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Rowe, Dawn A. "Research and Practice". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.
Pełny tekst źródłaHutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices". Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.
Pełny tekst źródłaThe purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.
Summerscales, Ian. "Attentive educational practice : a philosophical analysis". Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531145.
Pełny tekst źródłaDuncanson, Charles Scott. "Movement and discourse in educational practice". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260986477.
Pełny tekst źródłaArnell, Ruth. "Conceptualising evidence-based practice in educational psychology". Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34078.
Pełny tekst źródłaRa'oof, Miranda L. "Afrocentric Pedagogy as a Transformative Educational Practice". Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600106.
Pełny tekst źródłaThis mixed-methods study analyzed the effectiveness of the practices and attitudes of selected African American teachers who use culturally relevant and responsive Afrocentric pedagogies as the instructional foundation for improved academic outcomes with their African American students. The theory of Afrocentricity was used as the philosophical framework to study their pedagogy. Afrocentricity is a mode of thought and practice in which in African people are placed at the center of their own history and culture; engages them as subjects rather than objects; and approaches them with respect for their interests, values, and perspectives (Asante 1980, 2003). Concepts employed from this theoretical framework provided a lens for the triangulation of qualitative and quantitative data collected and analyzed. The setting for this study was a private Afrocentric prekindergarten through 8th-grade school. The participants in this study were 3 African American teachers. Data collected and analyzed supported using culturally relevant and responsive pedagogy to produce improved academic outcomes for students of color (Boykin, 1984, 1994; Hale-Benson, 1986; King, 1991; Ladson-Billings, 1994; Shujaa, 1995; Villegas, 1991).
Findings suggested that in selected academic settings improved academic performance occurred for African American students when teachers used culture relevant and responsive pedagogy. The following themes were embedded in the pedagogy: self-determination, academic empowerment, cultural empowerment, and family/community empowerment. The findings implied a need for teachers and teacher-training institutions to re-examine, recommit, and re-institute culturally relevant and responsive pedagogy that respects and addresses the culture, education, and social improvement for positive academic outcomes for all children.
Keywords: Afrocentricity, Afrocentric Pedagogy, achievement gap, culturally responsive pedagogy.
Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change". Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.
Pełny tekst źródłaMoller, Virginia. "Leading Practices of Steiner School Principals: A Reflective Practice Perspective". Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/22139.
Pełny tekst źródłaWilliams, Maryshannon. "Assessing the Impact of an Innovative Community of Practice on Teacher Efficacy, Leadership and Practice". Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629019.
Pełny tekst źródłaThe purpose of this study was to assess the nature of participation in a hybrid Community of Practice; exploring how teacher efficacy influenced participation; and how participation impacted both technology teacher leadership and technology integration practice. The researcher addressed the following research questions: What is the nature and frequency of the activities and interactions evidenced by participation in a hybrid CoP? What types of knowledge capital were found in a hybrid CoP? Does teacher efficacy influence participation in the online component of a hybrid CoP? How does participation in a hybrid CoP impact teachers’ technology integration and the development of their technology leadership ability? Participants included 31 teachers enrolled in an Innovative Teacher Leaders (ITL) program. The researcher implemented a mixed methods comparative case study, collecting data via participant observations, monthly self-reports, and semi-structured interviews. A survey instrument was administered to collect data on Teacher Efficacy and Teacher Leadership. Frequency data were collected based on interaction logs and face-to-face training observations of the CoP. Findings of this study pointed to the need for time to practice, implementation support, and peer coaching/discourse as necessary factors for successful professional development. Participation in this hybrid CoP was found to have a positive impact on teacher technology integration and technology leadership ability.
Rowe, Dawn A. "Quality IEPs: From Paper to Practice". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5934.
Pełny tekst źródłaSeelke, John Louis III. "Teachers' Perceptions of edTPA on Their Practice". Thesis, University of Maryland, College Park, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825133.
Pełny tekst źródłaFor centuries, education policymakers have sought to identify the most effective way to assess a potential teacher’s readiness to enter the classroom. These assessments evolved from multiple choice examinations to performance-based assessments focused on teacher actions. The latest iteration of these performance-baed assessments is edTPA.
edTPA’s structure mirrors that of the assessment for National Board Certification (NBC) designed for veteran teachers. The NBC assessment has shown to be educative for teachers who complete it, leading to positive changes in their post-assessment practice (Athanases, 1994; Hattie & Clinton, 2010; Sato, Darling-Hammond and Wei, 2008; Steeley, 2003). This study examines whether edTPA has similar educative impacts on early career teachers.
Since edTPA is relatively new, little research has been completed on its impact on teacher practice. Most of the current literature on edTPA focuses on its implementation or on pre-service candidate perceptions of completing the assessment. This interview study also examines candidate perceptions but focuses on whether they felt completing edTPA was educative and impacted their current practice.
This study includes twenty teachers who participated in two hour-long interviews given roughly six months apart. All of the participants were recent secondary mathematics education graduates from one university. This study is among the first studies of edTPA to include teachers who both completed edTPA and have been teaching for at least two years. Another unique strength of this study is that, prior to the second interview, candidates reviewed their actual edTPA portfolio to help recall components of the assessment and to potentially make clearer connections between edTPA and their current practices.
The study results support the notion that edTPA can be educative and influence a teacher’s current practices around planning, instruction, and assessment. The level of influence that completing edTPA has on a teacher’s practices may be impacted by school or district policies that either hinder or support high-scoring edTPA practices. The results demonstrate how edTPA can not only be seen as a summative tool at the end of pre-service teaching, but also a formative tool that impacts the teaching practices of early career teachers.
Beyerlein, Ranae. "Creating hopeful learning environments collisions in practice /". Diss., Connect to online resource - MSU authorized users, 2008.
Znajdź pełny tekst źródłaTitle from PDF t.p. (viewed on March 31, 2009) Includes bibliographical references (p. 273-285). Also issued in print.
Baxter, Vincent P. "Communitarian Leadership Practice Acquisition in Educational Leadership Preparation". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556534.
Pełny tekst źródłaPrincipals have tremendous influence on the schools they lead (Bamburg & Andrews, 1990; Marzano et al., 2005). Certain leadership behaviors impact school level factors (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). To affect high levels of student achievement, school principals must be responsible for uniting diverse groups under shared purposes with purposeful emphasis on others rather than on self (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). Effective programs in educational leadership preparation include cohort-modeled groupings, among other features (Davis et al., 2005). Because cohorts are a feature of effective programs, yet few aspiring school leaders are prepared through cohort-based programs (Browne-Ferrigno & Muth, 2009), a concern regarding a problem of practice is raised.
The purpose of this study was to explore how aspirant school leaders experience the acquisition of leadership practices within their educational leadership preparation program and to contribute to the empirical understanding of how to best prepare school leaders for successful practice. This study was designed to examine: How do school leaders make meaning of their experience in a principal preparation program? In what ways do their experiences support the development of communitarian leadership?
The sample included nineteen school leaders who were alumni of a university-based educational leadership preparation program. Participants were interviewed using a basic interview protocol that followed the semi-structured approach for interview technique outlined by Moustakas (1994). The data analysis was carried out in the stepwise manner, using Atlas.ti 7.0 to code and group significant statements from the interview texts and using a basic memoing process to address any concerns of subjectivity.
Leaders who experienced preparation activities, including activities that gave them practice leading diverse individuals to shared outcomes articulated how preparation influenced the development of communitarian leadership skill, including relationship-building, communication, and values-identification. Communitarian leadership, which includes leadership actions linked to improved school-level outcomes (Marzano et al., 2005), may have utility as a framework for developing aspiring principals through formal preparation programs.
Hoida, David Joseph. "The metaphoric bridge : spanning educational philosophy and practice". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79946.
Pełny tekst źródłaMetaphor, a form of figurative language has the potential to clarify or increase the understanding of an unknown or unfamiliar concept. The metaphoric process accomplishes this through "comparative mapping," where the unknown is understood via an interaction with a known concept in a familiar domain. This can be extrapolated to include understanding a philosophy despite a lack of direct experience, rendering the previously unknown philosophy a known phenomenon.
This thesis promotes the use of metaphor and subsequent metaphoric process for improvement in education by bridging the gap between educational philosophy/theory and educational practice. Resources of the metaphor enable practitioners in education to understand the process of adopting a learning philosophy successfully. Suggestions for construction and incorporation of such a metaphor that will accomplish this are given.
Torrance, Harry. "Assessment and examinations : Social context and educational practice". Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370403.
Pełny tekst źródłaKeller, Kerri Day. "Examining internships as a high-impact educational practice". Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13712.
Pełny tekst źródłaDepartment of Special Education, Counseling and Student Affairs
Christy Craft
Colleges and universities across the United States seek new, creative, and impactful ways to enhance student engagement. The study of student engagement has led to the identification of several “high-impact” educational practices that appear to generate higher levels of student performance, learning, and development than the traditional classroom experience (Brownell & Swaner, 2010). Internships – when done well – are among the recommended high-impact educational practices (Kuh, 2008). This qualitative study investigated internships to address the following research questions: What is the essence of internships that are done well? What are the student learning outcomes of internships that are done well? Utilizing interviews and a phenomenological approach, this study reconstructed internship experiences of 19 undergraduate students. For the triangulation of data collection, 5 faculty members and 5 employer representatives were also interviewed about their observations regarding student internships. After open coding and analyzing interview transcripts, four essence themes and four outcome themes emerged from the data. According to study participants, internships that are done well require commitment, connect the classroom to career, facilitate good communication, and provide a sense of community. In regards to resulting outcomes, internships that are done well develop the competencies of students, produce career-related crystallization, build self-confidence, and generate capital. The results suggest that when internships are done well, they can embody Kuh’s (2008) six elements of high impact practices as they are effortful, include feedback, apply learning, prompt reflection, build relationships, and engage across differences. The findings of this study have the potential to assist the campus community – faculty, advisors, and career development professionals – as they help students fulfill their learning and career development goals (O’Neill, 2010). First, this study’s findings essentially point to the need for students to demonstrate initiative and fundamental skills during internships. Second, employers must continue to be informed about what constitutes a meaningful internship experience for students. Third, universities should “scale up” high-impact educational practices like internships (Brownell & Swaner, 2010) by creating a developmental approach for program implementation. Furthermore, everyone in the campus community must work together to effectively facilitate internships and other high-impact educational practices.
Andrews, Samantha. "The role of reflective practice for educational psychologists". Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114912/.
Pełny tekst źródłaTIEDEMANN, MARJORIE LORA. "EDUCATIONAL AND CURRICULAR FACTORS AFFECTING PHYSICIAN PRACTICE LOCATION". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184120.
Pełny tekst źródłaOsorio, Maria Eugenia. "An assessment of leadership practice in high schools| Improving graduation rates". Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172672.
Pełny tekst źródłaThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates.
The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
Stiffler, Kim. "Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement". Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791844.
Pełny tekst źródłaPurpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.
Methodology. A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California.
Findings. A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture.
Conclusions. Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders’ maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas.
Recommendations. Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.
Mrozik, Donald R. Jr. "Transformative educational leadership| A ritual critique of principal practice". Thesis, Lewis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10003577.
Pełny tekst źródłaThis dissertation explores the need for critical transformative leaders who critique oppression within schools and have a desire for social justice. This study attempts to learn more about the principal practices that maintain or disrupt the status quo and what ritual patterns emerge in relation to the work of principals. Two public elementary school principals were observed over the course of a three-day period to better understand the challenges that critical transformative leaders face in the field of education. Four lessons emerged regarding the ritual patterns of principals studied: (a) an emphasis on solidarity, which creates ends that support status quo practices and restricts the development of dialogue centered on social justice issues, (b) the need to expose the hidden curriculum through praxis and work toward liberation, (c) a limited resistance in leadership practice, and (d) that a theoretical understanding of social justice leadership is not enough for transformation to occur in schools. The lessons learned in this study suggest that the neoliberal influences placed upon public schools and public school principals are a major obstacle preventing principals from doing critical transformative work. Furthermore, the academic coursework that principals are involved in is not a sufficient condition for doing critical transformative work. These themes suggest that there is a great need to find ways to open dialogue amongst principals, school staff, parents, and those who make policy decisions so that these groups can begin examining oppressive conditions in schools. Reflection and action against unjust policies are essential to aspects of praxis for which dialogue can be used as a vehicle for change.
Owen, Sarah L. "Student perceptions of the efficacy of SmartMusic practice software". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603971.
Pełny tekst źródłaSmartMusic is an interactive, practice software program that allows music teachers to assess students effectively in music classrooms. Many educators and music education researchers question whether SmartMusic lives up to the claims of motivating students to practice more and improving students’ ability to self-assess their playing.
Music education researcher Rodney Gurley concluded that SmartMusic increased motivation to practice in middle-school aged students. In addition, he found that students in all assessed age groups (middle and high school) believed SmartMusic helped them to self-assess and correct their playing while they practiced. This quantitative study replicates Gurley’s results, describes middle-school instrumental students’ attitudes towards the motivational factors of confidence, accuracy, and efficacy of their practicing when using SmartMusic, and shows that students believe SmartMusic can help them practice more accurately and effectively.
Mason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.
Pełny tekst źródłaHargrave, Lauren D. "WHAT DO TEACHERS THINK ABOUT EDUCATIONAL PSYCHOLOGY? DEVELOPING AND VALIDATING THE EDUCATIONAL PSYCHOLOGY PRACTITIONER SCALE". UKnowledge, 2017. http://uknowledge.uky.edu/edp_etds/64.
Pełny tekst źródłaPew, Weston. "Planting seeds| Regenerative leadership curriculum for communities of practice". Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591281.
Pełny tekst źródłaAcross much of the Western world there is a growing movement working to plant the seeds of a holistic worldview that is based on a recognition of the interdependent relationship between self, Earth, and community. One way to nurture this emergence on a local level is through community-based workshops that offer theories and practices in support of such a perspective. The purpose of this study is to create a curriculum that could be used to shape this type of workshop. The design of the curriculum content is meant to offer interior and exterior tools and experiences that catalyze both individual and group development. The primary method utilized in the research was a curriculum advisory board to assist with content development. The ultimate goals of such a workshop are two-fold: (a) to deepen participants’ relationships to self, Earth, and community; and (b) to create and inspire local community groups that can support social justice, environmental stewardship grounded in an ethic of care, and regenerative (sustainable) community development during this time of great planetary need. The findings of the research span the fields of adult development, relational education, community organizing and activism, regenerative leadership, nature connection, and sustainable community development. Tools and practices include but are not limited to meditation, dialogue, shadow work, worldview inquiries, journaling, group development, and community action plans.
Zuiker, Steven J. "Transforming practice designing for Liminal transitions along trajectories of participation /". [Bloomington, Ind.] : Indiana University, 2007. 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:3274920.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2816. Advisers: Daniel T. Hickey; Sasha A. Barab. Title from dissertation home page (viewed Apr. 14, 2008).
Lowney, Brian. "Student Growth Goals| The Impact of Evaluative Student Achievement Goals on Principal Practice". Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123867.
Pełny tekst źródłaChanges in recent federal, state, and local legislation have added increased scrutiny of and pressure on the evaluation systems of educators across the nation. This scrutiny and pressure have prompted significant changes to both the systems and processes for determining and reporting the effectiveness of teachers and principals. One of the most substantial changes is the use of student growth goals in determining evaluation outcomes for educators. This qualitative study examined the practice and impact of student growth goals created by principals. How do principals describe the impact of evaluative student growth goals on their leadership practice? In what ways are teacher-created student growth goals reflected in the student growth goals that principals set?
To examine these questions, the researcher interviewed ten principals and analyzed the data using an open coding and thematic organization of the results. Several themes that emerged from the participant interviews included: (a) principals view improved evaluation as a crucial leadership practice; (b) principal level (i.e. elementary or secondary), rather than experience, is a critical factor in goal-setting effectiveness; and (c) principals must have expertise in collaborative leadership to effectively develop meaningful student growth goals.
The implications of these themes suggested that policymakers and practitioners increase professional development designed to improve the level of learning-focused conversations of teachers and principals, target increased professional development to secondary principals, develop student growth measures that are useful at the secondary level, and find ways to create time in the system for teachers, principals, and their evaluators to engage in these evaluation conversations.
Edwards, Tracy R. "Examining the impact of online professional development on teacher practice". Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721802.
Pełny tekst źródłaThe purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom.
The researcher examined teachers’ actual online behaviors by using data captured by the online social network and compared this to teachers’ self reports of impact and use, concluding that online professional development, delivered through a social learning network was effective in impacting teachers’ classroom instruction.
Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Features of the online social learning network utilized more frequently were those that enhanced teachers’ goals around writing instruction. The online social learning network was also found to include several aspects of Community of Practice, resulting in the sustained use and integration of the online social learning network for instructional purposes. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models.
Chase, David M. "HIGHER EDUCATION ORGANIZATIONAL STRUCTURE, QUALITY ASSURANCE PRACTICE, AND TEACHING AND LEARNING IN ARTS DISCIPLINES". Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3721.
Pełny tekst źródłaNewton, Meryl. "Educational psychologists' practice : obtaining and representing young people's views". Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/92311/.
Pełny tekst źródłaAsari, Hasan. "The educational thought of Al-Ghazālī : theory and practice". Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26056.
Pełny tekst źródłaCarroll, Pam. "Race and citizenship after 2000 : educational policy and practice". Thesis, University of Chichester, 2003. http://eprints.chi.ac.uk/857/.
Pełny tekst źródłaTheriaque, Tina June. "Educational Training of Staff Nurses for Evidence-Based Practice". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5275.
Pełny tekst źródłaNeim, Sandra. "Understanding disease through a post-modern art practice, a collaboration of artistic and educational practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54343.pdf.
Pełny tekst źródłaOnuoha, Joy. "Developing an Educational Program for Tracheostomy Care". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6934.
Pełny tekst źródłaFisher, Holly B. "Exploring programmatic issues which affect continuing legal education practice in Kansas". Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35383.
Pełny tekst źródłaDepartment of Educational Leadership
W. Franklin Spikes
As individuals, we rely on the expertise of professionals to help us navigate the complex problems of modern life in areas such as medicine, accounting, social work, teaching, and the law. Although each profession has its own unique knowledge base, lexicon, and culture, they all share the need to keep members’ knowledge and skills current through continuing professional education. Driven by concerns like frequent law change, increasingly complex clients, and eroding public opinion, 46 states have instituted mandatory continuing legal education (MCLE) requirements for attorneys. The Kansas Continuing Legal Education (CLE) Commission administers MCLE in the state of Kansas by monitoring attorney compliance and accrediting CLE programs. In this study, the researcher used a mixed-methods approach to evaluate two existing data sets--survey outputs and focus groups transcripts--that were captured during the Kansas CLE Commission’s Education Initiative. The 260 CLE providers completing the survey and 22 focus group members varied demographically by structure (for-profit, nonprofit) and size (number of employees or course offerings). Using quantitative statistical tools and qualitative grounded theory methods, the researcher identified the current program planning and design, delivery, and evaluation practices of CLE providers in Kansas and evaluated these practices against best practices for any learning effort, as established by CPE research and theory. Study findings indicated that most Kansas providers plan, deliver, and evaluate CLE programs using more traditional, didactic, update-oriented approaches. Most participants reported CLE curricula that were focused on keeping attorneys up-to-date, delivering classes in traditional formats using speaker presentations, and evaluating programs with Level 1 reaction methods. Only some evidence existed of providers determining attorney needs using methods such as competency models or performance evaluations, refining course delivery according to learning styles, or evaluating programs at higher levels. Still, evidence was found of providers using creative ways to incorporate some best practices into their programs, such as partnering with the other stakeholders in the Kansas MCLE space (attendees, employers, and regulators) to plan and evaluate programs. Similarly, some providers are finding new ways to incorporate more interactive learning methods into their classrooms such as discussion groups, Q&A sessions, panels, mock trials, and networking. This research also provided important insights into the contextual realities and limitations that influence MCLE provider capabilities, priorities, or choices. Cultural norms of the legal profession such as a preference for traditional educational experiences, fierce opposition to any form of testing, and a focus on billable hours affect which best practices the providers are able to implement. Likewise, the diversity that exists across learning events, law practices, and providers in this space creates challenges to implementing new practices consistently across all programs. Finally, the fragmented, multistakeholder ownership of all Kansas MCLE processes means that providers alone are not able to implement fully the recommended best practices without the help of employer partners. This study added to the general body of knowledge concerning CLE programs with contemporary research, a new focus on providers as the source of data, and a context-specific assessment of current best practices application.
Whitehead, Jack. "How do I improve my practice? : creating a discipline of education through educational enquiry". Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323572.
Pełny tekst źródłaSutherland, Margaret Julia. "Building educational bridges : the importance of interconnections in contemporary education research, policy and practice". Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4188/.
Pełny tekst źródłaDelport, Hermie Elizabeth. "Towards design-build architectural education and practice : exploring lessons from educational design-build projects". Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2393.
Pełny tekst źródłaThis research explores design-build projects in architectural education. The design-build studio is an alternative to the conventional theory-oriented studio. In design-build projects students both design and build real buildings. Internationally, design-build projects have increased rapidly in architectural programmes over the past decade. Literature suggests that design-build projects are relevant for architectural education, but that there is a definite need for more theoretical and critical exploration. Design-build projects in the context of this study are defined as socially responsive, inhabitable, full-scale investigations. The value of this pedagogical construct for educators, students, architectural practice and society in general was an underpinning theme guiding this exploration. Design-build projects are located on the boundary between theory and practice. This research provides a view into my journey across this boundary, immersing myself in both the theoretical and practical. Principles of the designbuild process and design research mapped the research path. The research process commenced with the initiation of and active participation in a number of design-build constructions. Through critical reflection on the construction experiences and the literature, specific pedagogical and practice implications were explored. Cultural historical activity theory provided me with a sense of theoretical direction in this journey. Collaboration as a pedagogical tool and the possibility of exposing students to alternative practice possibilities were foregrounded as being uniquely situated within the design-build project. The value of this research is the contribution it makes to the current international call for a clearer understanding of the pedagogical and practice merit of design-build projects.
Wright, Latonya. "Assessing and Guiding Instructional Practice| Administrators' and Teachers' Perceptions of the Framework for Teaching Evaluation". Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732643.
Pełny tekst źródłaSchool officials in a large district adopted a research-based teacher evaluation system, the Framework for Teaching (FFT). Despite a 4-year phase-in of the FFT, teachers’ evaluation ratings increased while student achievement results decreased. This disparity impacted the school district’s growth targets as set by the State Department of Education. If target growths are unmet, school administrators must relinquish school operations to the state. A bounded, qualitative case study was designed to explore administrators’ and teachers’ perceptions of the FFT and its influence on school administrators’ assessment of teachers’ instructional practices. Social constructivist and andragogy theories formed the study’s conceptual framework. A purposeful sample of 6 K-12 district administrators, who reviewed teacher performance, and 12 K-12 district teachers, who were evaluated using the FFT, volunteered to participate in semi-structured interviews. Qualitative data were analyzed using open and axial coding. Key results included concerns with lack of time for conferences during the evaluation process, administrators’ skills to provide quality feedback to teachers, and their lack of content knowledge to improve teaching and learning in specific content areas. It was recommended that teachers receive evidence- based, constructive, and individualized feedback from the school administrator. Based on the findings, the Feedback Institute was developed to engage school administrators in professional development to learn how to provide substantive feedback using protocols and structures to support teacher growth and to use content specialists to address gaps in administrators’ content knowledge. These endeavors may contribute to positive social change by restructuring the teacher evaluation process to improve instructional practice, and, thus, enhance school improvement and student learning.
HORVATH, MELANIE J. "EFFECT OF PRACTICE METHOD ON PROBLEM-SOLVING SKILL ACQUISITION AND PROCESS ACCEPTABILITY". University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1146529747.
Pełny tekst źródłaTecker, Sheryl S. "Bridging the Gap| Growth Mindset Research and Educators' Practice". Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745035.
Pełny tekst źródłaThis research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students’ perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district’s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students’ grade point average did improve compared to students from the previous school year in the same district.
Mazer, Vickie M. "Influences of Institutional Structure, Policy, and Practice on Faculty Participation in Online Teaching". Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10189876.
Pełny tekst źródłaOnline education is growing in response to demands of increased access, quality, and affordability. However, implementation and expansion are often challenged by faculty resistance, due in large part to perceived lack of quality and administrative support. This case study sought to determine how the presence or absence of quality elements, as defined by the Online Learning Consortium Quality Scorecard, in institutional structure, policy, and practice influences (motivates or inhibits) faculty decisions to teach online at Frostburg State University, a comprehensive, public university in western Maryland.
This mixed methods, sequential explanatory research collected data from three sources: an online survey of 387 faculty, a review of institutional documents, semistructured interviews with nine key university stakeholders and 13 faculty. To analyze these data, the study used descriptive statistics, logistic regression, application of the Online Learning Consortium Quality Scorecard rubric, and triangulation of data from all sources.
Findings suggest that faculty’s initial motivation to teach online was intrinsic, enhanced by extrinsic institutional factors–those within the control of the university. However, institutional factors played a more significant role in faculty decisions to continue/expand online teaching. Additionally, the findings suggest that faculty were most likely to teach online when their intrinsic motivation was aligned with the institution’s mission of online education and a shared strategic value of online education that balances the shared interests of the institution, students, and faculty.
The key finding in this study was that quality was a significant concern regarding online education. However, administrative support for online education was central to shaping faculty’s definition of quality in online education. These findings suggest that quality in online education is defined by faculty as the presence or absence of administrative support which creates institutional structure, policy and practice to support faculty to deliver quality instruction.
Call, Melissa Jewell. "Examination of Exceptional Student Educators’ Personal Practical Theories and the Implications for Practice". UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/595.
Pełny tekst źródłaScott, Sharon Jean. "Doctor of Nursing Practice". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2102.
Pełny tekst źródłaBese, Terry Lane. "Effective online lectures| Improving practice through design and pedagogy". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027826.
Pełny tekst źródłaThe purpose of this research project was to improve the practice of using online lectures at a small private university. Using action research methodology, the researcher worked with a group of five university instructors to refine the use of online lectures through design and pedagogical practice. Beginning with a template or guide based on the literature, the instructors developed online lectures connected with a student activity. Following the principles of the TPACK framework, instructors were urged to develop student activities that worked best for their specific content as well as their desired student outcomes. Two cycles of implementation, analysis, and modification were used to refine the template and the student activities.
Data were gathered from the students who viewed the online lectures and from the faculty through focus group meetings after each cycle. Analysis of both the students’ experience and the instructors’ experience led to minor changes in the template but more significant changes to the associated student activities.
Findings suggest that the effective use of online lectures depends largely on the student activity included with the lecture; in other words, pedagogy is at least as important as design. Other factors, such as practice and experience with developing online lectures are needed to develop the instructors’ expertise with both technical issues as well as pedagogical issues. Although the online lecture template and suggested activities list were honed to a degree of effectiveness, it will take an ongoing process of analysis and modification to keep this tool relevant in the coming years.
Samuelowicz, Katherine. "Academics' Educational Beliefs and Teaching Practices". Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365985.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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O'Hare, Daniel Patrick. "Evidence-based practice : a mixed methods approach to understanding educational psychologists' use of evidence in practice". Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686817.
Pełny tekst źródłaWilliams, Antony. "A contribution to the developememt of critical educational psychology practice an analytically influenced educational psychology". Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527247.
Pełny tekst źródłaGreenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.
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