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1
Enow, Linda. "Teacher cognition : a study of secondary English teachers". Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
Testo completoAbstract (sommario):
Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital to capture how experts think. With English being one of the core subjects of the secondary curriculum, and also the language of instruction, it is imperative to focus on Secondary English teachers as the main articipants in this study. The Dreyfus model of expertise has been used to identify and group participants for this study. The focus is to capture the thought processes involved during the lesson planning phase and to study the patterns generated. An in-depth study of the different groups of participants, using multiple data collection methods and data analysis procedures, situates this study within multimethod research. The interpretive framework facilitates an intrinsic understanding of each group; as well as, identification and analysis of patterns across the different groups. Patterns of teacher cognition therefore become ‘overt’. The identification of patterns at different levels of expertise makes the continuum of expertise in secondary English teaching explicit. Progression on this expertise continuum becomes more ‘attainable’ as the characteristics of each level of expertise are identified. With the establishment of cognition, inherent cognitive processes and their interplay have been captured; revealing the mind of the teacher, during lesson planning, as intricate and evidence of the complexity of teaching.
2
Kunz, Emily Ann Hales. "Secondary Mathematics Teachers' Mindsets". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.
Testo completoAbstract (sommario):
Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.
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
Lau, Hon-wah. "Factors that motivate teachers in government secondary schools". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890979.
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5
Francis, Andrew Frank. "Followership among secondary school teachers". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6760/.
Testo completoAbstract (sommario):
Today, it is encouraging that followership is regarded as a factor within the leadership equation. However, research attention on followership overall is limited and within the field of education, its study remains firmly in the shadows. Indeed, a search for published followership-centric research carried out in this field revealed just 17 studies worldwide, with Thody’s contribution (2003) the sole point of reference within the UK. This study contributes to this limited body of research by exploring the followership of schoolteachers working in the secondary education sector. Using Gronn’s Career Model (1999) as a framework to understand why teachers follow, the study used biographical-style interviews (n=15) to reveal factors that have shaped the agency of schoolteachers, influencing their journeys to followership. In addition, the study administered Kelley’s (1992) Followership Questionnaire in order to understand how teachers follow (n=69). Factors found to influence why teachers follow included the role of parents, schooling and of key people and these findings align with research carried out on the career journeys of senior educational leaders. In addition, the combined insight drawn from the quantitative and qualitative data revealed a predominance of exemplary followership among the teachers. The study suggests that this approach to followership is dominant among teachers due to them being engaged in leadership practice, both within and beyond the classroom. Further, that teachers’ commitment to task, enhanced through working in a profession that enables them to satisfy important personal values and beliefs, also encourages the practice of exemplary followership.
6
Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers". Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.
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7
Mathis, Kimber Anne. "Secondary Preservice Mathematics Teachers' Curricular Reasoning". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7511.
Testo completoAbstract (sommario):
Researchers have found that teachers' decisions affect students' opportunity to learn. Prior researchers have investigated teachers' decisions while planning, implementing, or reflecting on lessons, but few researchers have studied teachers' decisions and their reasoning throughout the teaching process. It is important to study teachers' reasoning for why they make the decisions they do throughout the teaching process. Furthermore, because inservice and preservice teachers differ in experience and available resources that they draw on while making decisions, it is helpful to consider the resources PSTs' draw on while reasoning. Curricular reasoning is a framework that describes teachers' thinking processes when making decisions during the teaching process. This study investigated secondary preservice teachers' decisions and curricular reasoning throughout the teaching process. Data were collected from two groups of secondary preservice teachers in a mathematics methods course focused on student thinking and mathematics. Results revealed that the preservice teachers used all seven curricular reasoning strands, especially drawing on mathematical meanings, mapping learning trajectories, and considering learners' perspectives. Specifically, this study demonstrates ways in which preservice teachers reason about their decisions and the intertwined nature of their curricular reasoning. The results from this study also imply that it may be helpful to consider the resources PSTs have access to, including their instructor, and that the order of their lesson planning may allow support for the mathematical learning trajectories within individual lessons. This study also provides validation for the curricular reasoning framework described by Dingman, Teuscher, Olson, and Kasmer (in press), provides subcategories of curricular reasoning strands, and has implications for teacher education.
8
Li, Kwok-kai. "Turnover intentions of graduate teachers in Hong Kong aided secondary schools". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553884.
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9
Lau, Hon-wah, e 劉漢華. "Factors that motivate teachers in government secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.
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10
Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers". Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.
Testo completoAbstract (sommario):
The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquobeliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.
11
Othman, Mohd Yusof. "An investigation into the teacher craft of secondary school mathematics teachers". Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396074.
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12
Chan, Wing-por Robert, e 陳穎波. "Teachers' perception on teacher empowerment in Hong Kong aided secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960029.
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13
Pizzi, Jonathan David. "Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System". Thesis, Boston College, 2009. http://hdl.handle.net/2345/664.
Testo completoAbstract (sommario):
Thesis advisor: Irwin BlumerThis study was conducted within a large urban high school in the northeastern United States. This school resides in a district that utilizes a standards-based system of teacher evaluation. The purpose of the study was to determine teachers' perspectives on the effectiveness of standards-based teacher evaluation systems as a means of improving instruction and student achievement. The question for research, <&ldquo>What are teacher perceptions of evaluation in an urban high school that uses a standards<&ndash>based evaluation system?<&rdquo> served as the framework for development and implementation of this study and for interpretation of the study findings. The body of related literature provided the theoretical rationale for the data collection, analysis, and interpretation. Major sections of the literature review included: a historical perspective on performance standards and of teacher evaluation from the mid-nineteenth through the early twenty-first centuries; an examination of contemporary teacher evaluation systems; a review of recent theoretical and empirical research concerning best evaluation practices; and a review of the research regarding teachers' perceptions of supervision and evaluation. Data were gathered from thirty participants through a thirty-one question Likert<&ndash>based attitude scale. Key findings included teachers' perceptions that: they were not familiar with the teaching performance standards used in their district; they did not believe that their evaluations were rooted solely in the these standards; they believed their evaluation conferences with supervisors helped then to improve their practice; their evaluations were not tied to annual goals or individual and school professional development plans; supervisors did not use multiple sources of data as a part of teacher evaluation; supervisors do not spend enough time in classrooms to carry out expectations for effective evaluation; and that peer observation aided teachers in improving their practice. While current research asserts that standards-based teacher evaluation systems coupled with an array of activities that foster teacher ownership for the process can be used as a powerful vehicle for improving student achievement, study findings were inconclusive regarding any perceived association between standards<&ndash>based performance evaluation structures and practices and the improvement of student achievement
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
14
Bechtel, Pamela A. "Understanding the teacher change process for urban secondary physical education teachers /". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486394475980004.
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15
Chan, Wing-por Robert. "Teachers' perception on teacher empowerment in Hong Kong aided secondary schools". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135920.
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16
Top, Ercan. "Secondary School English Teachers&". Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609203/index.pdf.
Testo completoAbstract (sommario):
The main aim of this study was to investigate the secondary schools English teachers’
perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants&
#8217
selection, criterion and convenience sampling strategy was used. First, 17 high schools (4 private, 3 Anatolian, 6 regular, and 4 vocational) were determined in Ankara province, and then 17 English teachers, one from each school, were selected based on the predetermined criteria. Totally, 17 teachers and 17 administrators were included in the study. Observations, document analysis, and interviews were used to collect the data. The data were analyzed through content analysis. The data were categorized under emerged themes, general technology knowledge, planning, using, evaluation and assessment, personal purposes, attitudes, support, and wishes. The findings of the study indicated that private high school teachers perceived themselves more knowledgeable in technology knowledge than regular, Anatolian, and vocational high school teachers. In addition, the interview results showed that private high school teachers integrate technology into planning, instruction, evaluation and assessment, and professional development more than the other English teachers. When school resources and support mechanisms were compared, private high schools were in a better condition than public high schools. Finally, most of the administrators included in the study wanted teachers use available school resources in their lessons.
17
Karahasan, Burcu. "Preservice Secondary Mathematics Teachers'". Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612025/index.pdf.
Testo completoAbstract (sommario):
The main purpose of the study was to understand preservice secondary mathematics teachers&rsquopedagogical content knowledge of composite and inverse functions. The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an observation of lessons participants taught at Private Bilkent High School. Interview data came from the transcriptions of semi-structured interviews. Document data came from survey of function knowledge, journal writings, vignettes, and lesson plans. Audiovisual data came from the examination of the videotape of the lessons participants taught. The findings reveal that preservice secondary mathematics teachers&rsquo
knowledge levels in components of pedagogical content knowledge were not at the desired levels and also they experienced difficulty while integrating that knowledge. The results of the study indicate that teacher education should provide courses that cover the content relevant to students in order to assure both depth and breadth in subject matter knowledge of the preservice teachers. Moreover, the activities which mimics the classroom cases and assures the integration of knowledge components like vignettes would be used in teacher education programs. Results can inform educational practices, and reforms in Turkey, and provide a basis for further research, with increased pedagogical content knowledge as the ultimate goal.
18
Turner, Lana Gay. "Stress in female secondary classroom teachers". Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/436367.
Testo completoAbstract (sommario):
The purpose of the study was to determine if a relationship existed among perceived stressful situations in the classroom and the amount of perceived stress among female secondary classroom teachers in Indiana.The population of the study consisted of 268 female secondary classroom teachers randomly selected by computer at the Indiana Department of Education.Three instruments were used in the study. The first instrument, General Information, was used to gather demographic data pertaining to Age Group, Years of Experience, Type of School System, Population of School System, Enrollment of Secondary School, Subject Area taught, and Grade Level(s) taught. The second instrument, Perceived Stress Questionnaire, was used to indicate the amount of perceived stress experienced by respondents. The third instrument, Perceived Needs in Stress Counseling, was used to indicate the type of counseling respondents perceived needed in order to help teachers deal with stress. The Perceived Stress Questionnaire and Perceived Needs in Stress Counseling Questionnaire employed a Likert-type scale with five degrees provided from which to choose: About 10% or less of the time, About 25% of the time, About 50% of the time, About 75% of the time, and About 90% or more of the time.The data were analyzed by frequency response percentages and cross tabulation for the General Information items, Perceived Stress Questionnaire items, and for Perceived Needs in Stress Counseling items.The following findings and conclusions were based on a review of the literature as presented in the study and the results of the data collected:1. Student threats and physical attacks are major sources of stress among discipline problems for teachers.2. Administrators not supportive of teachers in conflict situations in the presence of students are a predominant stress factor.3. Students not cooperative in class are a major source of stress for responding teachers.4. Student Apathy and lack of volunteerism in class are not major sources of stress among respondents.5. Parents defending their child's misbehavior are a major source of stress among Lack of Parental Support items.6. The majority of teachers responding did not desire stress counseling to assist them in dealing with classroom stress.
19
Wu, Keung-fai Joseph, e 胡強輝. "Job satisfaction among secondary school teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956968.
Testo completo
20
Haynes, Michelle Daphne. "Jewish women teachers in secondary schools". Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399228.
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21
McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY". Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.
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22
Chan, Pui-wah. "A case study on the induction of novice expatriate English teachers in a caput secondary school". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602002.
Testo completo
23
Huang, Yu-Ting. "Teacher efficacy and factors associated with teacher efficacy of secondary occupational foodservice teachers /". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124571755.
Testo completo
24
Aydogan, Yenmez Arzu. "An Investigation Of In-service Secondary Mathematics Teachers". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614991/index.pdf.
Testo completoAbstract (sommario):
Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquoevolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study included a cyclical process. Lasting a month, each cycle consisted of meeting before the implementation of the model eliciting activity, implementation of the activity and meeting after the implementation. The study took five months and was conducted in two public schools. The participants were four in-service mathematics teachers where two teachers were selected from each school by purposive sampling. The study was designed as case study. Data analyses were conducted during and after data collection and with two approaches as with-in case and cross-case analysis. As the professional development activities created learning environments for the teachers to develop their models for teaching mathematics from a modeling perspective, the results of this study showed that the professional development program used in the study had a positive effect on teachers&rsquo
evolving pedagogical content knowledge and pedagogical knowledge based on the theoretical and empirical backgrounds in the literature. Besides, implications, suggestions for professional development, for teachers and for further research are provided.
25
Li, Kwok-kai, e 李國佳. "Turnover intentions of graduate teachers in Hong Kong aided secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956610.
Testo completo
26
Cheng, Ka-man Clement. "Stress and job satisfaction among teachers in a laissez-faire context where carrots are already out of stock". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598709.
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27
Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.
Testo completoAbstract (sommario):
This thesis develops a discipline-based ceramic instruction using art history, art criticism, aesthetics and art production, which will be used to train Nigerian junior secondary school ceramic teachers. Concepts of discipline-based art education, materials, and techniques of ceramics production will be used to make a systematic, sequential, written curriculum of activities that will be used in the class.
28
Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.
Testo completoAbstract (sommario):
Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs from their induction/mentoring programs and the ACTs' perception of their effectiveness in relation to student achievement. The primary data sources consisted of journal data and semistructured interviews from 2 ACTs. Open, axial, and selective coding strategies were used as one component of the data analysis. Conventional content analysis was used to explore the perceptions of the 2 ACTs interviewed. Analysis revealed that ability to manage a classroom and the support provided by induction/mentoring programs may influence the ACTs' perceptions of effectiveness in terms of student achievement. Results also suggested that ACTs' induction/mentoring programs did not successfully facilitate a transition into the teaching profession. The results from this study can be used by mentoring/induction program directors, and school administrators to inform policy and curricular modifications to induction/mentoring programs that would optimize ACTs' perceptions of their effectiveness as teachers and student achievement. The use of these data may contribute to social change by providing the ACT with an improved support system during the ACTs' first year in the classroom.
29
Berg, Eileen E. "Perceived effects of teachers' unions on administrators' and teachers' roles and morale". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/650.
Testo completoAbstract (sommario):
Bill 160 in Ontario removed administrators from teachers' federations creating an unhealthy gap between groups and a lowering of morale for both. The purpose of this study was to determine if there is a relationship between perceived effects of teachers' union actions on administrators' and teachers' roles and morale. Learning and organizational theories provided a theoretical framework for this quantitative study. Voluntary participants included teachers and administrators from Canadian Education Association and administrators from Ontario Principals' Council. Questionnaires addressed three hypotheses, which dealt with level of morale between participants, correlation between the morale score and the learning environment score, and difference in morale between teachers and administrators when the learning environment was controlled. Two measures standardized through a panel review and pilot study were used: Teacher/Administrator Morale and Learning Environment questionnaires. A continuous scale measured the dependent variable, morale and the independent variable, learning environment whereas a categorical scale measured the independent variable, role. Two-sample t test, Pearson's correlation coefficient, and multiple regression analysis analyzed the data. Significant findings indicated that learning environment scores affected the morale of administrators more than teachers. Results will fill the gap between research and practice, suggesting a need for further knowledge on teachers' morale. Social change is accomplished through student achievement, a result of administrator/teacher collaboration and resultant increased morale. Social change might also occur if teachers had the option of belonging to a teachers' union in Ontario as in the United States.
30
Foor, Ryan M. "Mentoring Abilities and Beliefs of Ohio Secondary Agricultural Education Mentor Teachers". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275451147.
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31
Dunmill, Merryn. "Secondary music teachers' content knowledge and skill bases : implications for teacher education". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/2095.
Testo completoAbstract (sommario):
This thesis investigates nine student teachers' pre-course, through-course, and postcourse beliefs about the teaching of secondary school music. The study considers the nine student teachers' own experiences and views, and bases the points of reflection around their contextual experiences in schools during their one year post-graduate course of study at the Christchurch College of Education. It examines the skills and knowledge bases that the selected cohort of student teachers and their respective associate (supervising) teachers view as being essential for effective teaching and learning to occur in the secondary music curriculum. It also compares these responses to the competencies stated in the Music Education course outlines for the Secondary Programme at the Christchurch College of Education. The Music Education courses were taught by the researcher, and so a critical action research approach was employed. The research method involved the student teachers in completing three questionnaires, one after each practicum experience. The questionnaires determined each student teacher's perceived confidence with specific course competencies. Changes during the course of study are discussed and individuals are compared. Each student teacher also participated in a semi-structured interview after each practicum where they reflected on their teaching experiences in more depth. At the end of the course, the student teachers shared their views and reviewed the Music Education courses within the context of a group video, and through written course evaluations. Associate teachers, who supervised individual student teachers during their teaching practices, commented on student teacher progress through written reports. Other local secondary music teachers participated in a questionnaire aimed at investigating connections in perception between the "expert' and the "novice" music teacher.
This thesis is based on a three dimensional conceptual model for teacher education: a
personal dimension, where the student teachers articulate their beliefs, backgrounds
and philosophies about music teaching and learning; a practical dimension, where
pedagogical content knowing is put into operation; and a political dimension, where
social, and cultural factors are considered in relation to their beliefs and practices.
Tensions between these dimensions are discussed and analysed.
Conclusions drawn, and recommendations made, focus on this construction of
professional knowledge through the convergence of personal and ecological
frameworks, and a vision for teacher education curriculum courses is given.
32
Hall, Megan Olivia. "Teacher Clarity Strategies of Highly Effective Teachers". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6572.
Testo completoAbstract (sommario):
Teacher clarity supports both cognitive and affective learning for all learners. The scholarly literature lacks research related to teacher clarity in nonlecture learning environments. The purpose of this qualitative study was to discover teacher clarity strategies that effectively promote student learning, particularly in nonlecture learning environments. The conceptual framework involved cognitive load theory and constructivism. The research questions explored how highly effective teachers experience clarity to promote student learning in nonlecture learning environments and what innovative strategies highly effective teachers practice to ensure clarity in nonlecture learning environments. For this in-depth qualitative interview study, data were collected through virtual synchronous focus groups and interviews with 10 State Teachers of the Year and State Teacher of the Year finalists and analyzed using manual and digital coding of emergent themes. Key nonlecture teacher clarity strategies discovered emphasized the importance of interaction, facilitation, and responsiveness through the establishment of safe and inclusive learning environments, active monitoring of student work and understanding, individualized application of strategic ambiguity, and utilization of technology tools. Further research is recommended in strategic ambiguity, interaction through facilitation, safe and inclusive environments, and teacher clarity through technology tools. By contributing to the body of knowledge of educational practices that improve student learning, my study has the potential to empower individual teachers to benefit all learners, and to support organizations in delivering equitable instruction in diverse secondary school settings.
33
Chan, Tat-sang. "Teachers' practices of parent involvement in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042770.
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34
Lawson, Michael A. "Leadership styles in secondary school science teachers /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164522.
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35
Rintoul, Heather Mae. "Dealing with secondary school violence, teachers speak". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0014/NQ41295.pdf.
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36
Comarmond, Odile Andrine Louise de. "Exploring commitment of secondary teachers in Seychelles". Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/8679.
Testo completoAbstract (sommario):
This thesis reports on an investigation into teacher commitment in secondary schools in Seychelles. The overarching aim was to gain an insight into the experiences and perceptions of teacher commitment in order to get a better understanding of teachers’ career trajectories and issues relating to teacher retention. Another aim was to explore the experiences and perceptions of the participating teachers, headteachers and policymakers on the factors that influence commitment and trajectories of secondary teachers at the different stages of their teaching careers.
In order to achieve these aims a qualitative methodology was chosen with a combination of three different approaches: phenomenography, phenomenology and multiple case studies. The use of multiple-approaches was considered appropriate in order to enhance the results of the investigation of such a complex phenomenon like teacher commitment. The case studies focused on four teacher groups representing newly qualified teachers, mid-career teachers, experienced teachers and teachers who had left the profession. Data were sought from different participant groups in relation to teacher commitment, experiences and career trajectories. The exploration involved semi-structured interviews with secondary teachers, headteachers and policymakers.
The findings show that participants describe teacher commitment in relation to altruism, personal qualities, pedagogical content knowledge and connectedness. The ideas of what constitutes a committed teacher for these participants reveal complexity in the phenomenon of teacher commitment. Personal, organisational and contextual factors are found to influence these participants’ understandings. The findings identify a complex interplay of personal and contextual spheres of influence on teacher commitment.
Another level of complexity that the findings revealed relate to the interconnection between teacher commitment, teachers’ career stages and retention. The commitment of beginning teachers is found to be more at risk than that of mid-career and experienced teachers. Education stakeholders hold different views to those of teachers on the factors that impact on teacher commitment and retention.
The study concludes by proposing a conceptual model for teacher commitment that illustrates its complex nature. Teacher commitment is multifaceted and the nature and level of commitment held by teachers involves the constant negotiation between these different factors.
The findings of the study contribute to a nuanced understanding of teacher commitment and have the potential to generate more in-depth and extensive studies of this phenomenon. These findings may inform policymakers both in Seychelles and in other national and international contexts about issues relating to teacher recruitment, development and retention, which are worldwide concerns.
37
Hannah, Julia Elizabeth. "Secondary school teachers’ experiences of learning support". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96970.
Testo completoAbstract (sommario):
Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challenging circumstances. Bronfenbrenner’s bio-ecological model framed the research enquiry. Proximal processes and their related concepts were used as tools to explore and describe the teachers’ approach to learning support in a secondary school. Since this study was an exploration of a phenomenon qualitative research methods were applied. The research methods added rich information using various techniques. These included an activity in which the teachers reflected on their experiences, individual semi-structured interviews, a focus group interview, research questions and narrative discussions with participants. The data collected was analysed using the method of constant comparison. Findings from the analysed data revealed the teachers’ concerns and the challenges they faced in their classrooms while supporting their learners. Although they described these challenges and adverse circumstances as barriers, they nevertheless appeared as caring, confident professionals who had both the potential and the desire to advance their own development and to carry out effective learning support. Against this background, the teachers’ own needs, whether emotional, social, cognitive or developmental, were vital to their ability to support effective learning in the classroom.
AFRIKAANSE OPSOMMING: Hoërskool onderwysers is daagliks betrokke by leerders met diverse behoeftes en die uitdagings wat daarmee gepaard gaan. Hierdie uitdagings het ʼn daadwerklike uitwerking op ʼn onderwyser se talle rolle tydens ondersteuning van leer by leerders. Alhoewel leerondersteuning in die hoërskool as kompleks, ongewoon en met verskeie fasette ervaar word, word daar van onderwysers verwag om alle leerders te ondersteun. Die doel met hierdie studie was om onderwysers se ervarings van leerondersteuning van die diverse leerbehoefte in uitdagende kontekse te ondersoek. Hierdie ervaring sluit in hoe ervare onderwysers in uitdagende omstandighede kinders ondersteun in die klaskamer. Bronfenbrenner se bio-ekologiese teorie verleen die raamwerk vir die studie. Gevolglik is verwante proksimale prosesse en konsepte gebruik sodat onderwysers se ervarings van leerondersteuning verstaan kan word. Aangesien hierdie studie ʼn verkennende ondersoek was, is kwalitatiewe navorsingsmetodes gebruik. Die navorsingsmetodes het verseker dat waardevolle inligting ingewin word deur die gebruik van tegnieke soos: ʼn refleksie-aktiwiteit, individuele onderhoude, ʼn fokusgroeponderhoud, ʼn oopvraelys en narratiewe bespreking van deelnemers. Die konstante vergelykende metode is gebruik om die data te ontleed. Bevindinge van die geanaliseerde data het die onderwysers se bekommernisse en uitdagings, rakende hul ervarings tydens ondersteuning, aan die lig gebring. Alhoewel die onderwysers hul uitdagings en moeilike omstandighede as hindernisse tydens ondersteuning van leer ervaar, gee hulle om, voel selfversekerd en tree professioneel op. Hulle toon die potensiaal en hunkering na eie ontwikkeling, ten einde effektiewe leerondersteuning te kan bied. Dit is teen hierdie agtergrond duidelik dat onderwysers die belangrikste ondersteuners in die klaskamer is. Daarom is die onderwysers se emosionele, sosiale, kognitiewe en self-ontwikkeling van die uiterste belang vir leerders se effektiewe leerervarings.
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Erwin, Joanne (Joanne Hall). "Stability of Secondary String Teachers' Rehearsal Behavior". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332546/.
Testo completoAbstract (sommario):
The purpose was to establish the stability of behavior of secondary string teachers. The research problems were (a) to establish the frequency of selected observable elements of content and instructional strategies; (b) to estimate the stability of observed teaching behaviors within and across rehearsals; and (c) to determine the stability of pacing within and across rehearsals. In conclusion, for the population observed, stability of behavior existed. The variable of multiple conduction, not given much attention in research or pedagogical literature, weighted heavily in frequency of occurrence. Demonstration and verbal imagery, encouraged by strong experts, received less than 3% of rehearsal time. Pacing should be considered an important variable in the instructional process and merits further definition and research.
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Ammah, Jonathan Osbert Ayi. "Inclusion practices of secondary physical education teachers". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371558634.
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Kile, Robert Steven. "Preconceptions of elementary and secondary preservice teachers". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186297.
Testo completoAbstract (sommario):
The purpose of this study was to explore the preconceptions of classroom teaching held by the preservice teacher education students participating in the study. Further, the preconceptions of students majoring in elementary education were compared and contrasted with students majoring in secondary education for similarities and differences in their preconceptions of classroom teaching. Lastly, the participants were further divided into subgroups of traditional and nontraditional students. The similarities and differences of those subgroups' preconceptions were also examined. The participants included twenty-two students in a required first semester teacher education course. The course content encompassed material that was non-grade level specific or teaching content specific. Qualitative data was collected through the students' written assignments, audio- and videotapes of class and teaching lab sessions, small group discussions, fieldnotes, and informal interviews. Analysis of the data was conducted using Glasser's (1967) constant comparative method. The study found both similarities and differences across the participants' subgroupings of elementary and secondary majors, as well as the subgroupings of traditional and nontraditional students. The study found that the participants held preconceptions of classroom teaching and that those views are used as orienting lenses toward their teacher education coursework and fieldwork experiences. The findings of this study indicate that preservice teacher education students' preconceptions examined at the beginning of their formal coursework may be a research strand worth pursuing in furthering our understandings of teacher education students' orientations to teaching. The study's final chapter offers suggestions for future teacher education research and teach education practices.
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Giroud, Jeanette. "Secondary arts teachers' perceptions of integrated arts". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1726.
Testo completoAbstract (sommario):
During the 1980s, research in the arts by Project Zero and Arts Propel revealed that in American schooling the areas of artistic intelligence and artistic education had been neglected. Gardner (1989) proposed a theory of multiple intelligences, suggesting that in addition to the linguistic and logical-mathematical forms, there are a number of distinct forms of intelligence that each individual may possess in varying degrees. The concept of multiple intelligences as opposed to "talent" in an art form offers the opportunity to view arts education in a new light. The original purpose of Arts Propel was to assess artistic potential in the same way that IQ or SAT instruments are designed to test scholastic potential. What began as an assessment endeavour, became a curricular undertaking and as a result, a number of educational institutions developed integrated arts approaches to arts learning, claiming that where the arts were integrated within the curriculum, higher achievement was recorded. The National Curriculum's statement on The Arts for Australian Schools (1993) included the five arts forms of dance, drama, media, music and visual arts as "Arts" components and justified this stance by clearly stating that the common statements and profiles accommodated a wide range of approaches. However, the strands of arts experience and learning - Creating, Making and Presenting, Arts Criticism and Aesthetics, and Past and Present Contexts - have the potential to provide a common framework for integration of the various forms. During the course of this research the strands have already been subject to change and are now known as Expressing, Responding and Reflecting. During the trialling phase of The Arts' Student Outcome Statements, divisions between the arts forms became apparent. Some of the issues included: attempts by arts teachers to maintain the status quo, strong boundaries between the arts, unequal representation of arts forms in schools and application of Student Outcome Statements Strands to all the arts forms. At the commencement of this research the divisions between the arts forms remained as strong as ever, yet a truly integrative approach has the potential to strengthen the place of arts in schools. This research documented ten secondary arts teachers' perceptions of integrated arts. The teachers all taught in government schools and each art form was represented by two teachers. The purpose of the research was to record arts teachers' perceptions of integrated arts at a time of rapid curriculum change. Qualitative methodology using the instrument of semi-structured scheduled interviews was the data gathering process. The interviews were audio-taped and once the data was compiled it was sent to the participants for their approval. This study found that arts teachers' perceptions of integrated arts were, on the whole, positive. Most teachers believed that an integrated arts approach would give students a deeper understanding of the arts and promote bonding between arts teachers. Teachers felt that the combination of the five arts forms into one learning area (The Arts), provided long overdue recognition of the arts as a significant learning area. Other perceived benefits included the building of strength and support, and the overcoming of isolation that characterised the arts in schools in the past. It is recommended, as a result of this study, that where possible, the physical location of the arts departments in schools should be considered during the planning stage so that arts areas are not isolated. It is also recommended that media and dance should adopt the changes, so that The Arts area of learning will not be fragmented. This can be achieved through document support which will show dance and media teachers how they can work effectively within an Arts framework. Integrated Arts programs, such as those offered by some of the schools in this study, will provide strong guidelines for future arts consolidation and enrichment in schools.
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Whitelaw, Melanie. "Choreographic strategies for secondary school dance teachers". Thesis, Queensland University of Technology, 2002.
Cerca il testo completoAbstract (sommario):
The NSW Dance Syllabus requires students to perform dance, learn how to compose dance and study dance works. These areas are taught under the three compulsory components of Performance, Composition and Appreciation. Dance teachers within NSW must choreograph for their students as a part of the requirements of the syllabus.
This study focuses on that aspect of teaching Dance in NSW by investigating the choreographic processes of three professional choreographers working within the educational contexts of New South Wales and Queensland. Through the case study strategy, the researcher will find the similarities and differences between each case and acknowledge the factors that influence how they work, and what they do to produce a high standard of dance performance, technical skill and choreography within their given time frames.
It is anticipated that this study will add to the available support of the NSW Dance Syllabus as it aims to document and recommend a range of choreographic strategies for use by the dance teacher.
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Lam, Kit-ying. "Teacher apprisal [i.e. appraisal] : perceptions of principals and teachers in the aided secondary schools /". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836614.
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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.
Testo completoAbstract (sommario):
Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.
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Gesner, Emily K. "Talking About Teaching: A professional development group for preservice secondary teachers". The University of Waikato, 2009. http://hdl.handle.net/10289/2792.
Testo completoAbstract (sommario):
As teaching is a highly complex activity, so too is learning to teach. One pedagogy which has been shown to promote teacher learning is the use of small group discussion. This thesis examines the experiences of seven preservice secondary teachers at a New Zealand university who met weekly during their second practicum to discuss their experiences at their placement schools. Individual interviews conducted with five of the participants revealed that students felt positively about the weekly meetings. The preservice teachers appreciated 1) being able to hear about the experiences of other preservice teachers 2) tell others about their teaching 3) being able to seek advice and potential solutions to problems 4) the sense of personal connection and emotional support they gained during the weekly sessions. The students reported that the weekly meetings allowed them to think about their teaching from the perspective of others, and gave them time to reflect about their experiences while on practicum. This study situates these findings within the literature on initial teacher education and offers suggestions for future research using this pedagogy.
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Chan, Tat-sang, e 陳達生. "Teachers' practices of parent involvement in Hong Kong secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957729.
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Ng, Yuen-yee Cordia, e 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.
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Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.
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Liu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.
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Tse, Chun-yin Shirley. "Teachers' perceptions of the introduction of an appraisal system in a secondary school in relation to professional development". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37638749.
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