Littérature scientifique sur le sujet « Teacher agencies »
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Articles de revues sur le sujet "Teacher agencies"
Ogunode Niyi Jacob et Ahaotu Godwin Ndubuisi. « Challenges Facing the Implementation of Teacher-Students Ratio Policy in Nigerian Educational System and the Ways Forward ». International Journal on Integrated Education 3, no 9 (18 septembre 2020) : 189–97. http://dx.doi.org/10.31149/ijie.v3i9.619.
Texte intégralHolmes, Barbara, DeJuanna Parker et Jamel Gibson. « Rethinking Teacher Retention In Hard-To-Staff Schools ». Contemporary Issues in Education Research (CIER) 12, no 1 (18 janvier 2019) : 27–32. http://dx.doi.org/10.19030/cier.v12i1.10260.
Texte intégralSiswanto, Indira Lusianingtyas, et Paulus Kuswandono. « Understanding Teacher Identity Construction : Professional Experiences of Becoming Indonesian Montessori Teachers ». IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no 1 (17 novembre 2020) : 1. http://dx.doi.org/10.21093/ijeltal.v5i1.539.
Texte intégralYuni, Mujahidin et Sera Yuliantini. « Efektivitas Musyawarah Guru Mata Pelajaran Pendidikan Agama Islam Dalam Meningkatkan Kompetensi Pedagogik Guru Pendidikan Agama Islam ». Tarbiya Islamica 11, no 1 (30 juin 2023) : 38–44. http://dx.doi.org/10.37567/ti.v11i1.2357.
Texte intégralTutunis, Birsen, et Ozge Hacifazlioglu. « The Impact of Reflective Practices of English Language Teachers on the Development of A Sense of Agency ». Journal of Education and Training Studies 6, no 10 (20 août 2018) : 107. http://dx.doi.org/10.11114/jets.v6i10.3409.
Texte intégralYakub, Pramita, Ahmad Bashri, Sifak Indana et R. Raharjo. « Teacher literacy skills through minimum competency assessment training ». Journal of Community Service and Empowerment 3, no 2 (31 août 2022) : 93–102. http://dx.doi.org/10.22219/jcse.v3i2.18917.
Texte intégralJena, Prakash Chandra. « Need of Restructuring Teacher Education Programmes in India : An Essence for Globalization ». International Letters of Social and Humanistic Sciences 34 (juillet 2014) : 21–28. http://dx.doi.org/10.18052/www.scipress.com/ilshs.34.21.
Texte intégralLubis, Sonia Handini, Endang Fauziati et Dewi Rochsantiningsih. « Merdeka Belajar Curriculum : A Study on EFL Teachers' Varying Expressions of Agency ». VELES (Voices of English Language Education Society) 7, no 2 (30 octobre 2023) : 335–44. http://dx.doi.org/10.29408/veles.v7i2.22517.
Texte intégralSutono, Aditya Agung, et Markus Budiraharjo. « The Impacts of Liberal Arts Education of Jesuit School Culture on English Teachers’ Transformed Agencies ». International Journal of Education 13, no 1 (2 août 2020) : 26–36. http://dx.doi.org/10.17509/ije.v13i1.24589.
Texte intégralDorji, Sherab, Patcharin Sirasoonthorn et Kantabhat Anusaksathien. « School Teachers in Rural Bhutan : Quality of Work Life, Well-Being and the Risks of Resignation ». South Asia Research 39, no 3 (23 septembre 2019) : 270–84. http://dx.doi.org/10.1177/0262728019872038.
Texte intégralThèses sur le sujet "Teacher agencies"
Beech, Jason. « International agencies, educational discourse, and the reform of teacher education in Argentina and Brazil (1985-2002) : a comparative analysis ». Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006657/.
Texte intégralGattenhof, Sandra Jane. « 'Artnerships : effective models of arts and education partnerships ». Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/35835/1/35835_Digitised%20Thesis.pdf.
Texte intégralLeite, Márcia Donizete. « As diferentes facetas do trabalho do professor : dos órgãos governamentais à palavra do trabalho ». Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14115.
Texte intégralSecretaria da Educação do Estado de São Paulo
Based on the principle that a broader conceptualization of work may allow us to reach a more comprehensive awareness of what teachers work is (MACHADO, 2008), we analyzed an official educational document of the Government of State São Paulo (Curricular Proposal/2008) and texts written by some teachers of the Public Education Network of this State aiming at contributing to a better understanding of the teaching work. In this context, the general objective of the research is to investigate which constituent elements of the teaching work are constituted as a focus and evaluated in the texts of this official document and in the texts of the participant teachers, for this research may disclose factors that interfere in a significant way in teachers work actions. The analysis of these texts was carried through on the basis of the theoretical principles of ISD (Socio-discursive Interactionism), from a dialogic perspective, where work is seen as a way of acting whose configurations are constructed in language. Results allow us to detect that in the official text teaching work depends only on one of the elements focused by the Proposal, which are offered by its prescribers, while in the texts of the participant teachers we may see that teachers act in function of several constituent elements of their work. Thus, the research shows to be necessary a review of certain conceptions and a multidimensional perspective which give voice to these professionals, so that we may arrive at the improvement of prescriptions and thus contribute for the improvement of education, but also for rescuing the social values implied in the teaching work
Partindo do princípio de que uma conceitualização mais ampliada do trabalho, pode nos levar a uma maior conscientização do que vem a ser o trabalho do professor (Machado, 2008), análises de um documento oficial educacional do Governo do Estado de São Paulo (Proposta Curricular/2008) e de produções textuais de alguns professores da Rede Pública deste Estado foram realizadas em busca de contribuir para uma melhor compreensão do trabalho docente. Neste contexto, o objetivo geral da pesquisa é investigar quais os elementos constitutivos do trabalho docente que são tematizados e avaliados nos textos desse documento oficial e nos textos dos professores- participantes, pois essa investigação pode nos revelar fatores que interferem de forma significativa no agir do professor. A análise desses textos foi realizada com base nos pressupostos teóricos do ISD, em uma perspectiva dialógica, em que o trabalho é visto como uma forma de agir, cujas configurações são construídas na linguagem. Os resultados obtidos permitem detectar que no texto oficial o trabalho docente depende de um dos elementos tematizados na Proposta, o qual é oferecido por seus conceptores, enquanto que os textos dos professores-participantes revelam que o professor age em função de vários elementos constitutivos de seu trabalho. Assim é preciso rever certas concepções e ter um olhar multidimensional , dando voz a esses profissionais, para que se possa chegar à melhoria das prescrições e, assim, não só contribuir para a melhoria do ensino, mas também para o resgate dos valores sociais do trabalho docente
Dunning, Debra. « Seamless service : Collaboration and partnership of a non-publicly funded child care organization located within a site with multiple publicly-funded agencies ». The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1095696710.
Texte intégralKhama, Bollen Simataa. « An evaluation of the recruitment and selection of educators : the case of Zambezi Region Education Directorate, Namibia ». Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/17967.
Texte intégralEl, challah Rana. « Innovation en formation continue et dynamiques coopératives : etude sur le travail en réseau des enseignants au sein des établissements de l'Agence pour l'Enseignement Français à l'Etranger au Liban (AEFE) ». Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2020.
Texte intégralStudy of networking among teachers within the schools of The Agency for French Education Abroad in LebanonRésumé : This dissertation draws on a number of research studies in education and sociology (Huberman, 1995 ; Fullan and Hargreaves, 2012). It is based on the fact that teachers’ networking can be a lever for their professional development. Our research study examines the modalities of secondary school teachers’ interactive dynamics in the AEFE (Agency for French Education Abroad) school network in Lebanon. This specific network which comprises 43 schools across the country is known for being one of the biggest AEFE networks in the world. Its particular geopolitical and multicultural structure helps reflect the excellence and the visibility of French education abroad. Indeed, the inherent specificity and complexity of this network, characterised by its various leadership styles, questions the articulation between teacher training, professional development and networking. Our aim is to better understand how each school operates. Our goal is also to understand teacher training modalities within the school network and the teachers’ perceptions of their efficacy. More precisely, we need to know whether the current three teacher training programmes foster teachers’ networking and enhance their professional development. We have selected a stratified sample of 10 schools. Our representative sample consists of secondary school teachers, school principals, assistant head teachers and academic advisors. Our work is based on the findings of an exploratory survey on head teachers conducted in three AEFE schools in 2010-2011. We have designed many questionnaires : 423 were completed by teachers and coordinators, 380 others were completed by 380 students. We have conducted 51 interviews with schools principals, assistant head teachers, academic advisors as well as AEFE representatives. Given the complexity of the parameters to be taken into consideration, our methodology is both qualitative and quantitative. Statistical analysis tools were designed, sociogrammes and thematic analysis methods were applied as well. The frequency of occurrences in the interviewees’ utterances were analysed. The combination of analysis methods helped us draw a map representing teachers’ interactive dynamics of the school network.Our research findings show that, despite the directives and official texts, the AEFE teacher training programmes offer little support that fosters teachers’ professional development. There is little cooperation between teachers. These phenomena prevent teachers from embracing a professional development model. Furthermore, the three teacher training programmes do not really fulfill their mission since they are not synergistically connected, which hampers the emergence of networking culture. The paradigm of « imaginary cities » belonging to political philosophy helps better understand complex causalities and challenges. We show evidence that governance models can vary or overlap depending on several cyclical factors. These governance models correspond to the various leadership styles in the AEFE network and affect teachers’ networking practices. We suggest a new paradigm which enables the AEFE school network to shift from a culture of « city governance » to a « networking culture ». Our paradigm consists of a teacher training programme which establishes a dialectic unity between intra- and inter-establishment networking and synergy between the teacher training programmes. The student’s academic path as well as the teacher’s professional path will be at the heart of this paradigm. This will launch the essential foundations of a networking culture which fosters teachers’ professional development. Moreover, this new model can be implemented worldwide in other school networks which might be confronting similar issues
Govender, Soobramoney. « Satellite teachers' centres as agencies for the development of educational technology at schools ». Thesis, 1998. http://hdl.handle.net/10413/3875.
Texte intégralThesis (M.Ed.)-University of Durban-Westville, 1998.
Protulipac, Sandra Wolf. « A Descriptive Analysis of the Relationship Between Years of Experience and the Frequency and Style of Consultation Employed by School Counselors with Teachers, Administrators, Parents, and Counselors in Community Agencies ». 2003. http://digital.library.duq.edu/u?/etd,19720.
Texte intégralSchool of Education
Counselor Education and Supervision (ExCES)
EdD
Dissertation
Schuster, Casey Elizabeth. « The War in the Classroom : The Work of the Educational Section of the Indiana State Council of Defense during World War I ». Thesis, 2012. http://hdl.handle.net/1805/3223.
Texte intégralWhen the United States entered World War I in April 1917, many Americans quickly rallied to support the nation. Among the numerous committees, organizations, and individuals that became active in the mobilization process were the forty-eight state councils of defense. Encouraged to form by President Wilson and his administration in the days and weeks following U.S entry in the war, the state councils grew as offshoots of the Council of National Defense and assisted in bringing every section of the country into a single scheme of work. Everyone was expected to do their part in WWI, whether they were fighting overseas or helping on the home front. The state councils, broken down into various sections and county, township, and high-school level councils, made sure that this was the case by reaching down into local communities and encouraging individuals to become involved in the war effort. Their work represented the embodiment of a “total war” philosophy and, yet, studies on these organizations are surprisingly scarce, giving readers an inadequate understanding of the American home front during the conflict. This thesis therefore places the focus directly on the state councils and examines the work they undertook to make the United States ready for, and most effective in wartime service. In particular, it explores the efforts of the Educational Section of the Indiana State Council of Defense. By concentrating on this one section, readers may gain a better understanding of the lengths that the state councils went to in order to put every person – teachers and students included – on a wartime footing.
Livres sur le sujet "Teacher agencies"
Muckle, James Y. How to find jobs teaching overseas. 2e éd. Sebastopol, Calif : KSJ Pub. Co., 1992.
Trouver le texte intégralAudits, California Bureau of State. California Commission on Teacher Credentialing : It could better manage its credentialing responsibilities. Sacramento, Calif : California State Auditor, Bureau of State Audits, 2004.
Trouver le texte intégralRobert, Houston W., dir. Mirrors of excellence : Reflections for teacher education from training programs in ten corporations and agencies. Reston, Va. (1900 Association Dr., Reston 22091) : Association of Teacher Educators, 1986.
Trouver le texte intégralNational Conference on Teacher Education and Its Agencies in Ghana (1986). Report of the National Conference on Teacher Education and Its Agencies in Ghana, 7th-13th September 1986. [Ghana] : The Institute, 1986.
Trouver le texte intégralUnited States. Department of Housing and Urban Development. Officer Next Door/Teacher Next Door (OND/TND) : Program evaluation. Washington, DC (P.O. Box 23268, Washington) : U.S. Dept. of Housing and Urban Development, Office of Policy Development and Research, 2004.
Trouver le texte intégralUnited States. General Accounting Office., dir. Teacher training : Over $1.5 billion federal funds invested in many programs : statement of Marnie S. Shaul, Associate Director, Education, Workforce, and Income Security Issues, Health, Education, and Human Services Division, before the Subcommittee on Postsecondary Education, Training, and Life-long Learning, Committee on Education and the Workforce, House of Representatives. Washington, D.C : The Office, 1999.
Trouver le texte intégralUnited States. General Accounting Office., dir. Teacher training : Over $1.5 billion federal funds invested in many programs : statement of Marnie S. Shaul, Associate Director, Education, Workforce, and Income Security Issues, Health, Education, and Human Services Division, before the Subcommittee on Postsecondary Education, Training, and Life-long Learning, Committee on Education and the Workforce, House of Representatives. Washington, D.C : The Office, 1999.
Trouver le texte intégralUnited States. Government Accountability Office. Child welfare : Federal agencies can better support state efforts to prevent and respond to sexual abuse by school personnel : report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. [Washington, D.C.] : United States Government Accountability Office, 2014.
Trouver le texte intégralMironov, Anatoliy, et Sergey Ryabov. Law enforcement agencies. ru : INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1852912.
Texte intégralAgency, Teacher Training, dir. Conduct of the teacher training agenc's business. London : Teacher Training Agency, 1994.
Trouver le texte intégralChapitres de livres sur le sujet "Teacher agencies"
Kárpáti, Andrea, et Helga Dorner. « Developing Epistemic Agencies of Teacher Trainees – Using the Mentored Innovation Model ». Dans Collaborative Knowledge Creation, 219–32. Rotterdam : SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-004-0_12.
Texte intégralCunnion, Janna, Feifei Hua, Maureen McNicholl et Sandra Ospina. « Middle School Climate Change Mitigation and Adaptation Curriculum in the United States : Peers Lead Peers Through Change and Action ». Dans Education to Build Back Better, 145–67. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_7.
Texte intégralGal, Iddo. « Critical Understanding of Civic Statistics : Engaging with Important Contexts, Texts, and Opinion Questions ». Dans Statistics for Empowerment and Social Engagement, 323–43. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20748-8_13.
Texte intégralDeshingkar, Priya, et Doudou Dièye Gueye. « It’s a Journey That Only God Knows : Understanding Irregular Migration in Senegal Through a Religious Lens ». Dans IMISCOE Research Series, 35–55. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97322-3_3.
Texte intégralHöstfält, Gabriella, et Barbro Johansson. « Regulatory Support Activities in the Swedish Policy and Practice Nexus : Inclusive Culture of Education Policy in Different Contexts ». Dans Policy Implications of Research in Education, 227–46. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_12.
Texte intégralMcCarthy, Dianne S., et Barbara A. Burns. « Mathematics Teacher Education and edTPA ». Dans K-12 STEM Education, 149–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch008.
Texte intégralVives, Marga, Carmen Orte et Martí March. « Approaching Leadership from a Lifelong Learning Perspective ». Dans Teacher Education, 315–34. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch016.
Texte intégralSulentic Dowell, Margaret-Mary, et Tynisha D. Meidl. « Pedagogical Approaches and Service-Learning in Teacher Preparation ». Dans Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 1–16. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch001.
Texte intégralSulentic Dowell, Margaret-Mary, et Tynisha D. Meidl. « Pedagogical Approaches and Service-Learning in Teacher Preparation ». Dans Research Anthology on Instilling Social Justice in the Classroom, 222–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch015.
Texte intégralQuicke, John. « Initial Teacher Education and the Role of the Support Agencies ». Dans Teacher Training and Special Educational Needs, 117–28. Routledge, 2018. http://dx.doi.org/10.4324/9780429488894-10.
Texte intégralActes de conférences sur le sujet "Teacher agencies"
Sarpong, Lawrence, Humphrey Danso et Christian Addai-Poku. « Assessment of the Effectiveness of the Online Training of the Teacher Education and Enhancement Programme (TEEP) in Ghana ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3354.
Texte intégralFolan, John. « Exclusively Mutual ». Dans 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.4.
Texte intégralAlTarawneh, Mohammad. « Native-Speakerism in the EFL Job Market : A Corpus-based Study of Teaching Advertisements ». Dans 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.947.
Texte intégralHo Schar, Cathi. « Toward Public Sector Practice ». Dans 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.55.
Texte intégralVigneri-Beane, Jason. « Sympoietic Structures : Enfolding Ecological Inputs into Core-Studio Curricula ». Dans 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.4.
Texte intégralPepler, Giles. « DEVELOPING POLICIES TO STIMULATE THE UPTAKE OF OER IN EUROPE ». Dans eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-040.
Texte intégralZheng, Ziang. « A Survey on the Factors Causing Job Burnout among Nine-Year Compulsory Education Teachers and Teachers in After-School Training Agencies in China ». Dans ICETM'21 : 2021 4th International Conference on Education Technology Management. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3510309.3510350.
Texte intégralSari, Vita Fitria, Mayar Afriyenti, Fefri Indra Arza et Mia Angelina Setiawan. « Improving Vocational Teachers’ Readiness in Teaching New Subject “Accounting Practice of the Institution and Local Government Agencies” ». Dans Proceedings of the 2nd Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2018). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/piceeba2-18.2019.5.
Texte intégralHoffman, Todd, Neil Decker, Richard Lynch et Mary North-Abbott. « Teaching the Teachers of Montana about the Oil and Gas Industry ». Dans SPE Annual Technical Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/214822-ms.
Texte intégralAleksandrova, Alevtina, Svetlana Feoktistova et Marina Alekseeva. « Recombination of the academic mobility format of higher schoolteachers in the context of digitalization of education ». Dans Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.qaxk8823.
Texte intégralRapports d'organisations sur le sujet "Teacher agencies"
mcguinn, patrick. State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, septembre 2015. http://dx.doi.org/10.12698/cpre.pb15-2.2015.
Texte intégralMcGuinn, Patrick. Evaluating Progress : State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, septembre 2015. http://dx.doi.org/10.12698/cpre.wp2015-09.seas.
Texte intégralBland, Jennifer, et Kimberly Smith. Recruitment and Retention : Pilot Solutions Designed by Teachers of Color (Phase I). Digital Promise, février 2023. http://dx.doi.org/10.51388/20.500.12265/168.
Texte intégralArmas, Elvira, et Magaly Lavadenz. Bilingual Teacher Residencies in California : Findings and Recommendations for Policy and Practice. Center for Equity for English Learners, janvier 2024. http://dx.doi.org/10.15365/ceel.policy.14.
Texte intégralLavadenz, Magaly, et Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.
Texte intégralCilliers, Jacobus, et James Habyarimana. Tackling Implementation Challenges with Information : Experimental Evidence from a School Governance Reform in Tanzania. Research on Improving Systems of Education (RISE), juillet 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/142.
Texte intégralBano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries : An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), août 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.
Texte intégralBano, Masooda. Narratives of Success against the Odds : Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), août 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.
Texte intégralBano, Masooda. Narratives of Success against the Odds : Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), août 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.
Texte intégralVos, Rob. Educational Indicators : What's to Be Measured ? Inter-American Development Bank, janvier 1996. http://dx.doi.org/10.18235/0011588.
Texte intégral