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Tesi sul tema "A scheme for teacher education"

Autore: Grafiati

Pubblicato: 29 luglio 2024

Ultima modifica: 30 luglio 2024

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1

Lusty, M. G. F. "Teacher appraisal : teachers' perceptions of an LEA teacher appraisal scheme and its implementation". Thesis, Open University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292280.

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2

Pell, David. "The role of the professional tutor within the Oxford University Department of Educational Studies' internship scheme for Post-Graduate Certificate of Education students". Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296062.

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3

Lewis, Derek. "Teacher appraisal : secondary teachers' reactions to issues and schemes". Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.

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4

Back, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95". Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.

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With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.

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5

Chan, Ka-sing. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in Hong Kong from the teachers' perspective". [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833558.

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6

Chan, Ka-sing, e 陳家聲. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in HongKong from the teachers' perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957006.

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7

Wong, Lop-sun. "Implications of the direct subsidy scheme : teachers' perspectives /". [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553781.

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8

Leung, Wai-ming. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students' perspective". [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833121.

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9

Wong, Lop-sun, e 王立新. "Implications of the direct subsidy scheme: teachers' perspectives". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956920.

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10

Leung, Wai-ming, e 梁偉明. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students'perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957274.

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11

Adams, Muriel Sylvia. "Problems of managing teacher appraisal schemes in Gwent primary schools". Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311320.

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12

Hung, Nga-yan Janet, e 孔雅欣. "The impact of Hong Kong pre-primary education voucher scheme on teachers professional development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176742.

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This research aims to determine whether the voucher scheme in Hong Kong would really increase professional development of Hong Kong early childhood teachers, and to see how the teachers will react to this change. Few studies have been conducted on how the voucher system affects the teachers. A qualitative approach was employed where a total of twelve teachers and four principals from the four kindergarten schools were asked to participate in the study. The results of the study show that teachers from the different kindergartens were having more convergent views about the pre-primary education voucher scheme among the teachers from these schools. Many of them believe that the voucher scheme is in fact a fair policy and that it could effectively improve teachers‟ quality, though the apprehension of old generation teachers over the influx of the younger and relatively more qualified teachers is a concern that needs to be addressed.
published_or_final_version
Education
Master
Master of Education

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13

Attwood, Gaynor Mary. "Competence in context : an investigation into the appropriateness of competence based assessment schemes in contrasting educational settings". Thesis, University of the West of England, Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284906.

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14

Mabunda, Moisés Eugénio. "Nation building in Mozambique an assessment of the secondary school teacher's placement scheme, 1975-1985 /". Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-142414/.

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15

Yung, Hin-wai Benny, e 容顯懷. "An evaluation study of the feasibility of a teacher assessment scheme in the Hong Kong advanced level biology examination". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956221.

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16

Yung, Hin-wai Benny. "An evaluation study of the feasibility of a teacher assessment scheme in the Hong Kong advanced level biology examination". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890670.

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17

Rabi, Sally A. "A professional development scheme for non-native speaking teachers of English from the Arab world : an action research study". Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44680/.

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Following an action research framework, my research investigates professional development for English Language teachers in the Arab World, who are non-native speakers of English themselves. The thesis has five chapters: Literature Review, Critical Contexts, Methodology of the Study, Data Analysis and Presentation, and finally the Discussion and Findings of the research. The Literature Review covers works relevant to the area of the study in relation to existing teacher practices, teacher effectiveness and current professional development opportunities. The second chapter presents some critical contexts of the study; the researcher's personal and professional contexts, and the research sites. These provide accounts of the researcher's background as an English language teacher, trainer and researcher. This section clarifies the need for focused research in the area of professional development of English language teachers. The next section provides an overview of the United Arab Emirates, teaching population and study sample. After reviewing a range of educational research methodologies, the Methodology of the Study explains why Action Research was found to be the most appropriate framework for the project, and most particularly the Deakin participatory action research approach. Characteristics of the research population and study sample are then discussed. Thereafter, the data collection instruments (needs assessment questionnaires, interviews, observation checklists, discussions, feedback forms and documents) are discussed in relation to their role and purposes in the study. The chapter concludes by outlining the research phases, intervention strategy and the ethical dimensions of the study, particularly in relation to researcher identity and power relations. The Data Analysis and Presentation chapter focuses on summarising the data and identifying the general themes and clusters to be addressed by the interventions. The thesis concludes with the Discussion and Findings of the research. This final chapter covers the design and operation of the first and second interventions. It also aims to evaluate the effectiveness of the action research framework. This is followed by the research statement and discussion of the main findings, particularly how the findings of the research have affected the decision making policy in the professional development of teachers working for the UAE Ministry of Education. The findings of the research section also provides recommendations for policy and practice.

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18

Yu, Ho-wai. "Preparation for the new senior secondary liberal studies curriculum the perception of school practitioners in a direct subsidy scheme school in Hong Kong /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203360.

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19

Dyer, Barbara J., e n/a. "An Investigation of a Professional Development Scheme for teachers: work experience in industry and research". University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050714.123358.

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n/a---Introduction--- This thesis deals with an investigation od a Professional Development Scheme which gave three Teaching Service teachers working experience in one of Australia's largest research organisations, a Canberra hotel, and an ACT office furniture business (one of the largest manufacturers of its kind within Australia) during the September school vacation of 1988.-----Aim----The aim of the thesis is to analyse and evaluate the effectiveness of the Professional Development Scheme in the context of the relationship between the school and the world of work.

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20

Yu, Ho-wai, e 余可維. "Preparation for the new senior secondary liberal studies curriculum: the perception of school practitioners in adirect subsidy scheme school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203360.

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21

Mayfield, Helen Marie. "Afterschool Program Effects on English Learners' Reading and Teachers' Reading Curriculum Perceptions". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2610.

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This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend new ideas or concepts. Prior knowledge and experiences can be gained from the instruction provided during ASPs. During the quantitative phase, a paired-samples t test was conducted using archived data from 2014 on 43 ELLs. The result was a significant increase in reading from pre- to posttest. In the qualitative phase, two 3rd grade ASP teachers were interviewed about their perceptions of the reading curriculum and those interviews were then analyzed using In Vivo coding and 2 cycle analysis. Themes revealed were professional development (PD), curriculum presentation, instructional strategies, and ASP modifications. A 4-day PD was designed for teachers providing plans to teach ELLs academic content and literacy. PD would provide teachers with reading instructional strategies to teach ELLs, which may increase their achievement on state tests to decrease the ELL reading achievement gap. Implications for positive social change include using an ASP and PD to increase ELLs' reading achievements and to increase success on state mandated tests.

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22

Severy, Sally Suzanne. "Using Auditory Modalities to Develop Rhythmic Competency in Children's Fundamental Movement Skills". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3004.

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Physical education classrooms often have low levels of moderate to vigorous physical activity levels. This is a problem since many young elementary students are not building a foundation of fundamental movement skills necessary to be lifelong participants in physical activities. This study investigated how elementary physical education teachers used auditory modalities in their classrooms. The research question explored the emergence of rhythmic competency in fundamental movement skills to increase overall moderate to vigorous activity levels. This concurrent, mixed-methods, multiple case study used a constructivist paradigm using the schema and dynamic system theories as the underlying motor system theoretical framework. Two research sites were selected: a suburban Maryland public school system and a private liberal arts college located in the same county. The participants included 21 elementary physical education teachers and 6 physical education or exercise science majors from nationally recognized programs. Data were collected from a focus group, interviews, classroom observations, and a 10-item response Likert style survey designed for elementary physical education teachers to recognize current trends in the field of auditory modalities and rhythmic competency. The data were analyzed to identify auditory modality instructional methods for the emergence of rhythmic competencies. The results consisted of a list of best practices for use such as musical rhythms, verbal cues, and sound cues by physical education teachers and specialists. This research promotes positive social change by providing information for successfully planning interventions in the discipline of motor skill and rhythmic development that can lead to overall increased more-vigorous physical activity.

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23

Saidin, Khaliza. "Recipients' perceptions of the Malaysian excellent teacher award scheme". Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=17875.

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This study explored the role of teachers' incentives in motivating teachers to change their attitudes, teaching practice and contribution to improve the quality in teaching and learning in Malaysian context. This research looked at the Guru Cemerlang Malaysia Award Scheme (GCM) or Excellent Teachers Policy as an incentive in monetary form and teachers' status to increase teachers' work motivation to improve quality in teaching and learning. A qualitative approach was employed where findings were based on interviews with ten Malaysian Excellent Teachers and documentary analysis of Guru Cemerlang Term of Reference produced by the Malaysian Ministry of Education. The participants were Excellent Teachers from the year 2000-2008. Data were analyzed using NVIVO 8 to identify thematic categories derived from the interviews and documents. The findings revealed that teachers reported that GCM award policy resulted in positive impacts on change of teachers' attitudes, teaching strategies and increased teachers' contributions toward promoting the quality in teaching and learning in their classroom. It supports the notion that reward and incentives will motivate teachers to improve the quality of work performance. The study concludes that the implementation of Malaysian Excellent Teacher policy has increased teachers' work motivation and thus promotes quality in teaching and learning. More empirical research needs to be carried out in Malaysia to explore and investigate to what extent Guru Cemerlang Malaysia could improve student outcomes and whether Guru Cemerlang Malaysia meets the standard requirement of excellence as outlined in the Terms of Reference on Excellent Teacher Concept used by Ministry of Education Malaysia. Keywords: Teachers' incentives; Motivation; Excellent Teacher; Quality teacher.

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24

Kim, Seung-Hee. "The exploratory study of teachers' implicit theories/beliefs in schema-based reading instruction /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913099786.

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25

Law, Barry Alan. "Experiential education in teacher education". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1993. http://hdl.handle.net/10092/2356.

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Educators using an Experiential approach to teaching and learning have over a long period of time been promoting the benefits of this style of teaching. Research based on the practical experience of educators using this approach in the United States has indicated that; - pupils/students tend to have a much more positive relationship with teachers and are more interested in what they're learning; the learning environment is considered safe and is learner-centred; - the teacher / facilitators role is much more complex and requires individuals to be able to move quickly between three different modes of operating, giving direction, working co-operatively, and promoting self direction in learners; - experiential education is process oriented, is active and dynamic and is based on a set of working principles. The author has been involved over the last 4 years in developing an experiential process for teacher education and this approach is the focus of this study. The authors professional studies tutor group were given a written survey while two co-tutors were interviewed to gather information on their experience with this approach to teacher education. The results of these surveys and interviews are considered in the light of what characterises this experiential learning approach for teacher education and explores how this differs from mainstream teaching and learning. Because the literature on competency based teacher education and experiential education is extremely limited the author has relied on anecdotal evidence and experiential practice and has sought the views of students and colleagues The study promotes the principles of experiential education and puts forward a case for the use of these practices as key tools for teaching. It also highlights some of the problems faced by beginning teachers wanting to use this approach when they start their teaching career. Experiential education does conflict with many of the traditional practices that currently exist in schools and tertiary institutions. This provides both challenges and obstacles for those who adopt this approach to teaching and learning.

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Silva, Marimar da. "Teacher knowledge in english language teacher education". reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009
Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1 270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)
This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.
Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.

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Hodge, H. Jane F. "Divergent thinking and Sschmidt's schema theory as a function of problem solving methodology in physical education". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59393.

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The purpose of this study was to explore the relationship between divergent thinking and Schmidt's schema theory of motor learning in a population of first year University physical education students.
Problem solving teaching methodology was used as the intervention program in this study and the main sources of data were the Torrance Tests of Creative Thinking and tests of Schmidt's schema theory designed by the researcher. Descriptive data were used to explain the intervention program.
A mixed model analysis of variance was used to compare the pre-test and post-test performance on Torrance Tests of Creative Thinking (TTCT), and the Pearson product-moment correlation technique was used to compare the results of the TTCT post-test and the Schmidt test.
Results showed minimal differences attributable to the intervention and no relationships between the two tests. Analysis of the descriptive data suggests several limitations to the intervention program and some suggestions for further research are offered.

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Harley-McClaskey, Deborah. "Integrating Leadership Education into Teacher Education". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6016.

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Yung, Hin-wai Benny. "Teachers' beliefs and their teaching of practical work in a school-based assessment scheme /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22424830.

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Макаренко, О. Є. "Intercultural Competence of a Teacher and Teacher Education". Thesis, ВВП "Мрія", 2014. http://essuir.sumdu.edu.ua/handle/123456789/59457.

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The article is devoted to the importance of interciltural competence of a teacher both at school and university at present as a way to adapt Ukrainian higher institutions to the educational requirements of the pologna process. The article also gives tha targets and the goals of the intercultural competence trainings for teachers.
Стаття присвячена важливості міжкультурної компетентності вчителя школи та викладача вищого навчалоного закладу в сучасних умовах освіти як складової адаптації українських навчальних закладів до освітніх вимог Болонського процесу. В статті також наведено цілі та задачі реалізації міжкультурної компетентності для педагогічної освіти.

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Takahashi, Mika. "Multicultural preservice teacher education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ29572.pdf.

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32

Takahashi, Mika. "Multicultural preservice teacher education". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26762.

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This study examined instructional strategies and their impacts on preservice teachers' attitude toward multicultural issues and learners. A qualitative phenomenological approach is used for this study because of my philosophical belief in multiple realities.
The research site was a classroom of the Multi-Cultured/Multi-Racial course offered by the Faculty of Education in an English University located in the Montreal area. The studied course was a compulsory preservice teacher training course implemented for the first time in response to the requirement of the Ministry of Education in Quebec.
The data were gathered through classroom observation, questionnaires distributed to preservice teachers in the classroom, interviews with five preservice teachers enrolled in the studied course, and an interview with the course director.
Sessions of cooperative learning and discussions following videos seemed to be effective to deepen preservice teachers' understandings of multicultural issues and teaching. The effects that the studied course had on preservice teachers differed among respondents depending on their previous experience. Preservice teachers with minimal multicultural experience felt that they learned a lot from the course, whereas preservice teachers with more multicultural experience felt that the course fell short of their expectations.

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Swortzel, Kirk A. "Agriculture Teacher Education: A Profile of Preservice Teacher Education Students, Teacher Educators, and Departments and Programs that Prepare Agricultural Education Teachers /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125880847.

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34

Duquette, Cheryll A. "Teacher attitudes toward mainstreaming related to teacher perceptions of mainstreaming and teacher observations of principal behaviours". Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/21354.

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35

Revis, Jodi Hawkins. "Advancing teacher leadership capacity: Teacher -leaders' perceptions of social and organizational structures on teacher-leader to teacher interactions". Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2496.

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In order to gain insight into developing teacher leadership capacity this study was designed to surface how tasks and interactions unfold from the perspective of the practitioners. The central focus of this study was to investigate the ways an elementary teacher-leader takes a stance toward instructional leadership while negotiating professional norms and organizational structures within the context of a public school setting. This investigation sought to identify instructionally related teacher leadership actions and opportunities; and to examine teacher-leaders' interaction patterns with an interest in identifying how teacher-leaders interact and enact their leadership tasks. Reports of 79 teacher-leaders' perceptions of interactions were collected using a 71 item questionnaire designed for this study based on the literature. Factor analysis and Cronbach's alpha were conducted and confirmed the measuring instrument's reliability and validity. Sample data were analyzed for descriptive statistics and the relationships between the latent constructs: organizational structure, social context, and professional values. Results of the bivariate correlations revealed that both social context and organizational structure accounted for a small percentage of the variance in teacher-leader to teacher interaction. Interaction shared an 8% variance with social context and shared an 8% variance with access for interaction. Professional values did not have a statistically significant correlation with interactions . Moreover, social context had a 30% shared variance with access for interaction and a shared variance of 37% with professional values . In summary, professional values had the greatest variance with social context (37%) and social context had the greatest variance with access for interaction (30%) which represented organizational structure. An implication of the results suggests social context is central for shaping and reshaping values and norms.

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36

McGeer, Joseph. "The chartered teacher scheme in Scotland : its creation and impact until 2010". Thesis, University of the West of Scotland, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544494.

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This thesis aims to examine the Chartered Teacher Scheme in Scotland which was agreed in 2001 and launched in 2003. Two aspects will be considered in detail. The first is to attempt to identify and analyse the factors behind the creation of the Chartered Teacher Scheme. In other words why was this policy option pursued? The second is to attempt to assess the Scheme’s development and impact, notably in relation to other teachers and the emerging role of the Chartered Teacher between 2003 and 2010. The context within which the Scheme was agreed and implemented were in many ways special and taken together appeared unique internationally. This aspect was important since the Scheme that was agreed and implemented appeared to differ from that anticipated by many involved in education in Scotland prior to 2000. The stated aim of the Scheme was to enhance the skills and knowledge of Scottish teachers in order to enable them to become ‘accomplished’ teachers. The review of literature on ‘teacher improvement’ would appear to indicate that the underlying philosophy and structures of the Scheme is, broadly, consisted with the research. This research indicated that the structures and programmes aimed to enhance teacher skills and knowledge should focus upon personal growth and reflection, greater autonomy, and the lack of a requirement for an immediate and observable ‘payback’ in relation to pay and duties. A review of programmes in other countries (including other parts of the United Kingdom) highlighted not only the unique nature of Scottish Scheme but the differences both between and within those programmes. The research conducted for this thesis was based upon two main new sources. The first is an online survey of 1182 teachers in 20 local authorities across Scotland which was conducted in 2007. The aim of the survey was to ascertain the views of teachers on the Chartered Teacher Scheme. The results of this survey have already been published and also presented to National Group set up to review the Scheme. The second source of data was a series of interviews with seven senior education policymakers, in Scotland, who were directly involved in one or more of the exercises leading to the creation of the Chartered Teacher Scheme or had roles in its management, implementation and review. The findings of the research indicate that the Scheme was launched amid some confusion over its nature, and met with a great deal of indifference and some suspicion from teachers. It has grown slowly, and the Review Report in 2008, did not appear to change its fundamental character. The survey would indicate that the Scheme appears to be showing initial signs of success, and some of the findings and recommendations of this thesis offer suggestions to enhance that success. However there is still considerable uncertainty surrounding its purpose and aims and one possible reason for this may lie in the discourse surrounding the Scheme. Nevertheless, the proposed deep cuts in publicexpenditure make it likely that rises in teacher pay may be severely limited for a number of years from 2011. Teachers may find the Scheme the only realistic option for increasing their pay, therefore, the Chartered Teacher Scheme may well experience a faster pace of uptake in the next few years, compared to the past seven years. This increase may also see it become a more securely established feature in Scottish educational system

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37

Tripamer, Alex Joseph. "Teacher Perceptions of Teacher Evaluations in the Fort Zumwalt School District". Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572657.

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The state of Missouri has recently adopted new standards for educators. This study examines the perceptions of teachers in one Midwest school district relative to the current teacher evaluation system used in the district as well as a new model of teacher evaluation connected to Missouri's educator standards. To fully understand the perspective of the teachers, this study incorporates a mixed-methods approach which provides a variety of quantitative and qualitative data for analysis. Using survey data and focus group interview data, this study revealed that teachers perceive limitations associated with the current, more traditional evaluation process. Teachers also understand benefits to the new Missouri model, but also have reservations about its impending implementation. This study provides a number of implications for the district as it moves forward with changing its teacher evaluation process.

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38

Christensen, Kelvin Daryl. "Global education in Canadian teacher education programs". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28163.

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Global education is that focus of education which is concerned with coming to a better understanding of worldwide (i.e. multinational] perspectives, problems, issues, interdependencies and human values. It was initially found in North American educational systems after World War II and it became a major focus of attention in the 1970s. Some global education content can be found in the 1982 public school curricula of the ten Canadian provinces. There was no information in the educational literature concerning global education in Canadian teacher education programs and so this study was developed. In the late spring of this year a twelve-item questionnaire was mailed to the heads of the social studies departments (or equivalent] of those Canadian higher education institutions which offer teacher education at at least the bachelors degree level. Fifty-two such institutions were identified. Forty English-language and twelve French- language questionnaires were mailed out with appropriate cover letters explaining the study. Several weeks after the initial mailing a follow-up letter and an additional questionnaire were mailed to those institutions which had not yet responded. Replies were received from thirty-six of the fifty-two institutions. Eighteen of these identified global education courses at their institutions. More than fifty specific global education courses were identified, overall, and of these there were slightly more at the undergraduate than graduate level. Most courses were identified as being for pre-service rather than in-service teacher education. Only two non-credit courses (workshops) were identified. There was some indication that a few institutions plan to add one or two modules or courses on global education over the next few years. Information was also obtained concerning exchange programs, resource centers of information, and sources of funding for the promotion of global education in teacher education programs. The general conclusion of this study was that there appears to be a marginal to modest level of global education present in the teacher education programs across the country tin most of the provinces). A secondary and less solid conclusion of this study was that over the next three to five years it appears as though a global education emphasis in Canadian teacher education programs will either be maintained at present levels or will be increased slightly.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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39

Ramírez, Iñiguez Alma Arcelia. "Community-based education: reflections on teacher education". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117522.

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This article presents an analysis about teacher’s education possibilities regardingtheir professional context in elementary education. For this, a conceptual reviewabout relationship between education and community is explained. In this analysis,the educational processes’ characteristics from this perspective are highlighted, aswell as their implications. Subsequently, some guidelines about teacher’s education from this view are exposed and a systemic approach of education are presented taking into account educational factors inside and outside the school, as well as the teacher as an agent who learns permanently.
Este artículo presenta un análisis sobre las posibilidades de formar al profesorado de educación básica en relación con el contexto en el que desarrolla su labor profesional.Para ello, se parte de una revisión conceptual sobre el vínculo entre educación ycomunidad con la finalidad de explicar las características de los procesos formativosque se llevan a cabo desde una visión comunitaria, así como sus implicaciones. Apartir de este análisis se establecen algunas orientaciones sobre los aspectos a considerar en la formación del profesorado en este sentido, destacando una visión sistémica de la educación, dentro de la cual los factores escolares y los del entorno se relacionan, y en la que el profesor es un agente en continuo aprendizaje.
Este artigo apresenta uma análise sobre as possibilidades de formar professoresde educação básica relacionado com o contexto em que desenvolvem seu trabalhoprofissional. Para tanto se partirá de uma revisão conceitual sobre o vínculoentre a educação e a comunidade, com o objetivo de explicar as características dosprocessos formativos que desenvolvem dentro de uma visão comunitária, assimcomo suas implicações. A partir desta análise se estabelecem algumas orientaçõessobre os aspectos a serem considerados na formação do professorado, enfatizandouma visão sistêmica da educação, dentro da qual a escola e o meio ambiente estãointer-relacionados, e na qual o professor é um agente em contínua aprendizagem.

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40

Roach, Amanda Janelle. "Teacher burnout special education versus regular education /". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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41

Greene, Terry A. "Impacting teacher beliefs: A whole language teacher education program". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187335.

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This multi-case study focuses on a preservice teacher education program and four of the teacher candidate participants. It is important to the field as the focus is on teacher candidates at a mid-point in their professional coursework and also provides an in depth description of the learning experiences provided in a constructivist teacher education program. The teacher education program known as "the whole language block" consists of undergraduate methods instruction in reading, language arts, and social studies and an apprenticeship experience on-site at Borton Primary Magnet School in South Tucson, Arizona. The philosophy of whole language guides the instruction of the block. The case studies focus on the personal beliefs about learning and teaching of four teacher candidates and provide a "window" into the block experience. The data consists of two participant interviews, participants journals, daily field notes, participant exit cards, participant mid/final reflections, interviews with faculty instructors, and personal reflections of the researcher. The data was used to construct and critically analyze two "typical" days of the whole language block; and to construct four case studies of the experiences of the participants. The results of the study demonstrate a change in the teacher candidates' personal beliefs after participating in the whole language block. Additionally, the results speak to the importance of the use of a constructivist philosophy like whole language in teacher education programs. The critical role of an apprenticeship experience for teacher candidates is also supported.

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42

Dickinson, Esther B. "The Impact of Collaborative Teacher Teaming on Teacher Learning". TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/88.

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Schools have organized professional learning communities to support teacher learning and hopefully student achievement. An investigation of these learning communities may provide a description of professional teacher learning and suggest implications and implementation processes. The following question guided this inquiry: In collaborative groups, what learning is recognized by teachers and what do teachers think facilitates that learning? The qualitative study investigated how teachers that participate in collaborative teams describe the learning process. The teachers responded to interview questions following observations of team meetings. The findings reveal what teachers perceive about their learning. The findings suggest the qualities of the learning situations for the teachers, the learning as recognized by the teachers, and the changes in practices that the teachers implemented in the classroom. The study implies and/or suggests processes and procedures to guide and enhance teacher learning in collaborative groups.

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43

Sleppin, David S. "New teacher isolation and its relationship to teacher attrition". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/635.

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Studies suggest that many promising new teachers who experience isolation do not reach their full potential and may leave the teaching profession prematurely. Accordingly, the purpose of this study was to explore the relationship between the experience of isolation among new teachers and the potential for teacher attrition in an urban school district in the northeastern U.S. Grounded in constructivist theory, the phenomenological research design examined in-depth interview data collected from 8 new public elementary school teachers with three or less years experience. A coding procedure began by extracting key phrases and statements from the raw data and reduced information into categories and themes based on frequency and alignment to the research focus. An analysis of the thematic data revealed several shared factors regarding mentoring and isolation including consensus that mentoring was instrumental in reducing feelings of isolation, that isolation is experienced in different ways and to varying degrees, and that new teachers have a strong desire to remain in the profession, but might leave their current assignment due to feelings of isolation. It was concluded that new teachers participating in the study found that mentoring and a strong belief in the importance of education helped them feel less isolated and more connected to their learning community. Recommendations for action included implementing quality induction programs for new teachers, requiring participation in these programs for at least two years, and providing better peer mentoring experiences for new teachers. These recommendations have the potential to create a more positive experience for new teachers. This study has implications for positive social change in new teacher training which involves mentors, school leaders, peer coaches, and communities of teachers working together to meet the needs of today's new teachers.

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44

Erickson, Deborah Elaine. "Teacher induction: A case study of the Lodi New Teacher Project". Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2771.

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The purpose of this study was to provide a descriptive case study of the implementation of a school-based new teacher support program and its relationship to the existing culture and norms at the individual school sites. The study also investigated significant factors characteristic to new teacher support programs and their interactions, and the study analyzed a program as it evolved over a four-year period within the Lodi Unified School District. There were eighty-four subjects, of whom forty-nine responded to a survey. Eleven subjects from three school sites were interviewed in-depth following the survey. The survey consisted of questions about the subjects' educational and project background, their involvement with reflective practice, school culture, support for new teachers, and job difficulty, and the survey included a series of open-ended questions. The semi-structured interviews asked respondents to respond to difficulties faced as a new teacher and changes that occurred at the site because of the New Teacher Project. Research questions asked if the Lodi New Teacher Project provided effective support for new teachers; the program's effect on traditional school culture; the role of the administrator in changing site culture; elements that support new teachers; and if site-based programs help retain professionals in the field. Findings from the surveys, interviews, archival records, and observations showed that site-based induction practices promoted extremely positive relationships with colleagues, administrators, and district-office personnel. In addition, the activities supported new teacher needs of strong emotional support, providing materials and suggestions for instructional improvement and opportunities for shared leadership at each site. Research showed that positive changes in each school culture and expectations about professional relationships and collegiality increased. Emotional support was shown to be the single most important factor in new Teacher induction. The retention rate of new teachers involved with the Lodi New Teacher Project was over eighty-six percent after five years.

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45

Studevan, Russell H. "Relationship between teacher absence and factors in teacher-principal relationships". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/1576.

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The purpose of this study was to examine the relationship between principal-teacher relationship and teacher absence. The intent of this study was to analyze the effect of teacher absence rate on two variables: leadership and job satisfaction. The study posed the following questions: 1. Is there a significant relationship between the level of job satisfaction of teachers and the rate of teacher absence as measured by a supervision questionnaire? 2. Is there a significant relationship in the rate of teacher absence and selected independent variables: leadership, autonomy, morale, satisfaction, and production? 3. Is there a significant relationship between absence and job satisfaction of teachers in different school settings? The study has investigated the role of the principal as the change agent. It was contended that a direct linkage existed between teacher absence, job satisfaction, and the principal's leadership. It was conceptualized that the effective leader, the principal, could improve job satisfaction through positive interaction that produced patterns of effective leadership, evidenced by a decrease in teacher absence. The study is concerned with how "what exists" (job satisfaction) is related to some preceding event (principal leadership) that may have influenced or affected a present condition (teacher absence). The study followed an expost facto procedure because no manipulation of a treatment variable was included. The multiple regression technique was used to determine whether the independent variables, leadership, job satisfaction, morale, autonomy, and production, when taken together or individually, can be found to be significantly correlated with the dependent variable absence. There were 174 teachers in grades one through eight surveyed. The data collected were subjected to a Pearson Product-Moment correlation and stepwise multiple regression. Summary of the Hypotheses Hypothesis 1 is rejected that there is no significant relationship between job satisfaction and teacher absence. Hypothesis 2 is rejected that there is no significant relationship between leadership and teacher absence rate. Hypothesis 3 is rejected that there is no significant relationship between teacher autonomy and teacher absence rate. Hypothesis 4 is rejected that there is no significant relationship between teacher morale and teacher absence rate. Hypothesis 5 is accepted that there is no significant relationship between production and teacher absence rate. Analysis of Data Analysis of the Pearson-Moment Correlation indicted a greater association with job satisfaction, leadership, autonomy, and the dependent variable absence. The variable production had no association. 2 Using absence as the dependent variable in a regression, sex, race, teaching position, age, years assigned to school, years of teaching experience, discipline, school race, and location of school as independent variables, only school race and location showed any significant influence on absence.

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46

Ballinger, Virginia S. "The nature of teacher leadership : portraits of three teacher leaders /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1334239331.

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47

Dinning, Laura. "Parent and Teacher Perceptions of Student Teacher Assistance Teams". TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/775.

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The Student Teacher Assistance Team (STAT) method is one form of prereferral intervention that involves the problem-solving of teachers and other school professionals with the goal of obtaining more efficient and effective help for students in the regular education setting. After an examination of the research in the area of prereferral interventions, it was noted that few research studies mentioned parents' involvement in and none were found assessing parents' perceptions of the process. This study examines both parent and teacher perceptions of student teacher assistance teams (STATs) in a small rural county in Kentucky. Participants in the study involved 44 parents of children who have been involved in the STAT team during the 1996-97 school year and 49 teachers who currently teach in the school system. A questionnaire entitled "Parent's Expectations" was administered to the parents, and a questionnaire entitled "Teacher's Views of STAT" with 13 equivalent questions was administered to the teachers. Results of the surveys generally showed higher levels of agreement by parents than by teachers with the descriptors of the STAT process. Specifically, survey results showed that parents rated the following characteristics of the STAT process significantly higher than the teachers in the study: overall helpfulness, improvement in a child's behavior and school work, necessity for helping a child, a focus on a child's strengths and weaknesses, provision of ways to work with the child, and helping a child get along with others. Results also showed that parents and teachers hold separate beliefs about the STAT process. Teachers were significantly more likely than parents to view the process as only as a step toward testing. In contrast, parents were more likely to believe that the team will find the cause of their child's problems and will tell them what the future holds for their child. Further results showed that views differed between those teachers who have been a member of a STAT team and those who have never participated in the process. Teachers who have been a member of the STAT team were more likely to believe that the team will listen to what they have to say, while those who had been a team member were more likely to believe that the STAT team will provide them with ways to work with their students. In addition, results also showed that teachers of higher grades (4-8) viewed the process in a more positive manner than did teachers of lower grades (K-3).

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48

Jones, Robin A. "Relationship of Teacher Training Levels to Teacher Referrals for Twice Exceptional Students". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1170.

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Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

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49

Yates, Sigrid S. "The SMART Goal Framework| Teacher Perceptions of Professional Learning and Teacher Practice". Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617582.

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Abstract (sommario):

Most states require that schools engage in school improvement programs to meet accountability mandates which necessitates that teachers develop the skills necessary to accomplish school improvement efforts. The problem is that classroom practitioners lack the skills necessary to achieve effective school improvement. Limited research exists with respect to professional development activities and teacher perceptions toward professional learning experiences. Teacher perceptions of their professional development experiences affect classroom instruction and student learning. The SMART Goal Framework (SGF) has been developed as a school improvement model designed to provide teachers with the skills necessary to build leadership capacity through focus, reflection, and collaboration. This qualitative, single site case study examined teacher perceptions with the SGF to understand how the skills learned affected teacher behavior and student learning, built collegiality with peers and school leaders, and built leadership capacity within the school. Individual interviews, written responses, and a focus group interview were conducted with 10 teachers who were trained and implemented the SGF over a 5-year period in a rural East Texas school district. Using case study analysis, data were triangulated and three themes emerged relative to the skills learned from the SGF training: intentional instruction, collegiality and collaboration, and leadership and leadership capacity. Results of the study indicated that: 1) teachers were empowered to make instructional decisions which increased teacher efficacy and student learning; 2) collegial relationships allowed teachers and administrators to work collaboratively to solve instructional problems; and 3) teachers could articulate the traits of leadership capacity, but they were unable to articulate a conceptual understanding of leadership capacity. Teachers identified campus leadership as the key to successful SGF implementation. Teachers perceived three barriers that hindered campus implementation: failure to train non-core content teachers, new employee training, and campus leadership. Recommendations included: 1) developing an induction program for new employees; 2) developing a training plan for non-core content teachers; and 3) discussing the findings with district administration regarding leadership capacity. Recommendations for future research included: 1) conducting a study on the effect of the resistance of school leaders to engage in professional development activities to further school improvement efforts; 2) conducting additional studies on practitioners' perceptions and attitudes of professional learning experiences to add to the existing limited research in this area; and 3) conducting additional studies on practitioners' perceptions of professional learning experiences with other initiatives in the current district.

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50

Sharp, L. Kathryn. "Building a Better Teacher: Teacher Preparation at a Crossroad". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4268.

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