To see the other types of publications on this topic, follow the link: Teacher Review and Development.
Dissertations / Theses on the topic 'Teacher Review and Development'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teacher Review and Development.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hopkins, Phillip, and n/a. "The teacher's voice : appraisal, development, and implications for professional identity : responses to teacher review and development plans in ACT secondary schools, 1990-1999." University of Canberra. Education, 2004. http://erl.canberra.edu.au./public/adt-AUC20061129.131120.
Full textAbstract:
This research explores the responses of eleven teachers, drawn from teaching, managerial,
policy, and union levels, to their involvement in the development and implementation of
Teacher Review and Development (TRAD) and Individual Development Plans (IDP).
Through a case study methodology that uses a phenomenological approach, this research
found that TRAD and IDP had little credibility as tools of teacher development or appraisal
for teachers because of a range of complexities that included the politicisation of the
processes, a lack of financial and resource support, and varied quality control measures.
The research elicited a list of criteria for successful design and development of appraisal
processes. These are detailed in Chapter Five of the thesis. They are rigorous monitoring and
modelling of the processes, clear goals with stated end dates and recognition for involvement,
appraisal that is integrated in existing work practices and based on shared understandings of
work value, the provision of resources and time targeted at the appraisal process, a
commitment to identifying and acting on inefficiencies, appraisal that is focused on teacher
development and not directly linked to salary "reward".
The research concludes that authentic teacher review and development will not take place
until teachers themselves take on the responsibility, as a professional group, external to
their employer, for the design of teacher review and development.
2
Wong, Hoi-shan. "Peer coaching in action research as a lived practice for teacher professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35684938.
Full text
3
Keck, Judith Diane. "A historial review of the organization and development of teacher education in the State of Florida a case study /." Gainesville, FL, 1985. http://www.archive.org/details/historicalreview00keck.
Full text
4
Wong, Hoi-shan, and 黃愷珊. "Peer coaching in action research as a lived practice for teacher professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35684938.
Full text
5
Greene, Andrea Paige. "A Review of LEAD PD Writing in the Content Areas: Measures of Teacher Self-Efficacy and Student Performance." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1929.
Full textAbstract:
Data from recent college and career readiness measures indicate an alarming number of students are beginning college courses unequipped with the necessary writing skills to meet the demands of these courses. This, in addition to the Common Core State Standards, leave many teachers feeling underprepared to effectively teach writing. The current study sought to evaluate the effectiveness of LEAD PD: Writing in the Content Areas, a writing professional development initiative for teachers grounded in the writing standards and best practices of writing instruction. In partnership with a university of higher education, teachers from a local middle school were trained to Learn new information, Embed it into their instruction, Assess the effectiveness of instruction, and Disseminate their findings. The LEAD PD model was evaluated through ratings of teacher self-efficacy related to writing using the Teacher Personal Efficacy Survey and the Teacher Professional Efficacy Survey. Student writing performance was measured through the use of the Kentucky Online Testing (KYOTE) Writing Assessment Rubric. Results of this study indicated that teacher attitudes towards personal writing abilities did not change as a result of the LEAD PD training. However, increases in overall feelings of self-efficacy towards professional writing instruction were observed. Additionally, increases and/or changes were not always observed in teacher actions such as frequency of student engagement in writing tasks and effective feedback. Finally, significant increases were noted from pre/post scores on student writing samples.
6
Hill, Betty J. "Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453.
Full text
7
Hitt, Sara Beth, and A. I. Kemp-Inman. "Identifying Evidence-based Practices Online: a Review of Sources and Recommendations for Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4062.
Full text
8
Jacobs, Cindy S. "Accreditation in Teacher Education: An Analysis of the Costs and Benefits Associated with NCATE Peer Review." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/251.
Full textAbstract:
The purpose of the present study was to examine the costs incurred and the benefits realized by institutions participating in the NCATE accreditation process and to formulate a cost-benefit model to guide teacher training institutions who are assessing the value of peerreview by NCATE. The study utilized quantitative methodology with a descriptive research design. The study featured researcher-designed questionnaires: Accreditation Cost-Benefit Analysis Scale for faculty (ACBAS) and the Costs Inventory Analysis (CIA) for administrators and was administered to a purposive sample of faculty and administrators at 54 colleges of education that had participated in the NCATE accreditation process and sitevisit during the period of January 2003-December 2004.
The data indicated that faculty and administrators hold distinct perceptions regarding the benefits, costs, and other issues related to NCATE accreditation. Administrators specified the mean cost of NCATE accreditation was approximately $100,000, on average, as indicated by an analysis of the data provided on the CIA. Furthermore, a discriminant analysis of the data confirmed that administrators and those faculty considerably (7-10 hours per week) involved in the accreditation process had a greater appreciation for the benefits and costs of NCATE accreditation than did those faculty and significantly (3-6 hours per week) or only moderately (0-2 hours per week) involved. Finally, the data indicated that there was no difference in the perceptions between faculty and administrators regarding costs, benefits, and other issues related to accreditation when measured on the ACBAS.
9
Nye, Elizabeth. "Classroom behaviour management to support children's social, emotional, and behavioural development." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1.
Full textAbstract:
Introduction: Children's social, emotional, and behavioural difficulties are associated with reduced academic performance, stressed teacher-child relationships, and other negative academic and life outcomes. The Incredible Years Teacher Classroom Management (IY TCM) programme is one intervention developed to address problematic behaviours via training teachers to use positive and proactive management strategies. The overall aim of this DPhil is to use the Incredible Years Teacher Classroom Management programme as a case study for applying mixed methods at the systematic review level to ascertain what is known about both the programme's effectiveness and how people experience the course, and subsequently to use the systematic review's findings as a springboard (rather than as an end goal) for more exploratory research into 'for whom' the programme might work. Method: Study One is a mixed methods systematic review of IY TCM. It applied multilevel meta-analysis to RCT outcome data and grounded theory meta-synthesis to interview and focus group data on stakeholders' experiences of IY TCM. Quantitative and qualitative findings were cross-synthesised and mapped using an integrative grid. Study Two moves the field forward by filling a gap in the evidence base, as identified in Study One. Semi-structured telephone interviews were conducted with special educational needs coordinators (SENCos) across Devon, exploring the acceptability and appropriateness of expanding IY TCM to the subgroup of children with special educational needs (SEN) in mainstream schools. Data were analysed thematically and mapped onto IY TCM content. Results: In Study One, nine studies reported across 14 papers met inclusion criteria for either quantitative or qualitative strands of this systematic review. Multilevel meta-analysis of RCTs (n=4) indicated that the programme produced teacher- and child-level results in the desired directions. Clear trends across all measured outcomes favoured the intervention group over the treatment-as-usual comparison. Qualitative meta-synthesis (n=5) illuminated a cyclical learning process and broader conceptualisation of teacher and child outcomes than was evident in the quantitative evidence. Notably, RCT data on teacher outcomes were limited to self-reported or observed behaviours, while teachers described other benefits from IY TCM including increased knowledge and emotional well-being. Cross-synthesis of findings from the two review strands highlighted harmony across the RCT and qualitative evidence but also a number of areas in which constructs that were prioritised by one type of research were not integrated into the other. Study Two generated classroom management strategies from SENCos, which aligned closely with strategies taught in IY TCM, indicating that IY TCM would be both acceptable and applicable (if not sufficient) for use when working with children identified with SEN and behavioural difficulties in schools. Discussion: Based on the positive effects of implementing IY TCM despite very few studies to power analyses, the programme appears to offer tangible benefits to both teachers and children. It is possible that results are underestimated due to limited types of outcomes measured and absence of experiential data from additional stakeholders (e.g., parents). Depending on current provision of special educational needs services, schools operating inclusion models are likely to find these strategies beneficial for children identified with SEN, and this subgroup should be explicitly examined in future IY TCM studies.
10
Orreill, Anthony John, and n/a. "Selected effects of a school performance review and development process (SPRAD) on parent participation in a school and parent/teacher relationships : a single site case study." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060823.160212.
Full textAbstract:
School Performance Review and Development (SPRAD) was a major innovation in school
evaluation in the Australian Capital Territory. One of its aims was to encourage teachers
and parents to work together in evaluating and developing policy across all areas of school
life: Administration and Management, Finances, Curriculum and Assessment, Staff and
Student Welfare and overall School Climate.
SPRAD is different from other forms of school review in that it is system-initiated but kept
under the control of the participants. The ACT Department of Education and Training
supplies the resourcing and consultative assistance.
One of the hopes for SPRAD was that, in bringing teachers and parents closer together, it
would create a greater understanding of where each group stood in relation to the other
and strengthen parent/teacher relationships.
The focus areas for this study were parent participation in classroom and related activities,
the various channels of information employed within the school such as school
newsletters, reports and interviews, specific notices and letters relaying matters peculiar to
class groups and school sectors, parent/teacher information-sharing sessions,
parent/teacher involvement in board and P & C activities, and other forms of formal and
informal contact.
The study highlights the differences and similarities between teachers and parents in
relation to "professionalism" and "partnership", and areas of conflict highlighted by
Beacham & Hoadley (1979) who discuss the Fortress Model of Schooling, and Darland
(lanni et al: 1975) who writes of the "anyone can teach attitude" displayed by many
members of the public, i.e. the attitude that because all people have had some experience
of schooling, then their opinions on education carry as much weight as those of the
professionals; the feeling that what was good for them is good for their children, because
they have "been there, done that" and teachers do not really know very much more than
they (the public) do.
SPRAD was seen to be a helpful factor in developing some aspects of parent/teacher
relationships. Satisfaction with parent participation in classroom activities had increased
overall despite some drops in actual parent presence at the activities because of the
movement of children into the Senior areas of the school. Another example was the
lessening of the degree of dissatisfaction with teachers' professional development
programmes, especially pupil-free school development days.
11
McCreery, Elaine. "Promoting children's spiritual development in education : a review of the literature and an exploration of teachers' attitudes." Thesis, Roehampton University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326828.
Full text
12
Phelps, Christine M. "Investigating the development of pre-service elementary teachers' mathematics self-efficacy beliefs and learning goals a review of research and a mixed methods study /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 198 p, 2009. http://proquest.umi.com/pqdweb?did=1833621111&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full text
13
Gardiner-Hyland, Fiodhna. "Preparing student teachers to be teachers of EFL reading : effectiveness of curriculum development and instructional delivery of a Revised Teacher Education Reading Course upon student teachers' delivery methods during teaching practice in the U.A.E." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/9966.
Full textAbstract:
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. Traditionally, language teacher education programs have focused on transmission, product-orientated approaches that are applicable to any teaching context. However, there is a growing shift towards a constructivist, process-orientated perspective where trainee teachers are active participants in learning to teach. This thesis explores the rationale behind shaping and contextualizing curriculum and delivery of a teacher education reading methodology course in a government college system in the United Arab Emirates (UAE), a location that is currently underrepresented in the research literature. Employing a qualitative case study methodology, and drawing upon a range of influences including Vygotskian teacher education constructivist pedagogy, data is drawn from course evaluations, focus group interviews, online discussions and observational analysis. The analysis explores the perceived impact of constructivist teacher education pedagogy on the formation of reading teaching styles during teaching practice at three levels: the perceived impact of curricular changes; the perceived and observed impact of constructivist delivery innovations (systematic microteaching, performance modelling and problem-based learning) and the perceived impact of teacher education pedagogy upon an evolving system of knowledge and beliefs. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati student teachers to teach reading successfully and enact pedagogic change in local government schools is increased. However, while all participants aspired to become agents of change by making a clear distinction between themselves and their past teachers, differences in reading teaching styles were noted for varying ability groups, moving from eclectic to behaviourist styles. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in the other Middle Eastern contexts.
14
Van, Horne Samuel Alexander. "An activity-theory analysis of how college students revise after writing center conferences." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1187.
Full textAbstract:
Although researchers in composition studies have examined the instructional conditions that help students revise successfully, there is little published scholarship about how college students use feedback from a peer tutor in the revising process. Thus, I designed a qualitative, collective case study to investigate how students revised after writing center conferences. I used the conceptual framework of activity theory to analyze the entire system of student revision. I used the concept of situation definition to examine how students' understanding of writing conferences and rhetorical concepts, such as revision, changed (or did not change) during the writing conference. I analyzed the revisions with a taxonomy from a study by Faigley and Witte (1981).
The findings of this study were centered on two different groups of students who had writing center conferences: those who had specific goals for their writing conferences and those who did not. Students who did not have specific goals for their conferences ceded authority to the writing consultant (the title that this writing center used instead of "peer tutor") who they believed could identify and correct sentence-level errors. When these students revised, they almost always integrated direct feedback about how to correct errors in grammar and mechanics because they believed that their instructors valued writing that was free of errors. But these students only integrated indirect feedback about microstructure revisions if they believed that the revisions were important to other aspects of the activity system such as their instructors. Students rarely made macrostructure revisions, but writing consultants rarely discussed this kind of revision.
The writing consultants and the students without specific goals for their conferences had different situation definitions of the purpose of a writing conference and how to meaningfully revise their writing. The writing consultants did not try to promote situation re-definition by moving the discussion away from the text toward a conversation about the strategies that the student used to produce the draft. The conducted the conference at the level of the student in order to fulfill the student's agenda. This contradicted the main philosophy of the writing center, which was that a conference should be a productive conversation about the ideas in a piece of writing.
The second group of students, who had specific goals for their conferences, consisted of writing consultants who also had writing conferences with other writing consultants. Writing consultants shared the same situation definition of the purpose of a writing conference and this led to them having productive conversations that framed the act of revision in a more complex way than "revising for the instructor." However, their conferences were focused on how to revise the text, so the consultants also did not try to promote situation re-definition to help their peers develop new writing strategies.
The faculty in this research study had differing conceptions of the purpose of the writing center, but their situation definition was closer to that of the students who believed that the writing center was for helping students edit their texts. Instructors used the writing center as a resource to help their students revise their writing, but those who believed the writing center was only for basic writing assignments did not use the writing center or relied on writing consultants with specialized knowledge to help them.
An important implication of this research is that peer tutors should be trained to elicit the students' situation definitions of what a writing conference is for and what it means to meaningfully revise. In this way, peer tutors can structure an activity that focuses on helping students to develop situation definitions that are more appropriate for successfully revising their academic writing and for completing future writing projects. Writing centers can also work to help instructors develop more appropriate situation definitions of what a writing conference can do for their students.
15
Yoyo, Sindiswa. "A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61767.
Full textAbstract:
This study examines how the implementation of CAPS Life Skills curriculum training (as a recontextualising process) is engaging teachers in environmental education. The research was centred on training manuals for Life Skills (Official Recontextualisation Field) and their use in CAPS training at district level in two Eastern Cape sites of recontextualisation (Professional Recontextualisation Field). During the training, teachers developed lesson plans that were reviewed and group interviews were conducted on the training process and its outcomes. The manuals, training process, lesson plans and interview transcripts were analysed for evidence of environmental education, notably content, teaching and learning methods and assessment strategies. Bernstein’s (1990) framework of the pedagogic device underpins this study. Here the concept of the relay is key for tracking the "relay” of the content, teaching and learning methods and assessment strategies through the processes of recontextualisation into the lesson plans for the field of production. During the process of de-location and relocation, gaps are created and this study sought to track and probe patterns of omissions that took place during the relay process in two cases of training. The review of the in-service training course process of recontextualisation and its cascading approach exposed challenges of omission as it became clear that at each level of the recontextualisation process, gaps were apparent. The study highlighted how the 3-5 day workshop process reviewed was not a robust model for professional development. It was not effective and changes in the mode of delivery and processes of support that reach into curriculum practice in the context of the school are recommended. The study concludes that there is a need for continuous professional development as teachers need ongoing support especially for a "new” curriculum like CAPS that is content driven.
16
Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2012.Bibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
17
Binks, Peter. "Teacher biography and teacher development : considerations for development through dialogue." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020466/.
Full textAbstract:
The thesis addresses the importance of the biographical in questions relating to professional development arguing that biography illuminates how individuals acquire knowledge and how perspectives on development are formed. From a perspective of Developmental Systems Theory change and development for teaching is viewed as selfreflexivity — a more contextually relevant concept than self-understanding. In exploratory interviews, different temporal orientations between teachers emerge. Extended, interpretative interviews take place employing an interview guide to test the link between biography, knowledge acquisition, practice and development. Five case studies are developed featuring teachers chosen for their diversity and interest and potential to contribute to an emergent theory. Respondents have been teaching colleagues for an average of ten years. A major theme is a differentiated ability to integrate past and present. This also relates to the degree of self-reflexivity. In addition, it is associated with a more differentiated approach to the future and development. Those embracing the future are more inclined to work collaboratively, have a flexible student oriented approach to planning and practice and are likely to engage in critical reflection. From this perspective, teacher development should emphasise goals of coherence and complexity. The process of dialogue is a crucial means of facilitating these. Key elements in a possible design for dialogue are developed through interviews and observations focusing on teacher learning experiences. Different pathways to dialogue relate to different biographical profiles and learning maps. Pathways for facilitating dialogue amongst teachers with a past time orientation are proposed. The model of development through dialogue so constructed meets the challenge of the present and allows individuals and organisations to negotiate the future with confidence.
18
Biehl, Paola Gabriella. "Tracing teacher development." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/167711.
Full textAbstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016Made available in DSpace on 2016-09-20T04:13:06Z (GMT). No. of bitstreams: 1 339900.pdf: 1143225 bytes, checksum: 868067c8dcc62ec2e8c7becb54c491a8 (MD5) Previous issue date: 2016
Abstract : In the field of English as a ForeignLanguage (EFL) teacher education, special attention must be given to novice teachers, (i.e. the ones working as a teacher for at most three years[Huberman,1993]), so that they can bridge the theory learned at preservice, courses, workshops or academia to the reality of their practice more comfortably and less lengthily. Following one on the main tenets of Vygotsky's (1987) Sociocultural theory (SCT), this study aimed to trace a novice teacher's developmental path, as she was mediated by a more experienced other (in this study, the researcher herself). The guiding question that permeated this study was to what extent the mediating sessions between teacher educator and novice teacher impacted the teacher. In order to answer this research question, the following specific questions were asked: i) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's practice; ii) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's discourse; and iii) if the novice teacher perceived herself differently, felt more confident about her teaching, and in what ways. Qualitative research methods were used to analyze data, which were collected through filmed class observation, filmed feedback sessions (called mediating sessions), and questionnaires. Analysis showed that the mediating sessions did impact the teacher,presenting evidence inboth teacher's discourse and practice, as well as in her self-analysis. These findings support the importance of a teacher educator's intentional and goal-oriented mediation for teachers, especially beginner teachers. The results of this study, while confirming the imperative role of reflective teaching (Richards, 1995) and teacher reasoning (Johnson, 1999), corroborate Vygotsky s (1987) proposition concerning the twisting path of concept development (Smagorinsky, Cook & Johnson, 2003).
No campo de formação de professores de Inglês como Língua Estrangeira (EFL), uma atenção especial deve ser dada aos professores iniciantes, (ou seja, aqueles que trabalham como professor durante, no máximo, três anos [Huberman, 1993]), para que possam relacionar a teoria aprendida em treinamentos, cursos, workshops ou academicamente com a realidade da sua prática de forma mais confortável e menos longa. Seguindo um dos principais princípios da teoria sociocultural (SCT) de Vygotsky (1987), este estudo teve como objetivo traçar o caminho de desenvolvimento de uma professora iniciante, como ela foi mediada por um colega mais experiente (neste estudo, o próprio pesquisador). A questão norteadora que permeou este estudo foi até que ponto as sessões de mediação entre a formadora de professores e a professora iniciante impactaram na professora. A fim de responder a esta questão de pesquisa, foram feitas os seguintes questões específicas: i) Como as interações entre a formadora de professores e a professora iniciante reverberaram na prática da professora; ii) Como as interações entre a formadora de professores e professor principiante reverberaram no discurso da professora; e iii) se a professora iniciante percebeu-se de forma diferente, se sentiu-se mais confiante com seu ensino, e de que forma. Métodos qualitativos de pesquisa foram utilizados para analisar os dados, que foram coletados por meio de observação de aulas filmadas, sessões de feedback filmadas (chamadas de sessões de mediação), e questionários. A análise mostrou que as sessões de mediação realmente impactaram na professora, apresentando evidências tanto no discurso quanto na prática da professora, bem como na sua auto-análise. Estes resultados reiteram a importância da mediação intencional e com foco nos objetivos dos formadores de professores para o desenvolvimento dos professores, especialmente professores iniciantes. Os resultados deste estudo, confirmando o papel fundamental do ensino reflexivo (Richards, 1995) e do raciocínio do professor (Johnson, 1999), corroboram com a proposta de Vygotsky (1987) relativa à trajetória sinuosa (twisting path) de desenvolvimento do conceito (Smagorinsky, Cook & Johnson, 2003).
19
Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.
Full textAbstract:
This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.174 leaves ; 29 cm.
20
Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
21
Simon, Peggy. "A comprehensive review of the stress associated with parent-teacher conferences." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001simonp.pdf.
Full text
22
Valdner, Faith. "Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life." Thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.
Full textAbstract:
Students spend most of their waking hours with their teachers and peers, who are considered to be the significant others, that influence their learning motivation and school life. Whether a student likes to go to school or not, whether she can adjust in school and engage in all learning activities, whether she can get good grades or fail depend not only on herself, but on the significant others. In this study, the aim is to find out how and in what ways teachers and peers influence adolescents in their academic life. Forty-one articles were reviewed to discuss around four research questions: What kinds of influences do peers have on adolescents in the academic context? In what ways do teachers’ high expectations affect the students? What kind of teacher-student relationships do students perceive in order to have positive attitudestowards school and have satisfying outcomes? What aspects in adolescents’ academic life are influenced by teachers’ self-efficacy? Teachers and peers are important motivators in students’ academic life. When the school, teacher and parents are aware of the influences from peers and teachers, they are given a chance to improve the factors involved so that students can learn best in a supportive atmosphere and environment.
23
Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.
Full text
24
Shelton, Michael Patrick. "Teacher Leadership| Development and Research Based on Teacher Leader Model Standards." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628634.
Full textAbstract:
Teacher leadership in schools has evolved many times as schools have looked to utilize teacher leaders in various ways to help support school organization, school reform, and ultimately impact student achievement. The purpose of this study is to develop, and evaluate the impact of a curriculum for leadership development rooted in the Teacher Leader Model Standards. The Teacher Leader Model Standards were published in 2011 by the Teacher Leadership Model Consortium and using those standards as a foundation for research and development, a course was created that provided participants with readings and activities designed to have a positive impact on their understanding of teacher leadership from the classroom perspective.
This study utilized a mixed methods design as participants completed both pre- and post-surveys based on the Teacher Leader Model Standards, as well as participated in focus groups. The data collected in surveys, gleaned from the focus groups, as well as my own field notes were utilized to look at the overall impact of the curriculum in improving teacher efficacy.
The study results indicate that there was a significant impact in teacher efficacy in six of the seven domains assessed.
25
Smith, Lindsay Kay. "Development of assessment in hip arthroplasty review." Thesis, University of the West of England, Bristol, 2011. http://eprints.uwe.ac.uk/32379/.
Full textAbstract:
This thesis describes the development of criteria in hip arthroplasty review. The insertion of a hip replacement brings relief from pain and improved function but the artificial joint does not last indefinitely. Periodic review provides the opportunity to assess the state of the joint in order to identify a failing hip arthroplasty. A literature search was conducted on the subject of failing hip arthroplasty and the findings are summarised. There was a lack of standardisation of methodology but an emphasis on the need for review because of the commonly asymptomatic nature of a failing hip arthroplasty. The review process has traditionally been completed by medical members of the orthopaedic team but there has been a recent change to include non-medical health professionals in this work. A lack of formalised educational programmes has led to innovative ways of achieving the required competency, and one such method is described for the development of a skill in interpretation of x-ray images of hip replacements. Radiographic assessment is an important component of hip arthroplasty review and includes the measurement of osteolytic lesions, a phenomenon caused by the wear particles produced from the articulating surfaces of the artificial joint. A simple, clinical tool was developed to measure these irregularly shaped lesions and the testing of the tool is described. Finally, a clinical study was conducted to explore the association between changes on a patient reported outcome measure and x-ray changes over the same period of time. The patients had all received a hip replacement approximately seven years earlier (mid-term) and so were at a stage when signs of deterioration of the hip joint were likely to appear. This thesis makes a contribution to the scientific base of arthroplasty review. It demonstrates a training model for non-medical health professions to acquire the skills needed to conduct the review. It employs basic research to develop a simple and reliable tool for use in the clinical situation. It shows that, for patients reviewed at mid-term, it is essential to include an x-ray as well as a joint-specific patient reported outcome measure. This information is important for future service planning and development of practitioners, and is of benefit to patients through adding to the evidence about the criteria for arthroplasty review.
26
Magano, Florence Lesedi. "A review of strategies to address the shortage of Science and Mathematics educators in grades 10-12." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43155.
Full textAbstract:
For an education system to function effectively it is important that its planning
functions are executed effectively and efficiently. Among others this implies that the
system must know what the teacher supply and demand is and how it will change in
time. If the teacher supply and demand is known it could result in sound intervention
strategies being developed and implemented. Education planners will be able to plan
for the number of bursaries to be awarded and in which subject fields; it will be known
how many foreign teachers to employ and for which subjects. This is the basic
rationale that underpins this study. This study explored the problem of teacher
demand and supply in the Further Education and Training (FET) phase
(Grades 10 to 12) in South Africa and offers a critical analysis of strategies adopted
by Provincial Education Departments in an endeavour to diminish the demand for
teachers, specifically for Mathematics and Science, in rural and poor schools.
Initially the study involved a secondary data analysis to extrapolate the demand and
supply of teachers in Mathematics and Science over the next ten years. The first key
finding of the study was that the data needed for such an analysis does not exist in
any reliable form that would facilitate the development of such a projection. What the
study had to rely on was anecdotal evidence that suggests that a shortage of
Mathematics and Science teachers does exist and that posts are often filled by
unqualified and under-qualified staff.
In the second phase of the research in which the study explored the effectiveness of
strategies developed to address the shortage of Mathematics and Science teachers,
a qualitative research approach was adopted within a descriptive interpretive design.
The views and opinions of human resource managers responsible for post
provisioning in schools were explored through in-depth interviews to understand the
types of strategy adopted by the provinces, their potential to alleviate the problem of
Mathematics and Science teacher shortage in Grades 10 to 12, their success,
challenges and factors internal to the Department of Education that may deter
Provincial Education Departments from achieving their objectives. The findings revealed that Provincial Education Departments (PEDs) do take heed of
strategies developed by the national Department of Basic Education (DBE). However
implementation is far removed from the original intention and no significant impact
results. Although the reasons are not always obvious from this study, a few important
aspects did emerge. First, the strategy developed may not be popular with a
particular province - employing foreign teachers is a case in point. Secondly, focusing
on just a number of schools to improve their results (e.g. as with the Dinaledi schools)
may meet with resistance from educators and teachers’ unions. Thirdly, creating
bursaries for initial teacher education in certain key areas can only be successful if
the number of teachers in need is known. Finally, even the best strategies are
doomed if post provisioning and appointment of staff are dealt with by different
stakeholders.
Based on the findings, it is recommended that both the DBE and PEDs ensure that
quality education management information is collected and maintained. Information
that is reliable and accurate will inform planning and key decisions to ensure that the
supply of teachers is based on a specific need. As such, deficiencies in skills that are
in short supply such as Science and Mathematics can be averted and better
opportunities can be created for new teacher graduates. While an improved
performance of learners in these subjects is requisite for related study fields at
universities, the Dinaledi schools must be adequately supported and such a model
applied to other schools. The employment of foreign teachers on short-term contracts
does not create stability in schools, therefore, their employment must be
standardised.
Significantly, retention in rural and poor schools is a problem since they struggle to
attract quality teachers; for that reason teacher incentives are indispensable. Making
a declaration for unqualified and under-qualified teachers to acquire professional
teaching qualifications and subsequently discontinue such appointments, will raise
the standard of teaching and learning in schools. Rather, databases of unemployed
qualified teachers could be maintained and such information made accessible to
school principals. In the absence of reliable data that can indicate teacher
qualification and specialisation versus subject taught, the extent to which
Mathematics and Science are taught by unqualified and under-qualified teachers as well as out-of-specialisation teaching, is not known. However, poor pass rates in
these subjects at the exit point of the schooling system (Grade 12) attest to the lack
of appropriately skilled teacher workforce. Therefore, if Mathematics and Science
specialisation is required, then strategies being implemented by the DBE and PEDs
must have a clear purpose to address this shortage.Thesis (PhD)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
PhD
Unrestricted
27
Parson, Demita Sidonia. "School Bullying and Teacher Professional Development." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1709.
Full textAbstract:
Bullying has become a serious concern in many American public middle schools in recent years. Inadequate professional development (PD) in bullying prevention and response strategies has compounded this problem. The overarching purpose of this study was to increase understanding of the growing problem of school bullying. Bronfenbrenner's socioecological theory, which states that environment and relationships influence student behavior, served as the conceptual framework for this qualitative study. Guiding research questions, grounded in socioecological theory, were used to examine middle school teachers' views of PD and their perceived skills in responding to or preventing bullying. Through purposeful sampling, 8 middle school teachers in a community in rural Alabama were interviewed over a 3-week period. Each had at least 1 year of teaching experience in the local rural setting. To authenticate study findings, discipline referrals and state incident reports spanning the 2 previous years were assessed for teacher management of bullying. Data were analyzed using open coding to identify and categorize the patterns and themes that emerged. Results indicated that the teachers perceived that PD would give them the strategies to recognize and manage incidents of school bullying. These results supported and informed the PD project for middle school teachers. This study contributes to social change by providing professional development that will help teachers to either prevent or manage school bullying appropriately, a benefit to children and communities.
28
Shayshon, Bruria. "The professional development of teacher-leaders." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.
Full text
29
Hill, Krystal A. "Teacher Participation and Motivation inProfessional Development." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5718.
Full textAbstract:
Although professional development is accepted as important for making educational improvements, some have been unsuccessful due to how the teachers choose to participate, and the lack of motivation in teachers to attend or implement the suggested changes. A case study of secondary mathematics teachers in a required professional development is used to look at teachers' motivation and participation during the professional development. This study compared mathematics teachers' motivation to attend with ways of participating in order to determine how these influence a teacher's intent to change. It was found that certain aspects of motivation and participation does influence a teacher's intent to change.
30
Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.
Full textAbstract:
The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
31
Daoud, Sada Ahmad. "EFL/ESP teacher development and classroom innovation through teacher-initiated action research." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/34761/.
Full textAbstract:
This study is an investigation of the potential of teacher-initiated action research for EFL/ESP teacher development and classroom innovation. The Collaborative Academic Writing Research Project (CAWRP), on which it is based, was carried out at the ESP Centre, Damascus University, in 1996-1997. It was in two phases, Baseline and Main. The researcher, a teacher in the context, assumed a participatory and facilitating role. The pedagogic problem was the teaching of research paper writing to postgraduate students. The CAWRP was proposed to ease this problem and introduce classroom innovation through teacher-initiated action research, the long-term aim of which was continuous professional development. The baseline research aimed at articulating a picture of teacher and context needs and assessing project viability. The proposal was refined in the light of the findings, and a programme of teacher development activities was agreed with the participants. This was implemented in the Main Phase, which had three stages: Orientation, Research and Reporting, and Summative Evaluation and Follow-up. The role of the researcher was to facilitate the teachers to self-direct their professional learning and introduce needed pedagogic innovations. The thesis is in eight chapters and 32 appendices. Chapter One sets the scene and introduces the study. Chapter Two focuses on the baseline investigation: its methodology, findings, and their implications for the Main Phase study. Chapter Three is a review of the relevant literature in the fields of teacher development and classroom innovation. Chapter Four focuses on project design and methodology and gives more details on the principles, values, strategies, and procedures that guided project implementation and how they worked out in action. Chapter Five reports the findings, focusing on the contribution of the Orientation Stage activities to the development of the teacher group as a whole (a total of 20 out of 23 Centre teachers). Its main sources of data are recordings, feedback questionnaires, and participant observation. Chapter Six focuses on the teachers who carried out action research and reported on it (8 out of the 20 Orientation Stage participants). It presents two case studies of frill participants, starting with their entry points and showing how they developed in the Research and Reporting Stage. One case exemplifies the experienced teachers and those who did research individually, and the other the novices and those who worked in collaboration. Chapter Seven reports on the participants' sununative evaluation of the project and the effect of this evaluation on project continuity. Chapter Eight summarises the main findings and evaluates them with reference to the literature, on the one hand, and design principles and methodology, on the other. In this chapter, I have looked critically at the lessons learnt from the study, discussed its significance and limitations, and put forward some recommendations. The appendices include some of the materials and documentary evidence used in the research.
32
Koty, Suzanne T. "Developing Teacher Leaders Through Professional Development Offered in a District Teacher Forum." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7879.
Full textAbstract:
Teacher attrition is an ongoing problem in education, and the lack of leadership opportunities contribute to that problem. Teachers who serve in leadership roles are more likely to remain in the profession and positively impact students and the profession as a whole. However, there is little qualitative research to address how teachers develop the needed leadership skills to take on additional leadership roles. The purpose of this qualitative study was to describe the experiences of participants in a District Teacher Forum. The District Teacher Forum is a cohort of teachers identified as Campus Teachers of the Year led by the District Teacher of the Year with the intended purpose of helping the members to develop leadership skills. The conceptual framework that guided this study was a congruence of the social cognitive theory, constructivist theory, and perceived organizational support. The study aimed to examine the experience of teachers participating in a teacher leadership development program. Interviews of 6 Forum members selected through maximum variation sampling and a focus group provided the needed information, and findings were analyzed in relation to the research questions. This study provided insight into how teachers perceive their experiences in a teacher leadership development program as a foundation for future professional development processes to develop teacher leadership. Findings showed that teachers who are provided the opportunity to participate in professional development related to leadership in a cohort setting gain a self-identity as a teacher leader and want to serve as teacher leaders. Implications for social change include a guide for other districts to use to establish a Forum or other leadership initiative and potentially greater teacher retention.
33
Alhammouri, Ahmad Mahmoud Abed Alfattah. "Professional Development in Mathematical Modeling: Teacher Engagement, Teacher Knowledge, and Classroom Implementation." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1527243404147734.
Full text
34
Ruben, Barbara. "Nurturing the Development of Teacher Change Agents Within a Teacher Education Program." PDXScholar, 2004. http://pdxscholar.library.pdx.edu/open_access_etds/1991.
Full textAbstract:
The American education system has two daunting challenges. First, citizens need to be able to function in an interdependent world. Second, public schools' demographics have changed dramatically. Schools are failing to reach many students, particularly children of color and poverty. Schools must change to meet the needs of 21st century students. Without teachers' openness to change, effective educational reform win fail. Schools of education must prepare the next generation of teachers to be change agents who will implement school reform to meet the significantly different requirements of 21st century students.
This study examined how one graduate teacher education program prepared teachers to be teacher change agents. The construct of teacher change agent incorporates research on successful school reform. In order for teachers to function as change agents they must (a) be competent, (b) be lifelong learners, and (c) have a sense of agency.
A triangulation mixed-method design was used to examine a teacher education program's development of teacher change agents from various angles. The quantitative component of the study entailed the comparison of data from a scale administered at four different stages of teacher development. Graduates self-reported their frequencies of behaviors reflective of teachers open to change. The study's qualitative component included the examination of six professional portfolios, interviews with the portfolio's authors, and written responses to open-ended survey questions from a pool of 282 participants.
Findings showed that all participants reported at least moderate levels of behaviors reflective of teacher change agents. Each of the interviewees reflected all dimensions of teacher change agents. In the larger sample, areas of strength included caring for students' emotional and academic well-being, and reflecting on one's practice. Participants reported the most beneficial elements of their preservice experience to be the extensive fieldwork and the collaborative cohort model. The cohort model and working with inspiring professors who modeled deep caring for students helped sustain participants' passion for teaching. Areas of weakness included teachers' willing to give students voice, embracing ideas of colleagues and families, and using community resources to enhance their teaching. These areas need to be developed more fully in the preservice program.
35
Crocker, Judith Leslie. "Continuing professional development and curriculum development: enhancing teacher satisfaction andcommitment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35339883.
Full text
36
Siregar, Azhar Fuadi. "Development of Medical Device : A Narrative Literature Review." Thesis, Uppsala universitet, Institutionen för samhällsbyggnad och industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-426920.
Full textAbstract:
The Stage-gate model has long been used in product development. Alternatives to Stage-gate such as Design Thinking and other models have been developed which are flexible and consider users’ needs early on and thus they could be more suitable for medical device development. This research aims to study and map how medical device development is treated in the existing research literature. This master thesis will focus on product development concerning medical devices. This research aims to conduct a narrative literature review. Data collection here is a set of articles which were collected through a database, which will be used for further analysis concerning how different approaches of models are being utilized in product development, with a specific focus on the healthcare sector. The goal of the literature review was to study what models have been utilized in the development has previously been utilized in the development of medical devices. Other possible alternatives besides conducting a narrative literature review are conducting one or several cases with interviews or surveys with companies. Data collection is limited approximately in the last 15 years (2005 – present), the lookup in the database was based on keywords applied in the research area. The database used for this research is Scopus. Articles chosen were selected also from the Scopus database. The ethical implications based on our findings here are identifying types of product development models that have been utilized by medical companies in the healthcare sector. Based on the review, we can identify several different product development models. Stage-gate and Design Thinking are not the most popular models utilized in the product development process. We classify the models based on elements, the element of the models here are divided into 3 categories which are based on requirements, they are; Regulatory Aspect, Process Workflow Aspect, and Collaboration Aspect. The regulatory aspect mainly concerns administrative affairs and how the system as an entity can control the regulation regarding medical device development. The Process Workflow Aspect, this element is based on a direct approach toward medical device development in terms of phases. The Collaboration aspect, this aspect addresses the stakeholders’ role in policy and decision-making regarding the production of medical devices. Stage-gate and Design Thinking are not the main models utilized in medical device development, other than that, various models are implemented in the healthcare sector, this means other models becoming alternatives and have been utilized and developed in the product development process. Other models besides Stage-gate and Design Thinking are alternatives which do not have significant changes and are just modified forms from the existing ones.
37
Hirtz, Janine Renee Marie. "Teacher professional development and communities of practice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.
Full textAbstract:
The larger research project seeks to examine the role of technology and factors that
influence its overall use and efficacy in supporting a community of teachers engaged in
professional development. This thesis examines factors that appear to influence teacher
participation in the online community of practice engaging in an overarching research project
conducted by Dr. Balcaen and a team from UBC O Faculty of Education and funded by the
Southern Alberta Professional Development Consortium (SAPDC). The two groups are
acting in partnership for supporting and sustaining communities of practice in social studies
in southern Alberta. SAPDC is allowing teachers release time to engage in the project while
TC² is providing professional development for the participant teachers to become proficient
at embedding TC² critical thinking tools into their classroom practices. Various technologies
are used during this study as part of the design of providing professional development for the
participants including supporting an online community presence. The guiding question for
this thesis is: In a blended approach of face-to-face and online supported professional
development for embedding critical thinking into the new social studies curriculum, what
significant factors appear to influence teacher participation in the online community of
practice during the first year of the project?
Overall results during the first year of this project show that various technologies
used during the project are valuable and effective in nurturing this community of practice by
enabling and promoting collaboration, communication, and the completion and delivery of
products to be used in teaching the new curriculum. I also examine negative factors that
appear to prevent some teachers’ technology use and online participation and collaboration
during this project. Findings show that there are several significant factors that influence
participation in the online community and while some participants are reluctant to engage or
enter the online environment, others have emerged as leaders and play a significant role in
building and sustaining the community of practice. These results provide critical information
about implementing and integrating an online component and using technology to sustain
communities of practice engaged in this form of teacher professional development.
38
Knapp, Andrea K. Barrett Jeffrey Edward. "Prompting mathematics teacher development through dynamic discourse." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799381&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207665349&clientId=43838.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2007.Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Jeffrey Barrett (chair), Nerida Ellerton, Sharon Soucy McCrone, Cynthia Moore, Michael Plantholt, Agida Manizade. Includes bibliographical references (leaves 200-215) and abstract. Also available in print.
39
Simon, Flora Ann. "Efficacy Development in New Teacher Study Groups." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145392.
Full textAbstract:
This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study groupparticipants to be more proactive for their own personal and professional needs.Implications for supporting new teachers through opportunities to participate in a studygroup format are discussed. The result of this work is a contribution to the effects ofteacher efficacy and the power of collaboration in a study group setting for new teachers.
40
Wang, Qun. "Professionals' lives : case studies in teacher development." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341342.
Full text
41
Hutto, Rodney Dean. "Teacher evaluation and development and student performance." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008259.
Full text
42
Abel, Lydia. "Teacher Development Mediation: A Cognition-based Reconsideration." University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.
Full textAbstract:
Philosophiae Doctor - PhDThe research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in finding a theory of intellectual growth and development which takes into account the learning environment of the disadvantaged child. The Educational Support Services Trust (ESST) has been active in addressing this very issue since 1986. It provides appropriate learner-centred mediational texts to disadvantaged pupils around the country. These materials concentrate on the development of practical intelligence by relating leaming to everyday experience. The Teachers' Methodology Project was designed to change the teachers who were using the ESST materials from being disseminators of information to being managers of a learning-centred classroom environment. The idea was to change the way that teachers thought about teaching and learning. This was accomplished by sharing the methodology of the existing pupils' materials and theories of cognition and mediation with them so that they could become adept at mediating at the level of deconstruction of complex ideas and using this knowledge in the construction and development of their own learning materials, thereby contributing to the mental development of their pupils. My experience as a staff member of the ESST and my background in education provided an entry point to this research via Feuerstein et at's (1980,1991) criteria for mediation, Haywood's (1993) mediational teaching style and a range of other theories and ideas including group work and co-operative learning, graphic organisers, and the ESSTs own theory of mediatory text (Sinclair, 1991). These were consolidated into a learning-centred approach to teaching in which the learner, the teacher and the task become part of the total learning-centred environment. The research began as an investigation of the Teachers' Methdology Project (TMP) and an effort to track teachers' development but grew to include the development of the conceptual mediational framework on which the project was based. This resulted in the development of a classroom observation instrument which was used to evaluate how teachers mediated in their classrooms and how they interacted with pupils. The TMP was implemented through a series of workshops during which teachers examined their assumptions about teaching and learning: explored new avenues for facilitating learning; experienced a learning-centred approach to teaching; acquired new strategies for and knowledge of, theories and atttitudes to teaching and learning and were able to reflect on and practise newly acquired skills in a supportive collegial environment. The research employed a qualitative approach and therefore the documentation of the process took considerable effort. An experiential framework (Kolb, 1974) was used to analyse the process and the results. This mediational experiential framework resulted in a methodology which addressed teachers' attitudes and cognition in a life-related way, taking into account their personal knowledge and experience. The methodology is replicable and has been used in basic adult education and other settings. In addition, the methodology can contribute to the understanding of how Outcomes-based Education could be implemented in South Africa.
43
Hooks, Laura Sebastian. "Towards More Effective Teacher Professional Development Initiatives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1586.
Full textAbstract:
The No Child Left Behind Act (2002) and Race to the Top (2009) legislation have forged new school accountability measures and led to a sharp increase in demand for teacher professional development (TPD). However, data revealed that there is a disconnection between the training that teachers receive and its implementation, limiting its impact on student achievement. This qualitative case study's purpose was to reveal major barriers to TPD implementation and provide suggestions for crafting more impactful TPD. Based on the social constructivist foundation, this study sought to address the factors that increase teachers' receptiveness to more effective teaching techniques. It explored middle school teachers' perceptions of TPD, its connection to student achievement, and factors influencing implementation. Semi-structured interviews with open-ended questions helped to identify emergent themes. Nine participants were purposefully selected to gather data from perspectives across race, gender, and various teaching experiences. This study took an inductive approach using the constant comparison methodology of data analysis. Participants identified influencing factors regarding TPD, such as the inclusion of a follow-up component for accountability and feedback. Also, the participants insisted that TPD must be seen as non-punitive, relevant, engaging, and non-hypocritical; for example, a lecture cannot teach teachers about the ineffectiveness of teaching via lecture. These findings encourage positive social change by providing insight into crafting more impactful TPD. Ultimately, improved TPD encourages better teaching methodologies, increased teacher morale, and higher student achievement.
44
Margot, Kelly. "Teacher Self-Efficacy for STEM Talent Development." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011775/.
Full textAbstract:
In order to implement more science, technology, engineering, and mathematics (STEM) into K12 classrooms, it is important to find out whether teachers are comfortable with this pedagogy. To determine teachers' current self-efficacy of STEM pedagogy, teachers in a southern state in the United States were asked to enlighten researchers into this phenomenon. Participants were K12 teachers (n = 119) from a public school district undertaking a district-wide STEM initiative. A measure of STEM teacher self-efficacy and a demographic questionnaire were administered online to participants. STEM teacher self-efficacy data were analyzed, along with demographic data, using descriptive discriminant analysis (DDA) and canonical correlation analysis (CCA). Results suggest some demographic variables are more predictive of STEM self-efficacy (gender, grade level taught, feelings of administrative support, and professional development sessions attended) than others (whether or not gifted courses are taught, age, and length of teaching experience. This data should be used by school administrators that seek to begin or improve STEM pedagogy in their schools.
45
Neufeld, Janet K. "The superintendent’s role in teacher professional development." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34494.
Full textAbstract:
Doctor of EducationDepartment of Educational Leadership
Donna Augustine-Shaw
Jessica Holloway
School superintendents have traditionally been removed from the systemic process of learning in a school district and instead of been considered more indirect supporters of student achievement. Now, in the face of changing leadership standards, they are being required to provide leadership that more directly enhances student learning by way of teacher professional development. This case study takes a deeper look into the process of the superintendent’s role in district professional development. This will include a purposeful examination to clearly understand the superintendent’s role in designing, implementing, and monitoring professional development in the school district. The study includes (a) the meaning of professional development; (b) examination of school leadership theories and roles; and (c) analysis of how professional development impacts the classroom design of a district instructional framework for professional development.
46
Carslaw, Michael John Howie. "Managerialsm, teacher culture and performance review : a comparative study of state and independent schools." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020488/.
Full textAbstract:
The view that the adoption of certain managerialist procedures and practices (such as performance management or performance-related pay) will inevitably lead to performance improvement has had an enormous impact on the state maintained sector. This study, which uses mixed methods, examines the complex and contested relationship between managerialism, teacher culture and teacher performance review in state and independent schools. Schools in the independent sector are not under any statutory compulsion to implement a particular model of performance review — for example performance management — in the same way as state maintained schools. Evidence from case studies (supported by national survey data) suggests that the predominant discourse in state schools is one of managerialism. Teacher cultures can be described as being generally improving and learning in nature. Performance review schemes have moved from being less managerialist, richly contextualised, and summatively reassuring to being explicitly managerialist, less contextualised, normative and developmental following the introduction of statutory performance management in 2000. In contrast, the predominant discourse in independent schools is one of anti-managerialism or, to a certain extent, amanagerialism with little engagement with managerialist notions of teacher culture. Because of the prevailing anti-managerialism, performance review schemes are largely ineffective, the schemes' main function being to summatively reassure teachers that they are doing a good job.
47
SOYEGE, FOLAKE. "Evaluating Swedish Preschool Teachers’ Documentation Practices Since the 2010 Curriculum Review Using Sheridan’s Competency Rubrics A Systematic Literature Review from 2011-2019." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk-didaktisk forskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46908.
Full textAbstract:
Preschool documentation has been a recent topic in Sweden amongst preschool teachers, preschool managers, education policymakers, and researchers. Interest in this topic is driven in part by the 2010 revision of the Swedish preschool curriculum that introduced requirements concerning the use of documentation in follow-up, evaluation, and development activities in preschool. Of particular interest is the relative open-ended quality of the language describing the requirements in the curriculum as to how these documentation practices should be enacted. What kinds of documentation preschool teachers adopt and implement in their pedagogical practices is therefore a key question. Research by Vallberg-Roth (2012) has shown that some preschool teachers in Sweden document in a number of locally unique ways, in order to strive for curriculum-specific goals on one hand, and ensure child learning and development on the other. Learning and development can be described in terms of teacher’s competency rubrics proposed by Sheridan et al. (2011). These rubrics are analytic tools in preschool teachers’ documentation processes. This systematic review examines different kinds of documentation practices as they are described in selected articles and finds documentation types to include; pedagogical, systematic, teacher binders, and use of portfolios, as well as other techniques used by preschool teachers to document. This review implies that documentation is multi-faceted partly due to the uncertainty surrounding how to carry out its processes as well as the need to meet the individual needs of every child. In line with already defined competency types by Sheridan et al. (2011), which include knowing what and why, knowing how, and interactional, relational and transactional competences, the thesis also tentatively relates documentation types within the reviewed articles to teachers’ competency, thereby laying a possible foundation for the improvement of preschool teaching in Sweden.
48
Doughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.
Full text
49
Molina-Walters, Debi. "Through the eyes of a teacher: Teacher change in response to professional development." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2459.
Full textAbstract:
The purpose of this study was to explore the connection between a teacher's perceptions and attitudes of change and the impact of those perceptions and attitudes on the implementation of professional development strategies and techniques. This research also explored which factors motivate a teacher to change. A final consideration of this research is the issue of how the results of change are analyzed. The design of this study was a qualitative format with a phenomenological approach. The sample population consisted of twelve teachers from four states. The teacher sample was drawn from districts who were addressing the issue of No Child Left Behind in the form of professional development training that focused on the implementation of data collection technique to monitor student learning and improvement. Data was collected from interviews, observations and artifacts. The teachers identified the three key factors of student achievement, administrative support and colleague support as having a profound effect on; (1) motivating the participants' to initiate change, (2) the implementation of a change process and (3) the analysis of change results. While change is a personal experience based on many individual and collective factors, these three themes emerged as significant factors for the implementation of new knowledge and the change process. Through the teacher's descriptions of the complex professional change process, the significant findings of this study were the overall impact of student achievement, administrative support and colleague support. It is the balance and variation among these three factors that enhanced and/or impeded the implementation of new knowledge and may be central to understanding a critical influence on the attitudes and perceptions of change and their impact on the implementation of new knowledge.
50
De, Geest Els. "Hearing the teacher voice: teacher''s views of their needs for professional development." Turning dreams into reality: transformations and paradigm shifts in mathematics education. - Grahamstown: Rhodes University, 2011. - S. 87 - 91, 2012. https://slub.qucosa.de/id/qucosa%3A840.
Full text