskrifterna i Lpo -94.Slutsatsen i min undersökning är att i den klass där jag genomförde mina intervjuer finns de förutsättningar som är behövliga för att elever ska kunna utöva ett reellt inflytande och ansvar i skolan. Lärarna i klassen tycks verkligen vilja lyssna till vad deras elever har att säga och sträva efter att ge dem inflytande i utbildningen. Något som jag anser att alla pedagoger bör sträva efter, så att alla elever får uppleva ett demokratiskt förhållningssätt som bygger på principen om alla människors lika värde. Mitt förslag till fortsatt forskning är att undersöka hur de äldre eleverna på samma skola upplever sitt inflytande och ansvarstagande i utbildningen och jämföra det med de yngre elevernas uppfattning.