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1
Chumun, Seeookumar. "Classroom assessment in Mauritian primary schools". Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5154.
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This thesis explores teachers' current knowledge and practice about classroom assessment processes in the Mauritian primary schools and reports the results of a case study, the data of which were collected during the three terms of the school year in 1998 from four primary schools that included thirty-five teachers. The interest of the case study is not to appraise the teachers' work or the school in any way; rather it is to accurately describe classroom assessment practices within the context of Mauritian primary schools. The research addresses three main questions: why teachers conduct classroom assessment, how it is conducted and what is assessed. The findings of the study indicate that teachers assess their pupils for three main reasons: providing feedback to the pupils and to themselves, reviewing the teaching methods and for diagnostic purposes. Another minor purpose noted is for communicating information to Parents. Questioning and observation are the two methods most common in the conduct of classroom assessment. Questioning techniques are mostly closed ones, with a view to seeking a specific answer from the pupils. Teachers interpret the information collected with reference to three general standards: criterion -referenced, norm-referenced and self-referenced. In general, the findings indicate that teachers' practices are oriented more towards the traditional pedagogy in terms of emphasis on the lower level objectives, whole class teaching and focusing on the product. No provision is made for the able or the less able. All the pupils are treated the same and are given the same tasks. Almost a decade after the introduction and implementation of the Learning Competencies and the scheme for Continuous Comprehensive Evaluation, it is found that Mauritian primary teachers do not have the relevant training in assessment to fully apply the progressive reforms. Despite the education system being very centralised, it seems that teachers assess their pupils independently and without any support from the government. There is no monitoring, moderating or policing of policies. Assessment practices are derived from their habit and ideology rather than from the official directives.
2
Robbins, Sheri, i Sheri Robbins. "Translating Theoretical Principles to Classroom Practice". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625843.
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This study followed two teacher candidates from the Communities as Resources in Early Childhood Teacher Education (CREATE) project into their first year classrooms to determine whether they were able to translate the theoretical principles from their teacher preparation program into practice during their first year of teaching. It also examined the supporting and limiting contextual factors that affected translation both during their teacher preparation and in their first year of teaching. Multiple case study methodology was used to look closely at each case independently providing consistency through replication, while also allowing the ability to look across both cases to develop more powerful findings (Stake, 2006; Baxter & Jack, 2008; Yin, 2014). A conceptual frame was developed around translation, revisiting how it has been used in other fields of research in the past (Catford, 1974; Bassnett, 2013; Major & Cordey-Hayes, 2000; Holden & Von Kortzfleisch, 2004; Jacobson, Butterill & Goering, 2003; Davison, 2009; Straus, Tetroe, & Graham, 2009) and how it is currently being used as a metaphor in the field of education (Cook-Sather, 2001, 2006) to provide a lens into the intricacies and flexibility of the process of translation. Literature was reviewed to provide background into research that has looked closely at the impact teacher preparation programs have on the first year of teaching, and to provide background information into the conceptualization of the work undergirding the principles of CREATE. It is crucial for teacher preparation programs to follow their own graduates into their classrooms to gain a deeper understanding of what concepts, theories, and principles translated from university classrooms and field experiences to practice in first year teacher's classrooms, in order to make changes to their teacher education curriculum to prevent a breakdown of translation. This study offers insight into what supports and limits translation and offers suggestions for future research in the area of translation.
3
Carneson, John. "Investigating the evolution of classroom practice". Thesis, University of Sunderland, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307963.
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Swann, J. "How can classroom practice be improved? : An investigation of the logic of learning in the classroom practice". Thesis, London South Bank University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383758.
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Jakobsson-Åhl, Teresia. "Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice". Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.
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This thesis scrutinises how regular mathematics teachers are expected to deal with empowerment in mathematics classroom practice. Inspired by a socio-political perspective, the aim of the study is to problematise how to empower mathematics students in inclusive classroom practice, as implicitly understood in a nationwide professional development programme, i.e., the Boost for Mathematics, in Sweden. The aim is addressed by the following research question: What types of empowering ideas are conveyed in the Boost for Mathematics? The data of the study were collected from supporting materials for teachers, published within the Boost for Mathematics. Data processing consists of two steps. Step 1 is a thematic analysis of how to promote student empowerment as discerned in the data of the study. In a nutshell, Step 1 clarifies that the data give prominence to ways of empowering students from a cognitive point-of-view while social difference is disregarded. Step 2 undertakes a critical approach and discusses an alternative way of treating empowerment; this alternative way is restricted to the design of participatory activities in inclusive classroom practice.
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Jensen, Marilyn Duckworth. "Courting Serendipity: Constructivist Theory and Classroom Practice". UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/136.
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This dissertation is a cross-case study and analysis of four teachers in a school involved in two reform initiatives which promote constructivist approaches to teaching and learning. The study describes the teachers' understandings of the learning theory and their interpretations of it in their classroom practice. The study found that three of the four teachers were practicing in ways consistent with constructivism while one was not because her need for control took precedence. The study found that although teachers are very aware of their students as individuals with different ways of learning and constructing an understanding, they are not much interested in learning theory. Teachers are, therefore, more likely to practice in ways consistent with constructivist learning theory if they see that such practice can help them meet the diverse learning needs of the individuals in their classes and if they are shown the "how-to's" in their professional development.
The study also found that classroom management needs and the need for control of student behavior inhibit practice consistent with constructivism and concluded that teachers are more likely to practice in ways consistent with constructivism if complimentary classroom management techniques can be found and if teachers are comfortable giving students choice and control. The study uncovered the four C's of impediments to constructivist practice: classroom management, control, "coverage," and custodial care.
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Rogers, Stephen G. "Value added : from policy to classroom practice". Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/14435/.
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Using a case-study methodology, this thesis enquires into the development of value-added from policy to classroom practice in a comprehensive school in the North of England. The study is unique in that it examines the work of teachers in relation to policy with a special focus on the extent to which value-added measures can be used to inform an understanding of what is going on at classroom level. It not only links quantitative and qualitative research paradigms, but does so at a level that has received relatively little attention and at a dramatic juncture in the history of teachers' professional lives. A literature survey shows that although originally conceived as a research tool, value-added was subsequently 'adopted' by secondary schools principally in response to government-imposed 'league tables'. A national value-added scheme has yet to be developed but, in a shift of policy, the government now promotes the use of value-added measures in the new Threshold Assessments of teachers. Value-added data for core subjects for seven years have been analysed at class level. Pupils in 'top' sets on average obtain positive residuals whilst in 'bottom' sets they are mostly negative. It is shown that this is partly a statistical artefact and therefore not a true reflection of teacher effectiveness. However, when teachers are interviewed they frequently reveal positive attitudes towards upper sets and the opposite with the lower ones. When value-added scores are considered alongside teacher interview data there are cases where residuals might be indicative of teacher performance but there are no universal patterns. Although there are some indications that pedagogical practice and teachers' backgrounds are linked with the performance of classes, it is concluded that the use of value-added data in the Threshold Assessment of teachers is flawed. Suggestions are made for further research including the use of value-added measures at classroom level.
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Evanshen, Pamela, Mary Myron i Dilawar Grewal. "2 The Virtual Classroom: Theory to Practice". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4463.
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Hardman, Mark. "Complexity and classroom learning". Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14466/.
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This thesis provides a theoretical basis for applying complexity theory to classroom learning. Existing accounts of complexity in social systems fail to adequately situate human understanding within those systems. Human understanding and action is embedded within the complex systems that we inhabit. As such, we cannot achieve a full and accurate representation of those systems. This challenges epistemological positions which characterise learning as a simple mechanistic process, those which see it as approaching a view of the world 'as it is' and also positions which see learning as a purely social activity. This thesis develops a materialist position which characterises understandings as emergent from, but not reducible to, the material world. The roles of embodied neural networks as well as our linguistic and symbolic systems are considered in order to develop this materialist position. Context and history are shown to be important within complex systems and allow novel understandings to emerge. Furthermore, shared understandings are seen as emergent from processes of response, replication and manipulation of patterns of behaviour and patterns of association. Thus the complexity of learning is accounted for within a coherent ontological and epistemological framework. The implications of this materialist position for considering classroom learning are expounded. Firstly, our models and descriptions of classrooms are reconciled with the view of our understandings as sophisticated yet incomplete models within complex social systems. Models are characterised as themselves material entities which emerge within social systems and may go on to influence behaviour. Secondly, contemporary accounts of learning as the conceptual representation of the world are challenged.
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Richmond, Pam, i n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice". University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.
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The major issue of this thesis is that for effective change in teachers'
classroom practice to occur, multiple actions are required at different
levels of participation, from federal and state education jurisdictions
through to school communities and individual classroom teachers. The
thesis supposition is that practical action factors in schools and the
community can be found which meet the needs of the change.
The history of attempts to achieve educational change through changed
classroom practice is littered with a range of different approaches, usually
one-off events. They have sometimes succeeded. Stakeholders, including
parents, social pressure groups and particularly governments have
increasing expectations of what it is that teachers can achieve in terms of
their students' learning outcomes. The degree to which actual teaching
practices are changed at the classroom level will depend on the degree to
which teachers are able to manage and implement change. However,
studies in the area of curriculum change reveal that the gap between
policy and practice remains an ongoing concern.
This thesis draws upon theory and applied research findings from the
traditions of educational change, health education, models of change,
evaluation and social science research methods. The purpose of this
thesis is to identify and make comparisons in the practical action factors
which enhance the capacity of teachers to change their classroom practice.
These are investigated through a multiple case study consideration of the
school context, the professional development inputs, and the classroom
programs. The patterns of effective practical action in the research study
would support the thesis supposition.
A multiple case study-theory building approach was used to analyse the
data from twelve school sites selected from the School Development in
Health Education (SDHE) Project. Data analysis employed the technique
of matrix displays, with several rounds of analysis in order to generate
some significant factors related to teacher change. The results were
considered for endorsement by an expert panel from the field in order to
enhance confidence in the validity and the reliability of the research
study.
Results from first round of analysis in the multiple case study showed
school team commitment, teachers' attitude to professional development
and community cooperation to be important factors in educational
change. The second round of analysis highlighted the importance of
placing the teacher at the centre of change when planning professional
development. Finally, the third round presents a summary of the factors
emerging from the analyses in five major focus areas: professional
development; principal leadership; school organisation and culture;
school team; and system support. The importance of the relationships
among these factors was recognised in their impact on teachers' abilities to
make educational changes in their classrooms.
The thesis has found that the professional decision-making and practice
of teachers is value added by the actions of other players - professional
development providers, school principals and education systems.
Teachers' capacity to change is enhanced by appropriate school-based
professional development, flexible school organisation, and the
opportunity to work collaboratively in school teams.
From the patterns emerging from the strong and weak clusters of cases
the thesis is able to make conclusions about teachers' professional practice,
professional development approaches, principal leadership, school
organisation, education systems and the nature of change. This thesis
shows that educational change requires multiple actions at different
levels of participation. Finally, the thesis offers recommendations to the
different players in the field: education systems, principals and
professional development providers.
11
Gayner, Michael. "The interpenetration of Buddhist practice and classroom teaching". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/NQ45672.pdf.
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Schneider, Molly B. "Naming the Author: Incorporating Theory into Classroom Practice". Miami University Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1177680826.
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Andersson, Catarina. "Professional development in formative assessment: Effects on teacher classroom practice and student achievement : Effects on teacher classroom practice and student achievement". Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102394.
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The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. The intervention study presented in this thesis aimed to see if a random selection of teachers, participating in a professional development program with many contact hours and substantial support of an expert, implemented formative assessment in a way that increased their students’ learning in mathematics. It also aimed to examine the reasons for the teachers’ changes in their classroom practice. The twenty-two year 4 teachers attended a professional development program in formative assessment in mathematics. A mixed methods approach used classroom observations, teacher interviews, questionnaire surveys and student mathematics tests to investigate the effects on teacher classroom practice and student achievement. It was found that the teachers trained in formative assessment built on their previous formative classroom practice and added new formative assessment activities into their mathematics classroom practice to a level that had significant impact on student achievement in mathematics (p = .036, d = .66). The teachers developed their formative assessment practice in three dimensions: key processes in teaching and learning, agents in the classroom, and the length of the formative assessment cycle. The reasons for teachers ́ implementation of new formative assessment activities were well explained by the expectancy-value theory of achievement motivation. Important aspects of the professional development program were: (1) A formative and process-oriented character; (2) Activities directly useable in classrooms; (3) Experience of using formative assessment activities; (4) Connection between theory and practice; (5) Time; and (6) Knowledgeable support. The thesis shows that it was possible to provide sufficient support to a random selection of teachers for them to develop their formative assessment practice in a way that improved student achievement. However, this thesis also indicates that it can be expected that teachers would need substantial time and support to achieve such developments in their classroom practice.
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Solomons, Tasneem. "From monolingual to translanguaging classroom practice at two Delft primary schools". University of the Western Cape, 2018. http://hdl.handle.net/11394/6947.
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Magister Artium - MATerminology such as mother tongue, first language and second language remain prevalent in South African schools’ language policies. These monolingual terms seem out of place within our multilingual landscape (Banda, 2018). With the emergence of the concept of translanguaging (Garcia, 2009, 2014; Banda, 2018), the linguistic practices that people of the Western Cape (and elsewhere in South Africa) have now been legitimised as a useful communicative tool within multilingual spaces. Despite research showing the advantages of using translanguaging in classrooms to enhance comprehension (Banda, 2018), language policies remain monolingual in nature. By conducting research at two schools in Delft, Western Cape, I am able to show how learners and teachers defy the monolingual structure of the language policy, by translanguaging, to make learning and teaching more comprehensible. Using Heller’s (2007) concept of language as social practice, it becomes apparent how learners become social actors within the classroom, by languaging to make meaning. In addition to looking at classroom practices, I use supplementary data, an analysis of the school’s language policy, observations of and commentary on linguistic practices outside of the classroom, to further support the idea that school’s confinement of language is incongruous with the language practices in the area. Finally, I propose that translanguaging be legitimised as classroom practice and teaching materials also be adapted likewise, by producing trilingual posters, showing Afrikaans, English and isiXhosa terms, for the Western Cape.
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Vernay, Rüdiger. "Good classroom practice – how a new journal supports this". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88187.
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Davids, Nawaal. "Understanding facilitator practice in the problem-based learning classroom". Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6871.
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This study looks at eight individual PBL facilitator cases in the field of medical education at the University of Cape Town (UCT). The aim of this study is to gain an understanding of what affects facilitation practice in a problem-based leaning (PBL) classroom. The facilitators come from various backgrounds and have different levels of knowledge and experience. They are, however all employed in a course on a part-time basis during the second semester of the MBChB first year programme. Each facilitator was observed during their facilitation of a PBL tutorial and thereafter they were interviewed about their actions in the classroom. Bourdieu's theory of practice was used as the theoretical and descriptive framework in this study of educational practice in PBL. Bourdieu speaks of 'habitus' or the 'dispositions' of facilitators that influences their practice. He describes the 'field' as the specific area where interactions occur that are shaped by the habitus of its participants and in turn shapes their habitus. He also describes 'capital' or assets that the facilitators may possess from their previous or current fields that shape the interactions in a field. This theory offers insight about who the facilitators are, how they behave in the teaching practice setting and provides an understanding of what contributes to their practice in PBL. The findings are that facilitator actions in the classroom were shaped by a number of factors including their personalities, social backgrounds, qualifications, experience, beliefs and perspectives, their fields of practice as well as the medical education field at UCT with its institutional factors and values. Theory of practice not only illustrates the principles underlying facilitator practice in the PBL classroom, but allows a description of the interactions between unique facilitator dispositions, experiences, assets and values within a field of medical education. This study forms the basis for future studies in the area of PBL facilitator practice and will contribute to improved staff development, placement and appreciation of PBL facilitators.
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Nkuna, Victor Rhulani. "The role of classroom formative assessment practice in Geography". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.
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This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which School-Based Assessment (SBA) is used as a formative tool, the provision of feedback and the learners’ role in geography assessment. The qualitative data was collected through structured interviews, document analysis and observation involving six FET phase geography teachers from three different schools in Tshwane West District (D15).
The findings of this study indicated that the participating Geography teachers in the FET phase were committed to using differential assessment practices in their classroom to improve their learners’ results. Though, their main focus was on summative assessment, and little attention was given to the formative assessment practice. It was against this background that this study recommended that Geography teachers should be formally trained/workshopped on assessment strategies. Secondly, there is a need to infuse SBA effectively as a formative assessment aspect of the curriculum in order to improve learner performance. Lastly, to further research the significance of assessment for learning in the South African context to strengthen the education system.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Carbone, Paula M. "Investigating a critical writing pedagogy implications for classroom practice /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925780911&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Turner, Mark. "Teachers' Practice of Mathematical Reform Techniques in the Classroom". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1984.
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In 1989, the National Council of Teachers of Mathematics advocated for a reform mathematics approach to mathematics education. Teachers in a large suburban school district in the southeastern United States are expected to use strategies that are consistent with reform mathematics. It is not known whether faculty members of a large elementary school in that district have adopted reform mathematics teaching strategies. Reform mathematics is an endeavor to move away from the traditional, direct instruction approach of the teacher as the sole provider of information toward the teacher as a facilitator of knowledge. Reform mathematics allows students to construct their own understanding through experience. The purpose of this study was to examine the use of reform mathematics through teachers' self-report of current practices and classroom observations. A quantitative survey study design was used that included data collection from a self-report survey and teacher observations. Thirty-one teachers responded to the survey, and 15 of the teachers were observed. The survey results showed overall positive agreement (M = 4.54 on a 6-point Likert scale) with reform mathematics. The observation results revealed that teachers were using reform mathematics strategies in their classrooms. Nonetheless, the results indicated room for improvement. A staff development project was designed to provide teachers with targeted training to implement reform mathematics strategies more fully. This study will initiate social change by introducing and reinforcing current, data-driven teaching techniques to affect positive future student achievement and success.
20
Almusallam, Basma. "From Gyms to Classrooms: Enhancing the learning experience inside the design classroom through communities of practice". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555503829131717.
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Hamilton, Mary Lynn E. "The practical argument staff development process, school culture and their effects on teachers' beliefs and classroom practice". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184857.
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This qualitative study investigates the interaction among teachers' beliefs, their practices, and the practical argument staff development process in two schools and suggests how school culture may affect that interaction. The subjects for this study were the intermediate teachers from two of the schools participating in the OERI Study, A Study Teachers' Research-Based Instruction of Reading Comprehension (RIS). This study was designed to investigate the proposal in staff development/teacher change literature that conscious examination of beliefs facilitates teacher change. Furthermore, this study explores the importance of school culture to the success of a staff development program. Social interactivity may affect the change process. Data was gathered in a participant-observation process extending over an eight-month period. During that time, there were classroom and staff development process observations, formal and informal interviews with teachers and administrators, examination of audio/videotapes of events, dialogues with the research team, and documentation of each event with field notes. The findings are introduced through a description and interpretation of events in each of the two schools. They are established upon an understanding of how the participating teachers responded to change and to the staff development process, and how school culture affected those teachers and the process. The findings also incorporate the most recent research on teachers' beliefs, staff development, and school culture. They address the theory/practice dichotomy and its relation to change; teachers' beliefs about reading and teaching and their relationship to the teachers' involvement in the staff development program; the culture of each school; the practical argument staff development program, its organization, and presentation; and the relationship between the teachers' willingness to change and the school culture, teachers' beliefs, and the staff development process. This is a set of case studies about teachers in two schools with varied beliefs and backgrounds. Generalizations from this study, applied to other schools and/or staff development programs, may focus on an understanding of the influence of teachers' beliefs and school culture on a staff development program and the process of teacher change.
22
Stevick, E. Doyle. "Civic education policy and practice in post-Soviet Estonia, from global influences to classroom practice". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229584.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership Policy Studies, 2006."Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2935. Adviser: Bradley Levinson.
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Corrie, Loraine Frances. "Pedagogical knowledge and classroom practice : teachers' management of a disruptive classroom behaviour, talking out of turn". Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020201/.
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This study investigates teachers' management of a disruptive classroom behaviour known as "talking out of turn", and proposes that management practices are integral to teachers' pedagogical knowledge. The study explores the notion that pedagogical knowledge is socially constructed by staff, with influence being exerted by those high in the power hierarchy of the school. Talking out of turn is a pervasive and disruptive pupil behaviour which violates the turn-taking rules operating in the classroom. Previously it had been concluded that it is caused by teachers' or pupils' skill deficit, however this study shows that performance cannot be equated with competence, and that teaching involves more than the performance of observable technical skills. A total of twenty five teachers and six headteachers from eleven schools took part in the study. Data was collected in three phases, and comprises of audio recordings of teachers and their class groups at story time; structured interviews with staff and headteachers; two inservice sessions and individual feedback sessions with all the staff in one school. Micro analysis of the interaction cycles between teachers and their groups produced interesting data concerning teachers' management practices, and led to the delineation of the Non conversational and Conversational teacher talk registers. Discourse analysis showed that the pedagogic discourse of staff could be classified as "proactive" or "reactive". Results showed that talking out of turn occurred in every classroom studied and that there was a relational tendency between the frequency of talking out of turn, and the type of teacher talk register and pedagogic discourse articulated. This study found that heads tended to express the school's official discourse as slogans or fragmented prescriptions, rather than explicating pedagogical knowledge in a professional language. Evidence shows that teachers did not construct cohesive pedagogical theories, and it is possible that the lack of a shared language diminishes abilities to critically debate or reformulate the official discourse. It is suggested that teacher education institutions have a particular responsibility to enable teachers to articulate explict pedagogical theories in a professional language. Then teachers may be empowered to debate the dominant ideology, and this could result in the review of normative practices such as the management of talking out of turn.
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Logie, Carol A. "Early childhood care and education in Trinidad & Tobago : an anlysis of centre-based provision for children under five". Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387742.
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Beresford, John. "Classroom conditions for school improvement : students' views". Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/12025/.
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The latter part of the twentieth century experienced an increased emphasis in industrialised societies on educational performance, and ongoing efforts are still in progress to enhance levels of performance, particularly to prepare young people for the ever-changing work demands occasioned by the revolution in communications and in the provision of information. Educationalists have been interested in the replicability of successful school systems, and this has resulted in a focus upon decision-making at the various levels of educational governance. At school level the concepts of enabling conditions and development capacity are now well grounded in the theory of school effectiveness and school improvement. Within the IQEA (Improving The Quality of Education for All) Project, schools are encouraged to develop their management and classroom conditions at the same time as they work upon their improvement initiatives. There exist a number of instruments devised within the project to measure the capacity of schools both at management and classroom level to sustain a culture of school improvement. Along with this interest in school-based improvement initiatives, there has been an increasing interest in the part various stake-holders within the school community can play in school improvement. One such group are students, and teachers, particularly within IQEA, have increasingly wished to consult them when undertaking or evaluating policy changes within their schools. To this end teachers have also been interested in comparing their own views with those of their students on the culture of the school and its classrooms. This thesis represents an attempt to provide teachers with just such an instrument of comparison. It first contextualises the notion of Student Conditions within the literature of School Improvement Conditions. In devising, conceptualising and researching a set of Student Conditions which are related to the IQEA Classroom Conditions this work sets out not only to give teachers and senior management a means of triangulating their own views with those of the students in their school, it also provides data for teachers to gauge the capacity of the student body to sustain school improvement. Preliminary results from the piloting of the Student Conditions Survey are presented. The final chapter discusses the implications for teaching and learning, for school improvement initiatives and for the culture of classrooms and schools if these student conditions are to be developed. The Student Conditions are, in the order they appear in the thesis: Self-assessment - The ability of students to reflect upon and to improve the quality of their own work. Independent Learning - The ability of students to access the skills and resources necessary to achieve learning autonomy. Affinity to teachers - The ability of students to maintain a relationship with teachers that enables them to seek and receive help and support when they require it. Learning repertoire - The ability of students to exploit fully the range of teaching and learning strategies encountered in and out of the classroom. Orientation to Learning - The ability of students to be self-motivated, and to enjoy learning. Adjustment to School - The ability of students to learn within a structured environment of rules and behaviour parameters. Along with the two other Conditions Surveys, the Student Conditions Survey is intended to contribute to a battery of research instruments, which will provide useful data and an agenda for a whole-school discussion on how schools can improve. The thesis also presents data from the piloting of the research instrument in over 40 IQEA Schools, and briefly outlines how some of these schools have used the findings in their improvement initiatives.
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Hone, Camille. "Including the Arts in the Generalist Classroom". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5714.
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Including the Arts in the Generalist Classroom is an integrated arts curriculum within a 6th grade classroom in Eagle Mountain Utah. This project describes the process of putting an art curriculum into an elementary 6th grade where there is no art specialist and no means of getting one. This project focuses on four lessons that have been written using the 6th grade Science and Social Studies Utah Core. Each lesson is written to ensure that a teacher and/or a parent volunteer can give instruction without any prior knowledge of content and/or technique in art.The Appendices describe the curriculum and more fully include essential information for proper lesson instruction. They include background information, websites, vocabulary, studio techniques, etc. are all there for the convenience of the teacher. The ultimate goal in creating these lessons is to help create an art curriculum for a school without an art specialist and have the instruction be not only art based, but also integrated withother core subjects in ways that enrich student learning through art instruction.
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Chaney, Jennifer L. "Autism in the inclusive classroom implications for public school practice /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Chaney_JMIT2010.pdf.
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Clifton, Karen S. "The testing effect using retrival [sic] practice in the classroom /". Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=561.
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Beaudin, Lorraine Catherine. "Computer self-efficacy and classroom practice, what is the correlation?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38442.pdf.
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Beaudin, Lorraine Catherine, i University of Lethbridge Faculty of Education. "Computer self-efficacy and classroom practice : what is the correlation?" Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1998. http://hdl.handle.net/10133/78.
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The present technological focus in education is requiring teachers to become computer-literate so that they are better able to integrate computer technology into their teaching. This thesis examines teachers' leves of computer self-efficacy (one's belief in one's ability to use computers) to see if there is a correlation with computer self-efficacy and classroom practice. Current research suggest that one can use computer self-efficacy as a way of determing teachers' levels of willingness to use computers. Based on the distribution of a computer self-efficacy scale and a questionnaire designed to identify computer technology integration into teaching, this study shows the correlation between computer self-efficacy and
classroom practice in a selection of schools in southern Alberta. The finding of the research show that there is a weak correlation (r=0.405) between CSE and classroom practice; while there is a moderate to strong correlation (r=0.62) between CSE and instructional practice. Interestingly, the correlations between CSE and each of the specific classroom uses listed in the survey were extremely weak. These correlation coefficients ranged from 0.0777-0.287. Only 14/87 of the teachers surveyed have not attended a computer course. However, out of those 14 teachers only 2 do not use the computer for classroom used. On the other hand, of the 73 teachers who have attended a computer course, 16 do not use the computer in classroom teaching. For this group of teachers, participating in a computer course did not appear to have an impact on classroom practice. Moreover, the reseach found that those teachers with high levels of CSE do not necessarily teach using computers. An exploration of change literature provides a framework for understanding these results, and help place in perspective the need to rethink guidelines for professional development, teacher education and classroom practice as they relate to computers in education.vii, 68 leaves : ill. ; 28 cm.
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SETTE, MARIA DE LOURDES DUARTE. "LIFE IN THE CLASSROOM: WHERE EXPLORATORY PRACTICE AND PSYCHOANALYSIS MEET". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8223@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO objetivo desta tese foi aprofundar meus entendimentos acerca da relação pedagógica construída por mim, a professora, e um grupo de alunos durante um curso de inglês como língua estrangeira (ILE), na empresa em que eles trabalhavam. Para atender a esse propósito, registrei esta vivência em forma de diário durante os oito meses em que durou o curso que ministrei. Além desse diário, analisei também o potencial exploratório gerado por atividades pedagógicas realizadas pelos alunos em sala de aula e correspondências enviadas por eles a mim. A percepção do entrelaçamento de aspectos sócio-históricoindividuais, conscientes e inconscientes, presentes nos enunciados dos participantes do evento pedagógico e registrados nos documentos referidos acima, levou-me a aproximar três discursos - a Prática Exploratória, a Psicanálise e a Filosofia da Linguagem de Mikhail Bakhtin - para buscar entender com mais profundidade a natureza da relação pedagógica e a qualidade da vida em sala de aula. A partir da análise das formas de relação percebidas por mim e por meus alunos em nosso convívio pedagógico, pude perceber também a importância de estarmos atentos aos aspectos individuais-afetivos presentes no ambiente pedagógico. Discuto a centralidade desses aspectos na construção da natureza amorosa da relação pedagógica, que identifico como monológica e/ou dialógica, com base nas formas de relação percebidas por mim em minha prática pedagógica. Minha tese pretende aproximar os conhecimentos e a postura reflexiva dos professores que se orientam pela Prática Exploratória do saber da Psicanálise freudilacaniana sobre o sujeito humano e alguns conceitos-chave da Filosofia da Linguagem. Com essa pretensão, esta tese busca preencher uma lacuna no campo do ensino de inglês como língua estrangeira dada a escassez de teorias que partam da prática profissional do professor- investigador nessa área.
The objective of this thesis was to enhance my understanding about the pedagogical relationship constructed between myself, as teacher, and a group of students taking a course in English as a foreign language (EFL) in the corporation where they work. In order to achieve this aim, I kept a diary during the eight months of the course. In addition to this diary, I also analyzed the exploratory potential generated by the pedagogical activities of the students in the classroom and the written messages sent by them to me. The perceived interweaving of the socio-historical and individual aspects, at a conscious and unconscious level, which are present in the utterances of the course participants and registered in the above-mentioned documents, led me to bring together three discourses - Exploratory Practice, Psychoanalysis and the Philosophy of Language of Mikhail Bakhtin - in order to understand more deeply the nature of the pedagogical relationship and of the quality of life in the classroom. The data analysis also enabled me to perceive the importance of paying attention to the individualaffective aspects present in the pedagogical environment. I address the central contribution of these aspects to the construction of the loving nature of the pedagogical relationship, which I identify as monological and/or dialogical, based on the relationships perceived by me in my pedagogic practice. The intended contribution of my thesis lies in approximating the knowledge and reflective posture of teachers oriented by Exploratory Practice to the knowledge of Freud- Lacan´s psychoanalysis about the human subject and to some key concepts of the Philosophy of Language. Thus, this thesis seeks to fill a gap perceived in the field of teaching English as a foreign language, on account of the scarcity of theories that derive from teacher-researchers´ professional practice.
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Rodríguez, Haydeé Marie. "Multicultural literature : teachers' beliefs shape teachers' goals and classroom practice /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Gong, Susan Peterson. "The Moral Realism of Student Question-Asking in Classroom Practice". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6888.
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Question-asking has long been an integral part of human learning. In scholarly investigations over the past several decades, questions have been studied in terms of the answers they generate, their grammatical structure, their cognitive functions, their logical content, and their social dynamics. Studies of student classroom questioning have focused on science education and reading instruction particularly; they detail the reasons why students don't ask questions and explore a plethora of recommendations about teaching students how to question. This qualitative study addressed question-asking from a hermeneutic moral realist perspective, studying question-asking as it unfolded in the everyday practice of learning in a graduate seminar on design thinking. Findings of the study included seven themes that fit within three broader metathemes about the complexities and virtues of classroom questioning, the sociality of question-asking, and the temporality of questions in practice. Specific themes of the study concerned the complexity of overlapping practices within the classroom, ways in which students evaluated the quality and virtue of their questioning interactions, the moral reference points that guided student participation in various kinds of questioning (i.e., convergent questions, divergent questions, challenges to others), and the temporality of question-asking that reflected the way questions mattered to the students and how different aspects of the subject matter were disclosed and concealed in the process of learning. Findings from this study suggest that a moral realist-oriented inquiry can provide a wide-ranging and nuanced set of insights regarding question-asking as a part of student learning.
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Bogart, Christopher D. "Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1177.
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The purpose of this quantitative study was to investigate the perceptions of K-12 teachers as they relate to the implementation of the Tennessee Educator Acceleration (TEAM) evaluation framework. Survey links were sent to 1,115 K-12 teachers from 4 Northeast Tennessee school districts. The survey achieved a 24% return rate for a total of 270 participants. The research evaluated K-12 teachers’ overall perceptions of the TEAM evaluation framework, their perceptions of changes to their lesson planning processes, their perceptions of changes in the use of instructional strategies in their classrooms, and their perceptions of changes in the amount of time needed to prepare lessons for instruction since the implementation of the TEAM evaluation framework. Data sources analyzed consisted of an online survey design using a 5-point Likert-type scale. There were 4 research questions included in this research each with a corresponding null hypothesis. Each research question was analyzed with a series of single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings from the data indicated a significant difference in perceptions of teachers in 3 of 4 areas. First the planning process for their lessons was reported to be more structured and focused on the evaluation rubric. Next, the instructional strategies used in their lessons were reported as more focused on higher order thinking skills. And finally the time required to plan instruction had increased since the implementation of the TEAM framework.
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Batchelder, Ann Gardner. "The classroom as text: Collaborative construction of subject matter content". Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185503.
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The purpose of this study was to document the construction of subject matter content through the description of daily lesson activities that occurred in two eighth grade Civics classes. Utilizing daily observations, field notes, audio-tapes, and interviews to collect data, this study focuses on how students and teachers work collaboratively during activities in order to construct a "text" of the subject matter of lessons. The metaphor of classroom as text was used as a framework for this study. Participants in this study were two teachers and their students in one section each of an American Civics course. Both classes were observed daily by a non-participant observer over the course of one semester. Field notes and audio-tapes were recorded by the observer during each lesson. Copies of materials and resources used during lesson activities were also collected. Interviews with teachers took place during the summer following the observation semester. Data were analyzed using an adapted version of Doyle's Activity Analysis Procedures (1984). In this procedure data from all data sources except interviews are combined in order to describe individual lesson activities. The focus of analysis was one unit that was taught as part of the curriculum in both classrooms. Results of analysis indicate that teachers and students in the two classrooms constructed different texts of the subject matter of the unit. Though there seemed to be similarities in general structure, the unit as it was enacted in each classroom, reflected differences in what aspects of content were represented, how content was constructed, how teachers and students interacted within the contexts of activities, and how activities were internally structured.
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Reynolds, Ruth, i Monika Vinterek. "Globalization and classroom practice: insights on learning about the world in Swedish and Australian schools". University of Newcastle, Australia, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27728.
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Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.
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Evanshen, Pamela, Mary Myron i D. Grewal. "Integrating Theory and Practice in Virtual Classrooms". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4366.
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Binjaweer, Maitha Abdullah. "TEACHERS’ KNOWLEDGE, PERCEPTIONS, AND PRACTICE OF INQUIRY WITHIN AN INCLUSIVE CLASSROOM". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1407.
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The purpose of this study was threefold: (a) to explore teachers’ knowledge and beliefs about inquiry within an inclusive classroom, (b) to determine teachers’ perceptions of the influence of inquiry within their practice, (c) to examine teachers’ challenges and barriers to implementing inquiry within an inclusive classroom. This in-depth case study employed interviews, observations, and focus group discussions to gather qualitative data concerning this phenomenon. The participants included three science teachers (two elementary, one middle school) and one middle school Social Studies and English Language Arts (ELA) teacher. This study took place at a private school in a suburban area in a Midwestern city in the United States. The study findings showed the complexity of understanding teachers’ perceptions and how teachers’ beliefs conflicted with their practice. Teachers held different views about the meaning of inquiry and most lacked a solid understanding of the process of inquiry; this could be attributed to a lack of relevant professional development during their preparation program or education. Some teachers believed that having students with different abilities and skill levels was more challenging than implementing inquiry. However, most of the teachers were unsure about what inquiry was. The science teachers expressed more sustentative substantive challenges with implementing inquiry, standards, and literacy. The results of this study suggest that educators clarify the meaning of inquiry and simplify the process of implementing it with the assistance of definitive professional development. Teacher educators need to provide a course for teaching methods that implement inquiry in conjunction with inclusive education to especially improve science education. When implementing inquiry, teachers need to recognize the importance of challenging students to think by providing critical-thinking questions in a non-threatening way.
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Carr-White, Nicola. "Towards an evidence-informed differentiated learning consolidation process to support classroom instruction". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2421.
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Despite many years of teaching experience, the differentiation and consolidation of classroom learning presented challenges for the researcher. In response, a Differentiated Learning Consolidation Process (DLCP) was developed through informal classroom-based action research over several years. Using low cost and accessible resources, it developed into a manageable supplementary intervention to support individual student needs and the retention of classroom instruction. Increasing interest from colleagues led the researcher to provide professional development on the instructional design and implementation of the DLCP. Through this experience, it became apparent that the DLCP theoretical assumptions were largely unknown. The current study was pursued to identify the theoretical components of the DLCP and determine if and how they could be aligned with evidence informed research. A simplified realist review was employed as it provided the opportunity to triangulate theory, the researcher’s contextual experience, and the investigation of the DLCP instructional design. The study determined that the DLCP was situated within the field of cognitive psychology, aligning with cognitive load theory and the new theory of disuse. Within the context of the DLCP, spaced practice, retrieval practice, interleaved practice and strategies associated with metacognitive development were investigated to identify maintenance or modification of the instructional design. The findings of this analysis may support teachers to differentiate and consolidate classroom instruction. Additionally, the DLCP may hold potential as an instrument for classroom-based research on variables related to its theoretical constructs.
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Olson, Jo Clay Langrall Cynthia Willey. "Teachers' acceptance of new leadership roles and changes in classroom practice". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106762.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed October 12, 2005. Dissertation Committee: Cynthia W. Langrall (chair), Norma Presmeg, Jeffrey Barrett, Darryl Pifer. Includes bibliographical references (leaves 193-207) and abstract. Also available in print.
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Bentley-Memon, Millicent Lynn. "State policies and classroom practice adapting instruction for English language learners /". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2073.
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Thesis (Ph.D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Josefsson, Rebecka. "Code-switching in the English Classroom : Six teachers' theory and practice". Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7322.
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Horne, Sandra Christine. "The classroom environment and its effects on the practice of teachers". Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322885.
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Mullins, Christine M., i N. Eichorn. "Tennessee Interprofessional Practice and Education Consortium Classroom-based Working Group Update". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7352.
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Papanikitas, Andrew. "From the classroom to the clinic : ethics education and general practice". Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/from-the-classroom-to-the-clinic(3c03ba00-98b9-4e51-9b58-adcb134c24e4).html.
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This thesis is a qualitative study of ethics education as experienced by general practitioners in mainland Britain. It draws upon interviews and documents as well as observations and reflections from encounters in the field. Ethics is conceived of as a kind of knowledge and ethics education is seen as involving translational processes shaped by various social forces and tensions. The data analysis is organised according to three concepts outlined by Bernstein: curriculum, pedagogy and evaluation. These broadly map to academia, education and practice,and the purposive sample reflects participants with involvements in these three domains. Ethnographic, phenomenological, and grounded theories are key influences on the method for selecting and organising the empirical data. The findings chapters look at the determination and production of the broad curriculum (chapter 4); the ‘transmission’, or the delivery and reception of, the curriculum (chapter 5); the assessment of ethics education (chapter 6); the ways in which ethical issues are identified and negotiated in practice (chapter 7); and key substantive issues that arise in practice – confidentiality, abortion, payment for performance and resource allocation – which enables an exploration of the negotiation of ethical issues in practice (chapters 8 and 9). The concluding chapter pulls the threads together. Societal forces and tensions are present when curricula are conceived, when knowledge and skills are taught and when GPs attempt to integrate learning into their daily practice. Having understood these forces and tensions better we can conceive better of how to make improvements to ethics education and assessment. The overall aim is to improve the reflexivity of ethics education. Many of ethical shortcomings of doctors have historically been linked to hidden curricula, features of practice and the practice environment that have been unseen or ignored by teachers or learners. Knowing more about these features and about the translational processes, that shape the experiences and enactments of GP ethics, provides the potential ability to adjust for their influence.
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Parvaresh, Parvaneh. "Teacher cognition and classroom practice in the context of curricular reform". Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/314/.
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This study investigates how teacher cognition-what language teachers think, know, and believe-contributes to the practices of eight secondary school EFL teachers in Iran within the context of constructivist/communicative-oriented teaching (CCOT) curriculum reform. Specifically, highlighting the influence of both macro- and micro-contexts, this study takes into account the contextual factors influencing teachers’ beliefs and the role they play in pedagogic practice and curriculum delivery. To gain a better understanding of the complex features of teacher beliefs and dynamic interactions among beliefs, practices, and context, this inquiry used a qualitative case study approach. Data were collected using multiple instruments, namely, in-depth semi-structured interviews, classroom observations, and stimulated recall interviews, which have allowed for triangulation of the findings. Findings reveal that language teachers’ practices are shaped in unique and often unpredictable ways by their beliefs that have emerged from teachers’ diverse personal and language learning histories, language teacher education experiences, and the specific contexts in which they do or learn to do their work. These contextual factors are interrelated and collectively broaden the mismatch between teachers’ stated beliefs and their actual practice of CCOT and to the limited uptake of reform implementation. The research interestingly reveals that the less experienced teachers introduced a stronger element of CCOT recommended by the curriculum into their lessons, while the more experienced teachers displayed more traditional approach to teaching. This study advances thinking on teachers’ beliefs and practice by highlighting the need to view teachers’ beliefs as a system, to explore the interactive features of teachers’ beliefs, and how such interactions impact their practice. The study also highlights the situated nature of teachers’ beliefs with significant implications for teachers as well as other stakeholders such as teacher educators, policy makers, curriculum developers, and many other important issues in secondary foreign language education in Iran and other similar contexts internationally.
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Mason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.
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Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.
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Brown, Tori. "Challenges of a Novice Nurse Educator's Transition From Practice to Classroom". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/570.
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This project study addressed the lack of formal preparation encountered by novice nurse educators within a nursing program located in the southeastern region of North Carolina. This problem is significant at both the local and national levels because expert clinicians are needed to fill nurse educator vacancies that have led to qualified students being denied admission to nursing programs. A qualitative case study research design was employed to explore the perceptions of novice nurse educators in one nursing program transitioning from clinical nursing practice to the nurse educator role. The theoretical framework to guide this study was Benner's novice to expert model that outlines the journey of how novice nurse educators transition into an educator role. Guiding research questions focused on understanding the motives, challenges, positives experiences, and perceptions of support that novice nurse educators encountered during transition from clinical practice to academia. Purposeful sampling was used to recruit 7 novice nurse educators within an associate degree nursing program. Data collection included interviews with novice nurse educators, review of a 2012 self-study report, and demographic characteristics of participants. Interviews were transcribed verbatim, coded, and analyzed to identify themes. Five themes were identified: (a) work is always with you, (b) teaching in the dark, (c) making a difference, (d) a shoulder to lean on, and (e) more structure/mentoring. Findings indicated the need for a mentorship/orientation program, which was developed to assist in role transition for novice nurse educators. Implications could contribute to a positive social change by helping clinicians to transition effectively to meet society's need for qualified nurse educators.
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Bature, Iliya Joseph. "Productive pedagogies for reforming secondary school mathematics classroom practice in Nigeria". Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/346.
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This study adopted qualitative case study to investigate the effectiveness of introducing Productive Pedagogies into Nigerian mathematics classroom. It involved providing scaffolding, implementations, reflections, perceptions and challenges encountered while introducing the framework. Efforts were made to demonstrate Productive Pedagogies during classroom instruction which was evident in the activities created to increase student-centred learning. This suggests that Productive Pedagogies is a useful tool for improving teachers’ teaching skills, students’ engagement and collaboration.
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Fittell, David. "Inquiry-based science in a primary classroom : professional development impacting practice". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/37633/1/David_Fittell_Thesis.pdf.
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The critical factor in determining students' interest and motivation to learn science is the quality of the teaching. However, science typically receives very little time in primary classrooms, with teachers often lacking the confidence to engage in inquiry-based learning because they do not have a sound understanding of science or its associated pedagogical approaches. Developing teacher knowledge in this area is a major challenge. Addressing these concerns with didactic "stand and deliver" modes of Professional Development (PD) has been shown to have little relevance or effectiveness, yet is still the predominant approach used by schools and education authorities. In response to that issue, the constructivist-inspired Primary Connections professional learning program applies contemporary theory relating to the characteristics of effective primary science teaching, the changes required for teachers to use those pedagogies, and professional learning strategies that facilitate such change. This study investigated the nature of teachers' engagement with the various elements of the program. Summative assessments of such PD programs have been undertaken previously, however there was an identified need for a detailed view of the changes in teachers' beliefs and practices during the intervention. This research was a case study of a Primary Connections implementation. PD workshops were presented to a primary school staff, then two teachers were observed as they worked in tandem to implement related curriculum units with their Year 4/5 classes over a six-month period. Data including interviews, classroom observations and written artefacts were analysed to identify common themes and develop a set of assertions related to how teachers changed their beliefs and practices for teaching science. When teachers implement Primary Connections, their students "are more frequently curious in science and more frequently learn interesting things in science" (Hackling & Prain, 2008). This study has found that teachers who observe such changes in their students consequently change their beliefs and practices about teaching science. They enhance science learning by promoting student autonomy through open-ended inquiries, and they and their students enhance their scientific literacy by jointly constructing investigations and explaining their findings. The findings have implications for teachers and for designers of PD programs. Assertions related to teaching science within a pedagogical framework consistent with the Primary Connections model are that: (1) promoting student autonomy enhances science learning; (2) student autonomy presents perceived threats to teachers but these are counteracted by enhanced student engagement and learning; (3) the structured constructivism of Primary Connections resources provides appropriate scaffolding for teachers and students to transition from didactic to inquiry-based learning modes; and (4) authentic science investigations promote understanding of scientific literacy and the "nature of science". The key messages for designers of PD programs are that: (1) effective programs model the pedagogies being promoted; (2) teachers benefit from taking the role of student and engaging in the proposed learning experiences; (3) related curriculum resources foster long-term engagement with new concepts and strategies; (4) change in beliefs and practices occurs after teachers implement the program or strategy and see positive outcomes in their students; and (5) implementing this study's PD model is efficient in terms of resources. Identified topics for further investigation relate to the role of assessment in providing evidence to support change in teachers' beliefs and practices, and of teacher reflection in making such change more sustainable.