Dissertations / Theses on the topic 'Teachers' engagement in PD'
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Joyce, Jennifer A. "Teachers on tap : exploring professional development through community engagement /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7855.
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Al-Ruqaishi, Salama Abdul Aziz Ahmed. "Teachers' engagement in an Omani University Foundation Programme." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20299/.
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This study is about teachers’ engagement in a University Foundation Programme in Oman. In particular, the study probes the learning-teaching beliefs that both teachers and students hold inside the classroom in an Omani context. These students are in their first university year and come from a range of settings in Oman, so these learning beliefs could result from learning styles in the school being different to those in a university. The students were not used to be taught English as a second language in schools and they are not used to be taught by native speakers of the language. These changes in students’ learning environment could influence teacher engagement inside the classroom. This study used both quantitative and qualitative methods to answer the research questions. The Engaged Teacher Scale (ETS) and the Questionnaire on Teacher Interaction (QTI) were both used in this study. The Engaged Teacher Scale was in teachers’ questionnaire, students’ questionnaire and in the form of a closed diary every two weeks. The Questionnaire on Teacher Interaction (QTI) had two versions, one for teachers and one for students. Semi-structured interviews were conducted for both teachers and students to give reasons for their responses in the questionnaires and diaries. Analysis of variance showed a main effect of Students’ Level on their Social Engagement with their teachers. Teachers’ data also shows that Pre-Foundation (A) teachers were more socially engaged with their students which agree with the students’ data, but Social Engagement was not significant with Teachers’ data. Results from Teachers’ Diaries also indicated that participants did rate the three Emotional Engagement differently and that these differences were statically significant. This showed the importance of Teachers’ Emotional Engagement when the decreasing significance of Emotional Engagement can decrease all components of Teachers’ Engagement.
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Ashour, Subhi. "Understanding teachers' engagement in inquiry-based professional development." Thesis, Open University, 2017. http://oro.open.ac.uk/50953/.
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This study investigates how a UK Secondary School introduced inquiry as a form of teacher professional development and focuses on the levels of engagement by the teachers in this type of development activity. The approach taken in this investigation centres on a qualitative case study focusing on a deep understanding of teachers’ beliefs, conceptions and experiences of inquiry engagement. Data was collected over an academic year by interviewing nine teachers and a senior member of the school leadership team at different stages throughout the academic year; by observing teachers in some of their classes and the staffroom; and by collecting internal documents and external public reports related to the school and the inquiry programme. The data was analysed using thematic coding which facilitated the identification and comparison of significant themes across all data sets. Findings from the research reveal that despite the school’s attempts to engage teachers in inquiry, the latter found it challenging to do so due to various factors. The analysis reveals the emerging factors of the conceptualisation of inquiry, availability of resources and ownership of the inquiry initiative and the impact of school culture on teachers’ inquiry engagement. The question of the appropriateness of inquiry as a form of professional development and the way it is facilitated in school emerges as a key theme. The study claims three main contributions to the field of teacher inquiry. Firstly, it proposes incorporating a micropolitical perspective of the school culture to investigate the realities of teachers’ inquiry work. The study argues through empirical illustration that such a perspective is likely to provide us with invaluable insights necessary to understand teachers’ conceptualisation of inquiry and their inquiry engagement. Secondly, this study proposes a categorisation of various types of teachers’ inquiry engagement. Such categorisation is likely to help us understand how and why teachers engage in inquiry and therefore the best ways to facilitate this type of professional development. Finally, the current study advances a framework illustrating various processes, interacting factors and main considerations in the context of inquiry as a form of professional development for teachers. The framework explains how teachers respond to an inquiry programme and the conditions that facilitate their inquiry engagement or otherwise. This contribution has practical implications for schools and practitioners interested in undertaking inquiry as a form of professional development. It is argued that the practical implications are likely to improve the planning and implementation of inquiry programmes in schools.
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Petrie-Waymyers, Nadine. "Teachers' Experiences with Web-Based Professional Development for Diffusing State Standards." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5646.
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School reform efforts ultimately affect the students, but what is seldom looked at is how they affect teachers. This phenomenological study examined the experiences of teachers with regards to web-based professional development during a systemic change. The purpose of this qualitative study was to generate an in-depth understanding of the lived experiences of 6 teachers in a Southeastern state who had participated in the initial process of implementing organizational changes and the diffusion of the new state educational standards. Rogers's diffusion of innovation theory served as the study's conceptual framework. Research questions focused on the perspectives of teachers regarding the impact of web-based professional development on implementing the new state standards, and the perceived barriers and challenges faced in their attempts to make the implementation of the new state standards successful. Interview data were analyzed using first- and second-level coding to identify external and internal factors related to the research questions and themes that emerged across all interview transcripts. Key findings indicted that teachers perceived that they did not receive adequate professional development or planning time to implement the new standards. This study has implications for social change on an organizational and individual level. On an organizational level, districts can provide K-12 teachers with an implementation process that allows adequate planning time and proper professional development that enhances their pedagogical needs by using a framework more aligned to the diffusion innovation theory. Teachers can then better plan instruction with ample time to acquire, process, and implement new knowledge, allowing them to improve their pedagogical practice.
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Carter, Pauline J., and pjcarter@chariot net au. "Factors affecting the engagement of experienced teachers in schools." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.105756.
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With the changing age profile of teachers in Australian schools, considerable numbers of experienced teachers need to feature as educational leaders, before their workplace knowledge and expertise will be lost to schools with retirement. Stereotypes of veteran teachers depict individuals, wearied by decades of work experiences, entering professional decline when educational systems need these experienced practitioners to remain connected, communicative and motivated in their work.
This thesis explores the careers and contemporary professional lives of experienced practitioners predominantly classroom teachers currently working in a school with a long standing commitment to student-centred education. The research identified the factors that influenced their career pathways and affected their engagement with their work. Critical incidents in the teachers careers and professional lives are discussed in relation to the theories of motivation and the nature of Professional Learning Communities. The study showed that necessary factors for engagement were: mutual alignment with a well-articulated and practised ethos; supportive leadership; experiencing professional influence; opportunities for learning; and variety in work. Disillusion resulted if school actions were contrary to the espoused ethos. Severely negative experiences of performance management were survived by withdrawing, and enduring management tenures but these remain very poignant memories. The teachers had few career regrets yet reflection revealed the arbitrary nature of their career progression.
The research identified a need to recognise the global and societal factors influencing the nature of teachers work. It is argued that schools and systems need to have a greater alignment between these external forces and their internal goals whilst recapturing the moral purpose of education. Furthermore, it is asserted that educational systems need to provide better human resource management for the teaching workforce through emphasising life-balance and well-being. Additionally, professional appraisal and staff management would benefit from strong recognition and deployment of the workplace knowledge and expertise of experienced teachers. A serendipitous outcome of the research was the benefit participants gained from reflecting on their careers which proved extremely affirming, and contributed to enhanced professional identities and changed career plans.
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Morrison, Dana. "Organized| An Exploration of Teachers' Engagement in Grassroots Organizing." Thesis, University of Delaware, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13421182.
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This multi-method qualitative study explored why, how, and in what contexts a group of Philadelphia teachers engaged in grassroots organizing (McAlevey, 2016). At a time when educators across the country are increasingly participating in bottom-up, grassroots movements seeking more democratic visions of education reform, this critically bifocal (Weis & Fine, 2012) project situated the motivations and activities of these teacher-organizers within the larger neoliberal context of the city and school district of Philadelphia. Drawing on narrative inquiry (Chase, 2005; Connely & Clandinin, 1990), critical place inquiry (Massey, 1993; Massey, 1994) and ethnography (Vargas, 2008), this dissertation provides insight into the understandings and experiences of the teachers as well as the tangible means by which they engaged in grassroots organizing in the challenging environment of Philadelphia.
More specifically, teachers of this inquiry were found to be embodying the two key elements of Freire’s (1970) definition of praxis, “ reflection and action upon the world in order to transform it” (p. 70, emphasis added). Pairing activities centered on learning and reflection (e.g. book groups) with activities centered on taking action and seeking change (e.g. policy campaigns), the dual elements of praxis played an essential role in actualizing McAlevey’s (2016) model of grassroots organizing within the teachers’ work.
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Fancett, Emma, Sébastiaan van Zaanen, and Melinda Várfi. "Teachers and Students : Engagement in education towards a sustainable society." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2155.
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There is mounting evidence that humanity is facing challenges that call for a strategic approach towards sustainability. The urgency is acknowledged by a growing number of people, but worldwide awareness, collaboration and a shared vision is required to create a sustainable society. Education is a gateway to prepare and engage young minds to be the change that is needed to transform societal systems. Teachers therefore have a grave and important task in engaging their students in learning to make strategic contributions towards a sustainable society. This thesis explores how teachers are already successfully engaging 14-15 year old students and it delivers a model with the essential elements of engagement: Interaction and Participation, Exploration, Relevancy, Engaging and Challenging Instruction, Authentic Assessment and Reflection and Futures Thinking. At the core of this model there is Systems Thinking that feeds into all elements and Fun should inherently be part of all teaching. The model, a tool for teachers to plan their classes strategically, is presented in combination with scientifically based concepts for Strategic Sustainable Development, including backcasting. A set of questions is defined to guide teachers through the process of integrating sustainability into how they already engage their students in learning.
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Noonan, James. "Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663230.
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Professional development (PD) is seen by a broad cross-section of stakeholders — teachers, principals, policymakers — as essential for instructional improvement and student learning. And yet, despite deep investments of time and money in its design and implementation, the return on investment and subjective assessments about PD’s effectiveness remain uneven. In this thesis, I focus in-depth on professional development experiences that teachers identify as their most powerful and ask what these experiences could suggest toward improving PD design, policy, and research. Specifically, drawing on 25 in-depth accounts of powerful professional learning, I analyze PD across three papers, each of which applies a distinct analytical lens. First, using self-determination theory (Deci and Ryan, 1985, 2000), I explore the extent to which powerful learning experiences help to satisfy the three basic psychological needs of autonomy, competence, and relatedness. Second, using the growing body literature on professional identity (e.g., Beijaard et al., 2004), I posit that teachers may be motivated to pursue professional learning experiences that align with their core beliefs and identity. Extending this literature, I elaborate three distinct conceptions of how identity interacts with PD: an affinity for the what (content), the who (facilitation), and the with whom (community). I similarly discuss ways that powerful learning may help to form or transform teacher identity. Third, observing a pattern in the data and drawing on emerging literature on teacher agency (e.g., Priestley et al., 2015), I define teacher agency in professional learning as a multi-dimensional construct – agency over, during, and emerging from PD – and analyze the extent to which each dimension was evident in powerful and contrastingly negative professional learning experiences. I conclude that increasing dimensions of agency may be a promising lever for improving professional learning at both an individual and system level.Finally, by privileging teachers’ unique perspectives and emphasizing the deeply subjective nature of learning, this thesis aims both to complement and complicate the existing research on PD design and effectiveness and the policy imperative for scale.
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Smith, Dimika N. "Teachers' Perceptions of Student Engagement in a Hybrid Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5944.
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Today, educators in several U.S. states use a variety of instructional tools in their classrooms to engage students in a hybrid learning environment. The problem for this study was a disconnect in teachers' perceptions of student engagement in a hybrid high school learning environment. The purpose of this study was to explore teachers' perceptions of student engagement in a hybrid learning environment in 10th-12-grade classes. The conceptual framework was derived from Astin's theory of student involvement and the idea that student engagement is instrumental in academic performance. The central research and sub-questions addressed how teachers perceive student engagement affects hybrid learning environments, what aspects of engagement affect students' performance in a hybrid learning environment, and what teachers are doing to engage students. The research design was a qualitative case study with data sources consisting of interviews, observations, and school artifacts. Data were analyzed and coded to identify patterns and themes reflecting differences and commonalities in the experiences and perceptions of the 10 teacher participants. Through coding, categories were established for strategies to engage and re-engage students. The strategies resulting from teachers' perceptions that engaged and re-engage students the most were using interactive activities and modules, allowing students to assist one another with pairing students and group work as well as more individual instruction. The study may initiate and evoke conversations among stakeholders leading to the implementation of new instructional strategies by educators to engage students across curriculums. By catering to the specific needs of students, educators may be able to spur students to become more involved in their learning, which may result in positive social change.
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Nice, Jako Albert. "Community engagement - South Africa : a development in community theory and education engagement. Architecture a facilitator." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-01082009-162529.
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Milner, Henry Richard. "A qualitative investigation of teachers' planning and efficacy for student engagement." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250879951.
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Gadson, Tymeshia L. "Teachers' Perspectives of their Engagement of Fathers in Early Childhood Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7293.
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Despite positive effects of parent engagement on children's school success, prior research into parent engagement has relied almost exclusively on interactions by mothers and has not included fathers. The purpose of this basic qualitative study was to explore the perspectives of preschool teachers regarding their engagement with fathers of children in their classrooms. The conceptual framework was Epstein's 6 types of parental involvement. Three research questions, regarding teachers' perspectives of father engagement, teachers' reported efforts to increase the engagement of fathers, and the barriers teachers describe in increasing fathers' engagement, form the basis of this study. This was a qualitative study using the interviews of 9 lead preschool teachers with at least 3 years' experience, who work with children 2 to 5 years old. Data were analyzed using thematic analysis following open coding of interview transcripts. Five themes emerged including the teachers' comfort level, communication preferences, limiting center perspectives, limiting teacher perspectives, and fathers' disengagement. Findings indicated that teachers felt uncomfortable with fathers and preferred to communicate with mothers, and father engagement was hampered by limiting assumptions by the center and by teachers, and by fathers' perceived lack of interest. This study presents implications for positive social change by suggesting that individual teachers can increase parent engagement by being more inclusive of fathers, including becoming more comfortable engaging fathers, communicating with fathers directly, and being open to fathers' engagement in a variety of ways. When fathers feel welcome in childcare settings, children benefit because both parents are working on the child's behalf.
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Huber, Patricia Ann. "A modified training program for pre-student teachers to optimize pupil motor engagement time /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939532.
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Bragg, Nancy J. Rhodes Dent. "Faculty engagement in service learning." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995663.
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Thesis (Ed. D.)--Illinois State University, 2000.Title from title page screen, viewed May 9, 2006. Dissertation Committee: Dent M. Rhodes (chair), Paul J. Baker, Wayne Benenson, Susan Lenski. Includes bibliographical references (leaves 130-132) and abstract. Also available in print.
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Birks, Peter. "An investigation into a school-based ICT PD program." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16099/1/Peter_Birks_Thesis.pdf.
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This two-year longitudinal study sought to describe and evaluate a newly developed
information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectiveness was evaluated using data collected from participating teachers and the literature regarding components of effective ICT professional development. The Research Study used qualitative and interpretive methods to illuminate and expand on what it means to provide effective ICT PD within the primary school context. The components of the ICT-enhanced environment were studied in detail to provide feedback and findings that may also be useful in other educational settings with modification. The study provided evidence that, apart from providing and developing individual
ICT PD components, a collection of inter-related components was necessary at the same time for successful ICT PD to be achieved. The components of the PD project have been discussed individually and collectively in terms of their effect on the research subjects, the teachers themselves. Four global factors were identified for effective ICT PD and they were used as a
framework for the study. These were teacher characteristics, authenticity, support and the
ICT-enhanced environment.
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Birks, Peter. "An investigation into a school-based ICT PD program." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16099/.
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This two-year longitudinal study sought to describe and evaluate a newly developed information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectiveness was evaluated using data collected from participating teachers and the literature regarding components of effective ICT professional development. The Research Study used qualitative and interpretive methods to illuminate and expand on what it means to provide effective ICT PD within the primary school context. The components of the ICT-enhanced environment were studied in detail to provide feedback and findings that may also be useful in other educational settings with modification. The study provided evidence that, apart from providing and developing individual ICT PD components, a collection of inter-related components was necessary at the same time for successful ICT PD to be achieved. The components of the PD project have been discussed individually and collectively in terms of their effect on the research subjects, the teachers themselves. Four global factors were identified for effective ICT PD and they were used as a framework for the study. These were teacher characteristics, authenticity, support and the ICT-enhanced environment.
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Alcine, Enock. "Teachers' Perceptions of Academic Performance and Student Engagement Among Ninth-Grade Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6390.
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Lack of academic proficiency in ninth grade is a serious concern because of its associations with subsequent grade retention and dropout risk. The purpose of this qualitative single case study was to explore teachers' perceptions of the prospective causes of poor academic performance of ninth-grade students, with particular attention to cognitive, behavioral, and emotional barriers to student engagement. Self-determination theory provided the interpretative framework for this study. Data were collected through semistructured interviews with 10 ninth-grade teachers, observation of teachers' classrooms, and review of archival documents. Results of 6-phase thematic analysis indicated 8 themes: (a) no or little student engagement, (b) lack of support, (c) lack of basic skills, (d) lack of interest in school, (e) different levels and styles of learning, (f) mind-set in relation to performance, (g) disciplinary issues, and (h) belongingness in the classroom. Results confirmed the importance of students receiving support from parents and teachers in developing psycho-social skills to cope with the rigors of high school life. Findings may be used to update teacher training courses to emphasize promoting students' autonomy, competence, and relatedness.
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Davis, Christy Mimie. "History Teachers' Perspectives of Time Constraints, Engagement, and Relevance in the Curriculum." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4211.
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Over the last 20 years, many state school administrators have reduced social studies instructional time in favor of time dedicated to reading or math skills due to the pressure of standardized testing. The purpose of this qualitative case study, which was based on constructivist theories about learning and schema theory, was to analyze teachers' perspectives on teaching history lessons, in terms of engagement and relevance, while working within new time constraints. Purposeful sampling was used to select 6 teachers for interviews; all had experience teaching social studies courses at the upper elementary and middle levels in a public school district that has been influenced over the last 20 years by the pressures of standardized testing. Interview data were coded and analyzed for common themes. The teachers reported that the lack of planning time and instructional time, compounded with students' lack of schema, hampered the delivery of engaging and relevant history lessons based on the tenets of constructivism. The results of the data collection were used to design a professional development program that would allow teachers to work with engaging instructional strategies designed to stimulate situational interest, which would ultimately lead to schema development. This study has implications for positive social change in that school leaders and other stakeholders could use the results to make decisions about the allotment of instructional and preparation time to provide teachers adequate opportunities to design and deliver engaging and relevant history lessons to enhance students' learning.
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Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.
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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
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Iwai, Yoshiko. "Engagement of the PD-1 immunoinhibitory receptor by a novel B7 family member leads to negative regulation of lymphocyte activation." Kyoto University, 2002. http://hdl.handle.net/2433/149712.
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Robson, James. "Teachers' professional identity in the digital world : a digital ethnography of Religious Education teachers' engagement in online social space." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:622a9d6c-0fbf-4eaa-9882-4189f5e99069.
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This thesis presents an ethnographic investigation of teachers’ peer-to-peer engagement in online social spaces, using the concept of teachers’ professional identity as a framework to shape and focus the study. Using Religious Education (RE) as a strong example of the wider phenomenon of teachers’ online engagement, three online social spaces (the Times Educational Supplement’s RE Forum, the National Association of Teachers of RE Facebook Page, and the Save RE Facebook Group) were investigated as case studies. A year was spent in these spaces with digital ethnographic research taking place simultaneously in each one. Data gathering primarily took the form of participant observations, in depth analysis of time-based sampled text (three 8-week samples from each space), online and offline narrative based interviews and, to a lesser extent, questionnaires, elite interviews and analysis of grey literature. The study finds that engagement in the online social spaces offered teachers opportunities to perform and construct their professional identities across a variety of topics ranging from local practical concerns to national political issues. In more practical topics the spaces could often be observed as acting as communities of practice in which professional learning took place and identities were constructed, with such online professional development influencing offline classroom practice. However, engaging across this spectrum of topics afforded users a broad conception of what it means to be a teacher, where professional identity was understood as going beyond classroom practice and integrating engagement with subject-wide, political and policy related issues at a national level. Such engagement provided many users with a feeling of belonging to a national community of peers, which, alongside political activism initiated in online interaction and meaning making debates concerning the future and identity of the subject, provided teachers with feelings of empowerment and a sense of ownership of their subject. However, the study found that teachers’ online engagement took place within structures embedded in the online social spaces that influenced and shaped engagement and the ways in which users’ professional identities were performed and constructed. These structures were linked with the design and technical affordances of the spaces, the agendas of the parent organisations that provided the spaces, and the discourses that dominated the spaces. These aspects of the spaces provided a structure that limited engagement, content and available online identity positions while additionally projecting ideal identity positions, distinctive in each space. These ideal identity positions had a constructive influence over many users who aspired to these ideals, often gaining confidence through expressing such socially validated ideals or feeling inadequate when failing to perform such ideal identity positions. Thus, this study finds a complex relationship between agency linked with active online identity performance and the constructive influence of embedded structures that contributed to the shaping of users’ engagement and their understandings of themselves as professionals and their subject.
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Huysman, Mary H. Ph D. "Beyond Bells and Whistles: Content Area Teachers' Understanding of and Engagement with Literacy." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/103.
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The purpose of this qualitative action research study was to explore content area teachers’ understanding of literacy, the strategies they use in working with content materials to support their students’ learning of content, and how collaboration with a literacy expert informs literacy instruction. In my work with content area teachers, they have expressed the need for support as they try new literacy strategies when engaging students in content material. Literacy skills are a part of all content areas. Therefore, literacy scholars need an ongoing understanding of how content teachers define and perceive literacy in their content area in order to provide this support.
Framed within a sociocultural lens (Vygotsky, 1978), this action research study (Schmuck, 2006) examined how high school content area teachers engaged students in reading content material as they implemented literacy strategies to support students’ access to content. Guiding this study were the following questions: (a) How do content area teachers define and perceive literacy and specifically define literacy in their content area? (b) How do teachers use literacy strategies they learn in professional development sessions? (c) Is there a benefit when a literacy specialist and a content area teacher collaborate to design literacy instruction?
Participants in this study included three content area teachers: a math teacher, a business teacher, and English teacher. Data collection occurred throughout the spring term 2012 in the school where the participants work. Data sources included semi-structured interviews, observations, discussions generated from collaborative planning sessions with the researcher, informal debriefings with participants, and a researcher journal. Themes abstracted from the data were (a) teachers’ definitions of literacy did not change over the course of the study, (b) their disposition toward use of strategies did change over the course of the study, and (c) collaborative, embedded professional development between the content area teacher and literacy specialist was an important factor in changing disposition. This action research study emphasizes a need for literacy specialists in schools and embedded, ongoing professional development, and informs literacy specialists how content area teachers can be supported as they engage students in reading content material.
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Park, Kathleen A. "Relationships between Job Satisfaction, Work Engagement, and Turnover Intention of Health Science Teachers." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404567/.
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The purpose of this research was to investigate the relationships between job satisfaction, work engagement, and turnover intention of health science teachers in the state of Texas. The healthcare profession is one of the largest growing occupations in the U.S. nationwide. The job growth outlook for healthcare professionals is projected to be on average 34% between 2014 and 2024. Despite the growing healthcare job categories, there is a shortage of healthcare professionals in the U.S. This study addressed the shortage of health science teachers in secondary education. Considering the importance of healthcare, especially with an aging U.S. population, it is critical to study the impact of work engagement and job satisfaction on teacher intent to leave the health science teaching profession. Through a correlational survey research design it was found that job satisfaction and work engagement are negatively related to turnover intention. Hierarchical regression analysis indicated that job satisfaction accounted for 39.6% of the variation in turnover intention. Findings also showed that work engagement did not moderate the relationship between job satisfaction and turnover intention. Implications for research and practice are discussed and conclusions are provided.
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Latif, Humaira. "Psychological capital and work engagement in relation to job performance among Pakistani teachers." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43492/.
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This thesis examines associations between positive psychological capital (PsyCap), work engagement, and performance among teachers in Pakistan. A sequential mixed methods design was applied that involved two studies. The first involved a cross-sectional survey of Pakistani teachers (N = 675) that sought to quantitatively establish the nature and strength of relations between PsyCap, work engagement, and job performance. The second was a qualitative study that involved six focus groups with the intention of discursively examining the mechanisms linking PsyCap, work engagement, and job performance. In both studies, teachers were divided into three strata: School, college, and university. A number of significant findings were identified. Overall, the findings from the quantitative study showed that PsyCap and work engagement were additively linked to job performance. PsyCap accounted for relatively large portions of variance in performance compared to work engagement. The results from the qualitative study confirmed and extended the findings of Study 1. Thematic analysis was used to analyse the focus group transcripts. Seven main themes were identified along with a further set of sub-themes. The key themes that emerged were teachers’ role in students’ lives, teachers’ understanding of their job performance. PsyCap and its mechanism, significance of work engagement, PsyCap and work engagement, and demographic and religious factors. The findings shed light on the mechanisms underpinning the positive relationship between PsyCap, work engagement, and performance among teachers, highlighting the role of religious factors within these relationships. The overall results of the current investigation highlight the nature and strength of relationships between PsyCap and performance, and work engagement and performance, and reinforce the value of utilising PsyCap and work engagement in organisational research to enhance performance. Future research should involve other occupational groups to explore the broader application of this framework.
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Baker, Andrew D. "How Master Teachers Conceptualize Student Engagement: A Comparison of Theoretical and Practitioner Perspectives." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4742.
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Over the past twenty years, an increasing amount of research has been devoted to the study of student engagement within the field of educational psychology. This led to a growing body of research touting the benefits of engaged learning—from increased student achievement to more positive school experiences for learners. However, the literature is characterized by competing theoretical frameworks and multiple definitions of the construct of student engagement. Additionally, few works seek to capitalized on the expertise of classroom teachers to hone and develop what is known about engagement from the theoretical perspective.
The current study used qualitative methodology to observe and interview master teachers, as defined by their designation as a National Board Certified Teachers, to learn how expert teachers define student engagement and how these conceptualizations match up to current theoretical frameworks. It also examined the sources for their professional knowledge of student engagement.
The individual teachers defined student engagement through the presence of interest, engaged behaviors, social interaction, real world connections, strategic thinking, and positive student-teacher rapport. As a group, their answers support a four-dimensional construction of student engagement including affective, behavioral, cognitive and social engagement, which aligns well with one of the major theories of engagement within educational psychology. These teachers’ beliefs include an emphasis on real world connections to learning within cognitive engagement, and student-teacher rapport within social engagement that has yet to be explored deeply in the literature.
Teachers identified multiple sources for this knowledge including experience, peer interactions, the NBCT process, and guidance from school leaders. While some noted formal professional education as a source, they saw classroom experience reflective and embedded professional development as more formative. This work shows these master teachers arrived independently at constructions for student engagement close to those proposed by the research community. It supports a meta-construct of student engagement that includes affective, behavioral, cognitive and social processes, and calls for greater theoretical advocacy within the study of engagement to help more teachers fully conceptualize student engagement without the need for trial-and-error learning and extensive classroom experience.
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Castillo, Castro Catalina. "Teacher practices in primary schools with high value-added scores and engaging lessons in disadvantaged communities in rural Mexico." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/275368.
Full textAbstract:
This mixed methods research uses econometric analysis and thematic analysis to identify the practices of teachers, in a selected sample of disadvantaged schools in Mexico with high value-added scores and engaging lessons. In the first chapter, a review of the literature is conducted to explore the definition of student engagement, determine the factors that facilitate it, and examine its relevance for achievement. As a result of the review, student engagement was defined in the research as a metaconstruct with cognitive, behavioural and emotional components. The review revealed that student engagement is influenced by home and personal factors, school factors, and classroom factors. Among the latter, the literature provides evidence that teachers’ practices play a major role in promoting student engagement, and teachers act as mediators between student engagement and achievement. The second chapter examines the design and methodology of the research. The final four chapters investigate whether the schools in the sample fit the theoretical proposition of the research, that there are marginal primary schools in Mexico, where students outperform their peers on the national standardized test, due to the teachers’ ability to engage students; and investigate what those practices in the selected schools are. Results from a random effects model, which used data from 315 6th-grade students in 18 schools, revealed a positive and significant correlation between student engagement and teacher practices, clarity, academic press, academic personalism, trust, and rigour; and the variables parental support and teacher qualification. Results from a multiple case study conducted in two of the 18 schools, and where students reported relative high levels of student engagement, corroborated the importance of the practices, academic personalism, trust, academic press, and parental involvement. In addition, school leadership, discipline, and the students’ exposure to fun and creative lessons delivered by an enthusiastic teacher, were also found to be promoters of student engagement. The difficult socioeconomic background of the students and lack of incentives for the teachers, were found to be challenges to student engagement.
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Tyler, Jessica O'Brien Pruitt. "The impact of strengths-based development on student engagement." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-08072006-120824/unrestricted/tyler.pdf.
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Thompson, Isaac Benjamin. "Challenge and hindrance stressor appraisals, personal resources, and work engagement among K-12 teachers." Thesis, The University of Tennessee at Chattanooga, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537107.
Full textAbstract:
Stress has long been conceptualized as consisting of two factors, eustress, or good stress, and distress, or bad stress (Selye, 1956). The occupational stress literature identifies challenge stressors as those associated with favorable outcomes, and hindrance stressors as those associated with negative outcomes (Cavanaugh, Boswell, Roehling, & Boudreau, 2000). The current study had three objectives: 1) to investigate occupational level stressor appraisal by K-12 teachers, 2) to explore how the perception of the availability of resources influences individual level stressor appraisal, and 3) to test differential outcomes of challenge and hindrance stress. Results indicate that K-12 teachers appraise workload as a hindrance stressor more than as a challenge stressor, which is contrary to existing management literature categorizing workload a challenge stressor. Perceived resources also accounted for significant variance in individual appraisal of stressors as a hindrance. Results pinpoint precise personal and organizational resources that contribute to stressor appraisals as a hindrance. Finally, hindrance stress significantly detracted from engagement while challenge stress did not affect work engagement.
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Simbula, Silvia <1980>. "Burnout and work engagement among teachers: an application of the job demands-resources model." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2009. http://amsdottorato.unibo.it/2150/.
Full textAbstract:
The present dissertation focuses on burnout and work engagement among teachers, with especial focus on the Job-Demands Resources Model:
Chapter 1 focuses on teacher burnout. It aims to investigate the role of efficacy beliefs using negatively worded inefficacy items instead of positive ones and to establish whether depersonalization and cynism can be considered two different dimensions of the teacher burnout
syndrome.
Chapter 2 investigates the factorial validity of the instruments used to measure work engagement (i.e. Utrecht Work Engagement Scale, UWES-17 and UWES-9). Moreover, because the current study is partly longitudinal in nature, also the stability across time of engagement can be
investigated. Finally, based on cluster-analyses, two groups that differ in levels of engagement are compared as far as their job- and personal resources (i.e. possibilities for personal development, work-life balance, and self-efficacy), positive organizational attitudes and behaviours (i.e., job satisfaction and organizational citizenship behaviour) and perceived health are concerned.
Chapter 3 tests the JD-R model in a longitudinal way, by integrating also the role of personal resources (i.e. self-efficacy). This chapter seeks answers to questions on what are the most important job demands, job and personal resources contributing to discriminate burned-out teachers
from non-burned-out teachers, as well as engaged teachers from non-engaged teachers.
Chapter 4 uses a diary study to extend knowledge about the dynamic nature of the JD-R model by considering between- and within-person variations with regard to both motivational and health impairment processes.
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Jackson, Leone Trodricht Basie. "Burnout and engagement of teachers in the North West Province / Leone Trodricht Basie Jackson." Thesis, North-West University, 2004. http://hdl.handle.net/10394/227.
Full textAbstract:
Continuous exposure to things like high job demands, lack of job resources, change,
competitiveness and rivalry, can result in stress and burnout. Stressful events may lead to ill health
and might impact negatively on the work-related well-being of employees. Because of
the emergence of positive (organisational) psychology, the study of positive aspects of health
and well-being are increasingly popular in Occupational Health Psychology. One of these
positive aspects is work engagement, which is considered to be the antipode of burnout.
Successful diagnoses of work stress, burnout and work engagement is the first step in
facilitating the work-related well-being of employees. To measure stress, burnout and work
engagement, it is important to use reliable and valid instruments. However, there is a lack of
empirical research systematically investigating burnout and work engagement in South
Africa, as well as serious limitations, including poorly designed studies, a lack of
sophisticated statistical analyses and poorly controlled studies. South Africa is a multicultural
society and therefore, when burnout and work engagement measures are applied to different
cultural groups, issues of construct equivalence becomes important. Furthermore, little
information exists regarding the causes and effects of work stress, burnout and work
engagement of teachers in South Africa.
The general objective of this research is to standardise the Maslach Burnout Inventory-
General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for teachers in
the North West Province, to determine causes of occupational stress for teachers, to assess the
relationship between occupational stress, organisational commitment and ill-health, and to
develop and test a causal model of work-related well-being for teachers in the North West
Province.
A cross-sectional survey design was used. Random, stratified samples of teachers in the
North West Province (N = 1177) were taken. An adapted version of the Maslach Burnout
Inventory - General Survey (MBI-GS), the Utrecht Work Engagement Scale (UWES), An
Organisational Stress Screening Tool (ASSET), the Affectometer 2, the Job Characteristics
Inventory (JCI), and a biographical questionnaire were administered. Descriptive statistics,
Cronbach alpha coefficients, inter-item correlations, exploratory and confirmatory factor
analyses, Pearson correlations, multivariate analysis of variance, one-way analysis of
variance and t-tests were used to analyse the data. Structural equation modelling was used to
test causal models of work-related well-being.
Structural equation modelling confirmed a three-factor model of burnout (Exhaustion, Mental
Distance and Professional Efficacy). All three factors showed acceptable internal
consistencies and construct equivalence for two language groups. Structural equation
modelling also confirmed a three-factor model of work engagement, consisting of Vigour,
Dedication and Absorption. Two of the sub-scales, namely Vigour and Dedication showed
acceptable internal consistencies. Both the MBI-GS and the UWES showed acceptable
construct equivalence. The results showed that practically significant differences exist
between demographic groups in their experience of burnout and work engagement.
The results confirmed the construct validity and internal consistency of the ASSET.
Occupational stress and low individual commitment to the organisation explained 3 1 % of the
variance in physical and psychological ill-health. Commitment from the individual to the
organisation moderated the effects of occupational stress on physical and psychological
health of teachers.
The results showed that role overload, unfavourable task characteristics, a lack of control and
low positive affect predicted exhaustion. Favourable task characteristics, positive affect and
low negative affect predicted professional efficacy. Burnout was related to physical and
psychological ill-health. Regarding a model of work-related well-being, the results showed
that job demands, a lack of job resources and low positive affect contributed to burnout.
Burnout mediated the relationship between job demands and ill-health, while positive affect
moderated the relationship between burnout and ill-health. Job resources predicted work
engagement. Work engagement mediated the relationship between job resources and
organisational commitment.
Recommendations for future research were made.Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.
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Vollet, Justin William. "Capturing Peers', Teachers', and Parents' Joint Contributions to Students' Engagement: an Exploration of Models." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3774.
Full textAbstract:
Building on research that has focused on understanding how peers contribute to students' engagement, this dissertation explores the extent to which peer group influences on students' engagement may add to and be contextualized by qualities of the relationships they maintain with their teachers and their parents. To focus on how each of these adult contexts work in concert with peer groups to jointly contribute to changes in students' engagement, the two studies used data on 366 sixth graders which were collected at two time points during their first year of middle school: Peer groups were identified using socio-cognitive mapping; students reported on teacher and parent involvement; and teachers reported on each students' engagement. In both studies, models of cumulative and contextualized joint effects were examined. Consistent with models of cumulative effects, peer group engagement, parent involvement, and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. Similarly, peer group influences on changes in students' engagement were stronger for students who experienced relatively low involvement from their parents. In both cases, these peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Both studies also used person-centered analyses to reveal cumulative and contextualized effects. Most engaged were students who experienced support from either both teachers and peers, or both parents and peers; the lowest levels of engagement were found among those students who affiliated with disaffected peers who also experienced either their teachers or parents as relatively uninvolved. Both high teacher and high parent involvement partially protected students from the motivational costs of affiliating with disaffected peers. Similarly, belonging to engaged peer groups partially buffered students' engagement from the ill effects of low teacher and parent involvement. These findings suggest that, although peer groups and teachers and parents are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.
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Mantz, Jacqueline. "ACTIVITY BURSTS IN THE SPECIAL EDUCATION CLASSROOM: TEACHERS’ PERCEPTIONS OF STUDENT ENGAGEMENT AND BEHAVIOR." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/766.
Full textAbstract:
An exploratory case study design and a mixed-methods approach was used to discover the impact of the Activity Bursts in the Classroom (ABC) Fitness Program on students in special education classroom settings, elementary and middle school. Both classrooms were comprised of students with the primary disability of emotional disturbance. Special education intervention teachers’ perceptions of their students engagement and behavior were collected before and during the implementation of the ABC for Fitness Program intervention. Special education intervention teachers completed the Teacher Assessment of Student Engagement, participated in an ABC for Fitness training session, a question and answer session, completed daily written behavior incident logs, a mid-point check-in, and a semi-structured interview. There were four themes found throughout the research. Intervention teachers perceptions’ of student engagement increased as the students enjoyed the ABC for Fitness Program activities. The classroom environment was improved through improving the student to teacher relationship, the ABC for Fitness Program intervention required adaptations for student success to the timing (e.g. length and number of times the exercises and cool down were implemented) ), structure, and the additional of visual cue cards (e.g. Fit Deck cards). The special education intervention teachers faced specific challenges unique to their setting such as structure and focus. Results indicated three main findings: 1) Special education intervention teachers’ perceptions of student engagement during the intervention improved; 2) Special education teachers needed to be able to adapt program to suit their students’ specific needs; and, 3) The ABC for Fitness Program was beneficial to participating special education intervention teachers’ classrooms environment in promoting positive interactions between students and staff.
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de, Grandpré Sylvie, and University of Lethbridge Faculty of Education. "Purposeful educational relationships : grade 7 students' perceptions of authentic engagement." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010, 2010. http://hdl.handle.net/10133/2589.
Full textAbstract:
This study explores how developing purposeful relationships with students fosters
engagement. Grade seven students were surveyed, interviewed, and given the opportunity
to reflect on the first seven years of their schooling. Based in Appreciative Inquiry (AI),
the students took a closer look at attitudes, teaching skills and the relationship with an
enjoyable teacher and added their own personal experiences to research-based examples
of factors contributing to engagement. The results confirm that developing purposeful
relationships contribute to raising student engagement and yield numerous examples of
what students value. These examples were compiled and highlight that there is an
undeniable human aspect to teaching. Building purposeful relationships does not solve all
school related issues but provides students with a more positive outlook on schooling.xiv, 168 leaves : ill. (chiefly col.) ; 29 cm
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Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.
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Weishuk, Heidi. "Professional engagement, critical thinking, and self-efficacy beliefs among early career K-12 school teachers." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261102.
Full textAbstract:
An online study was conducted to ascertain the potential of two independent variables, teaching self-efficacy and critical thinking skill (via a self-efficacy survey and a critical thinking appraisal) to predict four aspects of professional engagement (via a teaching career aspirations survey) among 95 self-selected early-career K-12 teachers. A regression model was attempted across the four aspects of professional engagement surveyed: planned persistence (PP), professional development (PD), professional leadership (PL), and planned effort (PE). However the data violated regression assumptions, necessitating non-parametric analysis. Analyses using Kendall’s tau showed a significant correlation between teaching self-efficacy and all four dependent variables (τPD = .34, p < .01; τPL = .29, p < .01; τPP = -.09, p < .01; τ PE = .41, p < .01). Critical thinking did not show a significant relationship with professional engagement. Two post hoc studies investigated these results. Non-parametric analysis showed a significant relationship between critical thinking scores and the critical thinking appraisal completion time (τ = .15. p < .05). T tests showed no significant differences between a sample (n = 27) of the main group (N = 95) and a retained group of participants who completed the surveys but did not complete the critical thinking appraisal (survey only group, n = 27). The significant relationship between teaching self-efficacy and career engagement in this study warrants further attention.
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Van, Gasse Nicole. "An Exploratory Study of Teachers' Uses of Data to Understand Students' Cognitive and Affective Engagement." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2097.
Full textAbstract:
Since its introduction in the 1980's, student engagement has been a popular topic in educational research. In the beginning, engagement was thought of as a simple construct; however, it is now believed that student engagement involves four separate, but equally important components (Appleton, 2012; Christenson, Reschly, Appleton, Berman, Spanjers, & Varro, 2008). The components of academic, behavioral, affective and cognitive engagement are each vital to the ongoing educational success of students, and ideally, these would remain high throughout all of the years that students are in school. Unfortunately, research shows that most students' engagement levels continuously decrease from elementary school until high school graduation (or dropout), with the biggest drops occurring when students transition to middle school and high school (Alexander, Entwisle, & Horsey, 1997; Dunleavy & Milton, 2008; Finn, Pannozzo, & Voelkl, 1995; Lopez, 2011; Roeser, Strobel, & Quihuis, 2002; Skinner et al., 2009). Much of the research is currently being done at the middle and high school level to try and re-engage students in their learning (Appleton, 2012; Appleton, Christenson, Kim & Reschley, 2006; Fredricks, Blumenfeld, & Paris, 2004). This research study, however, looked at the implications of engagement data collection with fourth grade students.
This mixed-methods study had two main goals. The first goal of the study was to determine the benefits of providing teachers with a systematic approach to collecting and following data on students' affective and cognitive engagement levels over time. The second goal of the study was to begin to explore interventions that appeared to increase fourth grade students' affective and cognitive engagement levels.
The data analysis showed that students consistently reported lower engagement scores in the areas of teacher and peer relationships at school. It was also found that teachers did not report using student engagement data to make whole class interventions, but teachers did report the desire to track individual student's engagement scores in order to implement individualized interventions, when needed. Three additional findings, as well as suggestions for future research, are also presented.
In the end, the study concludes with a more broad view on how this research can be used to impact the field of education. The ideas of teacher awareness, power in schools, and the need to create safe and caring classrooms that include students in the decision making process are all discussed as important components needed to engage students. Final suggestions have also been given for both teachers and administrators on how best to increase student engagement in the school or school district where they are working.
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Glasspool, Gary Michael. "Understanding student engagement : the perspectives of teachers and students in one independent UK secondary school." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707755.
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Doussett, Courtney Lynn. "THE IMPACT OF A CLASSROOM-BASED PHYSICAL ACTIVITY PROGRAM ON TEACHERS' PERCEPTIONS OF STUDENT ENGAGEMENT." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/257.
Full textAbstract:
The purpose of this study was to apply a mixed-methods approach using an exploratory case study design to identify the impacts of a physical activity intervention program on student engagement in an elementary school setting. This exploratory case study research examined teachers’ perceptions of student engagement prior to and following implementation of a classroom-based physical activity intervention program, ABC for Fitness. Participants completed the Teacher Assessment of Student Engagement survey of student engagement and behavior, participated in an ABC for Fitness workshop, semi-structured interviews, a question and answer session, a mid-point check-in, and completed daily written behavior incident logs. Results indicated three main findings: 1) intervention teachers’ ratings and perceptions of student engagement improved; 2) intervention teachers’ attitudes towards students improved; and, 3) intervention teachers’ level of engagement in the classroom improved following implementation of the ABC for Fitness program. The demonstration of the ABC for Fitness program on student engagement levels during the three week intervention examination of its long-term effectiveness. With so much of the public educational discussion revolving around student engagement and student success, a detailed look into a classroom-based physical activity program would be a cost-effective approach to student engagement which is linked to student success.
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Castle, Karen Elizabeth. "Continual Professional Development for school teachers : a qualitative inquiry into factors affecting engagement at one university." Thesis, Keele University, 2014. http://eprints.keele.ac.uk/1334/.
Full textAbstract:
This thesis examines what influences teachers when they engage with, or disengage from CPD at one U.K. University that is a major provider of teachers` CPD. The research has been carried out with the aim of informing the management and development of CPD programmes. The views of head teachers, teachers and local authority education specialists were captured during eleven interviews and two focus groups. Participant observation data was collected over a period of four years between 2006 and 2010. Whilst the initial incentive was to understand the relationship between CPD and professional identity among this group, what came out of my data was that teachers were seeing CPD as an oppressive form of professional discourse. The thesis thus theorises these teachers` thoughts by drawing on critical counter-hegemonic ideas, such as but not limited to those represented in the work of Michel Foucault. The inquiry concludes that the ways in which these teachers perceive power has an influence on the ways in which they engage in CPD and that this is closely entwined with how they view their professional identity. The thesis suggests that if universities are to play a significant role in the professional development of teachers, firstly they need to understand these influences and address such feelings. Secondly they need to embrace ways of working with schools and head teachers that acknowledges this understanding.
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Moschovaki, Eleni. "Teachers' story reading styles and their impact on young children's language, attention, participation and cognitive engagement." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336831.
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Zou, Bingjie. "Shanghai kindergarten teachers' beliefs about engagement in Developmentally Appropriate Practice in the context of educational reform." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/37.
Full textAbstract:
In an effort to ensure high quality early childhood education, curriculum reform has been implemented for over one decade in Shanghai kindergartens (specifically, since 2004). The reform guidelines largely align with the principles of Developmentally Appropriate Practice (DAP) issued by the National Association for the Education of Young Children (NAEYC) in the United States, which served as the conceptual framework of this study. This study aimed to develop a better understanding of kindergarten teachers’ beliefs and practice of Developmentally Appropriate Practice (DAP) in Shanghai in the context of educational reform, the relationship between teachers’ beliefs and their practice, and whether the type of school (public versus private) moderates the belief-practice relationship. Applying a correlational research design, this study measured kindergarten teachers’ beliefs and practices by the instrument of Teacher Beliefs and Practices Survey (three to five-year-olds) (Chinese version, by Wang, Elicker, McMullen, & Mao, 2008). Respondents from both public ( n = 111) and private ( n = 71) kindergartens in Shanghai completed this survey. Findings suggested that teachers endorsed both appropriate and inappropriate beliefs and engaged in both appropriate and inappropriate practices (as defined by DAP principles), but with significantly higher levels of endorsement in appropriate (as compared to inappropriate) beliefs and engagement in appropriate (as compared to inappropriate) practices. Teachers’ beliefs and practices were reported to be moderately positively correlated, implying that their practices tend to reflect their beliefs. School type was not found to moderate the belief-practice relationship; however, public and private school teachers, on average, differed in their levels of endorsing appropriate and inappropriate beliefs, and the levels at which they engage in appropriate practices (but not inappropriate practices, with the Bonferroni adjustment applied to control the Type I error rate). Public kindergarten teachers were higher, on average, for all four subscales. Implications are discussed along with suggestions for further research.
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Ward, Laura G. "Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?" Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.
Full textAbstract:
Over the past decade there have been increasing amounts of academic, political and media interest in Physical Education. teachers and their role in promoting healthy, active. lifestyles. Indeed, there is a long-standing assumption that schools play a fundamental role in producing 'a healthy nation' arid that Physical Education is responsible for promoting sport, physical activity and health amongst young people. This research was located within the context of Health-Related Exercise (HRE), a statutory component of the National Curriculum for Physical Education in England which aims to promote in pupils the knowledge, skills and understanding necessary to lead healthy, active lifestyles. An extensive and critical review of literature revealed that there were continuing concerns over the status, organisation and teaching of HRE within the curriculum, and that questions had been raised over Physical Education teachers' knowledge of HRE and the extent to which they have engaged with continuing professional development (CPD) in the area (HRE-CPD). The reasons underpinning these concerns have been relatively unexplored and this thesis represents a contribution towards understanding the social processes which have served to influence the nature and extent of Physical Education teachers' engagement with HRE and HRE-CPD.
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Eckersley, Mark. "Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/c794a0bbc920b0dccbd1d1d653692286e42558ad76312d10462327ff49fa9c66/3588331/Eckersley_2019_Signposts_and_messagesticks_an_ethnographic_study.pdf.
Full textAbstract:
The purpose of this ethnographic study is to investigate how non-Indigenous Australian secondary drama teachers engage with an Australian Indigenous drama text. Some studies, such as those of Moriarty (1995) and Harrison and Greenfield (2011), have focused on the implementation and teaching of ‘Aboriginal Studies’ and ‘Aboriginal Culture’. There is a gap in scholarly literature relating to the way teachers engage with Indigenous Australian perspectives and texts. In this research, I address the following question: ‘How do non-Indigenous Victorian secondary school drama teachers (NIVSSDTs) engage with Indigenous Australian drama texts and what effects does this have on ‘ways of seeing’ that develops knowledge and understanding?’ Ethnographic and case study research is used to examine how non-Indigenous Victorian secondary school drama teachers (NIVSSDTs) perceive and make sense of an Indigenous Australian drama text. A case study was conducted that included four NIVSSDTs in an ethnographic study of their teaching of an Indigenous drama text. Data collection was based on three data collection methods. First, semi-structured interviews with each of the four NIVSSDTs were undertaken. Second, visual journals of the NIVSSDTs were examined. Finally, discussion in forums involving the participants took place. The case design was informed by Indigenous Australian Aboriginal pedagogy of cultural interface as represented in the eight-stage model of Yunkaporta (2009) and the work on privileging Indigenous Australian ‘ways of Knowing’ by Rigney (1997), Smith (1999), Nakata (2003), Foley (2002) and Blair (2015). Important also to the data analysis were ‘theories of visuality’, especially the conceptual frameworks of reception theory (Hall 1980). Findings from the study were that NIVSSDTs primarily adopt hegemonic or negotiated operating positions especially when concentrating on exam criteria. Negotiated positioning is more evident when NIVSSDTs concentrate on story, themes and contexts. NIVSSDTs tended to aestheticise, objectify and engage with Indigenous Australian cultures positioning Indigenous ‘ways of Knowing’ on the periphery of Western knowledge constructs. Lack of meaningful consultation with Indigenous Australian knowledge holders is also evident. The significance of my research lies in its contribution to knowledge about social, cultural and political issues surrounding Non-Indigenous teachers’ engagement with Indigenous cultures and ‘ways of Knowing'.
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Allen, Kim M. "The Perceptions of Career and Technical Education (CTE) Teachers on the Influence of CTE on Student Engagement." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29626.
Full textAbstract:
Learning in school requires active engagement. Student engagement is an important aspect for all students, whether urban, suburban, or rural, and regardless of socioeconomic background. Students enter Career and Technical Education (CTE) programs for a multitude of reasons and CTE programs offer unique support for student success by increasing student engagement. This study will focus on CTE teachers' perceptions of the influence that CTE programs and industry credentialing have on student engagement.
Utilizing information on student engagement will help educators develop strategies to promote student motivation and student engagement, thus leading to student academic success. This study is a quantitative, descriptive statistical study in which the researcher examined studies that focused on student engagement and student engagement predictors. The research identified six qualities of student engagement: positive conduct and absence of disruptive conduct, school attendance, academic progress, social membership, high expectations in students' ability to achieve, and emotional support. The researcher developed a survey to examine teachers' perceptions of CTE influence on student engagement by including the six qualities of student engagement as guidelines for questionnaire development.
Results of the survey indicate that CTE teachers identify all six domains of student engagement as represented within their course structure. Responses of all groups were similar, while their levels of industry involvement different. Additional results of all teacher responses are provided in the paper.Ed. D.
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Miller, Wendy Sue. "Getting close, letting go, becoming real: civic engagement with preservice art teachers at the House of Hope." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/5025.
Full textAbstract:
This is a qualitative, mixed-methods study that focuses on the dispositions that preservice teachers bring into teacher education programs in regard to homelessness. Teacher education programs play an important role in providing preservice teachers experiences teaching that prepare them for working with diverse populations of students. Students enrolled in an elementary art methods course and participated in a civic engagement experience, teaching children after school who were living in a transitional housing program.
The results of this study showed evidence that working in community settings with diverse students can alter preservice teachers' notions and awareness of impoverished and homeless children. As a researcher, it is my hope that this alteration will significantly impact the way that pre-service teachers interact with all of their future students.
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Van, Wyk Debri. "Work wellness among secondary school teachers in the Goldfield region of the Free State Province / Debri van Wyk." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1180.
Full textAbstract:
The only constant thing in today's world is change. Change is everywhere, even in the education sector.
The education system has undergone tremendous changes in the past 10 years. This includes several
curriculum changes. Change always contributes to stress, which individuals in the education department
are experiencing quite intensively, judging by the popular media. Stressful events may lead to ill-health
and might negatively impact the workforce and the overall well-being of these educators.
The emergence of positive psychology has contributed to the increased research of well-being, rather than
the negative antipode of illness, in relation to occupational stress. One of these positive aspects of wellbeing
is work engagement, which is considered to be the opposite of burnout. Thus, describing burnout,
engagement and stress is a first step in facilitating the work-related wellness of educators. Furthermore,
individual dispositions that may act as resources or buffers in the handling of stress and burnout, facilitate
engagement and protect educators7 health are also of interest. To measure burnout, engagement, stress
and health, it is important to use reliable and valid instruments. Various studies are available on the
reliability and validity of the burnout and engagement scales, but it is rather limited for educators in the
South African environment. Furthermore, little information exists regarding the causes and effects of
work stress, health, burnout and engagement of educators in South Africa.
The first objective of this research was to standardise the Maslach Burnout Inventory-General Survey
(MBI-GS) and the Utrecht Work Engagement Scale (UWES) for educators in the Goldfield region of the
Northern Free State province. The second objective was to determine if biographical variables can be
used to describe educators' burnout and engagement. The third objective of this research was to
determine causes of stress among educators, and again to investigate the role of biographical differences.
Lastly, the focus in this research fell on the determination of the role of optimism in predicting the health
of educators in the Goldfield region of the Northern Free State province.
A cross-sectional survey design, in which a sample is drawn from a population at one point in time, was
used to attain the research objectives. Participants were randomly selected from the total population of
educators in the Goldfield region of the Northern Free State province. A sample of 469 educators was
used from the total population of 1014 (i.e. 46,25% of the total population). Schools in the Goldfields
region of the Northern Free State province were randomly selected to participate in this research.
The MBI-GS, the UWES, the Educator Stress Questionnaire (which was developed by the author for the
purpose of this research), the Health Subscales of the Asset, the LOT-R and a biographical questionnaire
was administered. Descriptive statistics, Cronbach alpha coefficients, inter-item correlations, exploratory
and confirmatory factor analyses, Pearson correlations, multivariate analysis of variance, one-way
analysis of variance, t-tests, dummy coding and multiple-regression analyses with interaction terms were
used to analyse the data.
Structural-equation modelling confirmed a three-factor model of burnout consisting of Exhaustion,
Depersonalization and Professional Efficacy. All three factors showed acceptable internal consistencies
for three main language groups. A three-factor model of engagement was also confirmed, consisting of
Vigour, Dedication and Absorption. These scales also indicated acceptable reliability. Results of a
second order factor analysis indicated that the work wellness of educators can be described as consisting
of two dimensions. The Burnout dimensions of Exhaustion and Depersonalisation can be grouped
together on one factor, while the Burnout dimension of Professional Efficacy can be grouped with the
Engagement variables of Vigour, Dedication and Absorption.
Results showed that biographical variables that consist of the gender, marital status, home language, age
and years work experience of educators could be used to describe educator burnout and engagement. It
was found that Exhaustion could be predicted by gender. Educators who speak an African language
scored lower than Afrikaans-speaking educators in terms of Exhaustion. Marital status could also be used
to predict exhaustion. Educators between the ages of 37 and 46 measure lower on depersonalisation than
educators between the ages of 22 and 30 years. Educators who have between 13 and 20 years of
experience, have higher levels of depersonalisation than participants with 6 or less years of experience.
Both English and African-language-speaking educators measure lower on Professional Efficacy than the
Afrikaans language group. Language remains a significant predictor of Professional Efficacy. Educators
who are older than 31 years of age measure higher on Professional Efficacy than those younger than 31
years of age. Professional Efficacy could be predicted among educators who are English speaking and/ or
older than 31 years of age. Additionally, being married or divorced measure lower on Professional
Efficacy when compared to their single counterparts. The eldest educators measure higher on Professional
Efficacy. Female educators measure lower on Vigour than their male counterparts. Educators between the
ages of 47 and 64 measure higher on dedication than educators between the age of 22 and 30 years.
Married educators measured lower on dedication, when compared to single educators.
The ESQ, a measure of educators' occupational stress that consists of 48 items, was developed and
administered. During analysis, 4 items were discarded due to non-loading, and a further 8 items were
discarded due to significant secondary loadings. Five factors were extracted and were labelled Rewards
and Participation, Support and Communication, Job Insecurity, Role Overload and Task Characteristics.
Furthermore, the biographical variables that were used to describe burnout and engagement among
educators (language, age, gender, work experience and marital status), could also be used to describe
educator stress. The various stress factors that were identified through the ESQ, could also be used to
determine well-being among educators. This includes Support and Communication, Rewards and
Participation, Role Overload, Job Insecurity and Task Characteristics.
In terms of predicting the physical and psychological health of educators, separate analyses were carried
out for the burnout and engagement components. It was shown that that educators' home language, their
experience of optimism, role overload and task characteristics predicts physical health, and home
language, participants' levels of optimism, experiences of rewards and participation, support and
communication, job insecurity, role overload and task characteristics predicts psychological health.
Additionally, the interaction terms Professional Efficacy and Optimism, as well as the interaction
between Vigour and Optimism, proved to be significant predictors of physical health. The interaction
term of Depersonalisation and Optimism, as well as the interaction term of Support and Communication
and Optimism, proved to be significant predictors of psychological health. Language was also shown to
be a constant predictor of physical and psychological health, where educators speaking an African
language experienced significantly better overall well-being than Afrikaans and English-speaking
educators.
By way of conclusion, recommendations for future research and the education department are made.Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.
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Hackett-Villalobos, Karen. "Training beginning teachers how to engage families: A case study." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/30.
Full textAbstract:
This qualitative study focuses on how beginning teachers attain skills to engage families in the educational process. Historical rationale, theoretical frameworks, and key research findings for family engagement training during the last three decades were reviewed, studied, and analyzed for themes. A review of scholarly literature is incorporated into this inquiry to provide a lens into the scope of existing family engagement research regarding the ways in which teachers are trained how to partner with families. This study also includes discussion and analysis of state and federal policies and mandated reporting to support new teachers in engaging families, the identification of theoretical frameworks that provide insight and rationale for teacher-family partnerships, and the inclusion of pre-service beginning teacher training focusing on partnering with families in the elementary school. Data for this case study includes beginning teacher training, interviews, document analysis, and anecdotal accounts, including teacher reflective journals. Utilizing case study and participant action research (PAR) methodology, the author identifies how providing professional development opportunities for beginning teachers supports increasing teacher-family engagement. The study focuses on beginning teacher training, as well as identifying attitudes and interactions with families, emerging patterns, and further research themes. Utilizing research in this case study, I set out to identify trends in the literature, research, and participant training modules to enhance training for beginning teachers in engaging families in the educational process.
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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
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Knutzen, Kimberly Brant. "An inquiry into transforming teachers' perception of their own pedagogical practices through social engagement in an online learningenvironment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41261896.
Full text
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Cornelissen, Belinda m. "Pre-service mathematics teachers’ engagement with the evaluation and construction of alternative mathematical models for the same phenomena." University of Western Cape, 2020. http://hdl.handle.net/11394/8172.
Full textAbstract:
Doctor EducationisThe overarching purpose of this research study was to ascertain the deliberations preservice mathematics teachers engage with when they construct alternative mathematical models for social phenomena. The study is situated within the mathematical competencies and, in particular, on the evaluation competency with the possibility of developing alternative models flowing from the evaluation. Twenty fourth-year pre-service mathematics teachers participated in the completion of three different mathematical modelling tasks on which the analysis was based. The data collected was analysed qualitatively. The researcher exploited a thematic analysis design to investigate how pre-service mathematics teachers build alternative models.