Rozprawy doktorskie na temat „Rural teachers”
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Huysman, John. "RURAL TEACHER SATISFACTION: AN ANALYSIS OF BELIEFSAND ATTITUDES OF RURAL TEACHERS' JOB SATISFACTION". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3434.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
Smith, Richard Donnell Jr. "What Rural Superintendents in Ohio Value in New Teacher Candidates". Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1333119162.
Pełny tekst źródłaSnider, Sherri A. "A Critical Analysis of Rural Teachers' Usage of Online Communities". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967969511&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Pełny tekst źródłaDavidson, Karen Voncille. "Teacher stress in rural middle schools teachers' perceptions of three contributing factors /". Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-145856.
Pełny tekst źródłaKhuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb i Busisiwe Goba. "A case study of a teacher professional development programme for rural teachers". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.
Pełny tekst źródłaWeadon, Helen Ann, i res cand@acu edu au. "Teacher Learning Matters: The interrelationship between the personal and professional lives of rural teachers". Australian Catholic University. School of Education (Victoria), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp171.29082008.
Pełny tekst źródłaDennis, Melinda Mullis. "The relationship between teacher personality type and burnout in rural middle school teachers". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/melinda_m_dennis/Dennis_Melinda_M_200808_edd.pdf.
Pełny tekst źródła"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Linda M. Arthur. ETD. Includes bibliographical references (p. 113-118) and appendices..
Demarse, Joy. "I am a teacher : reflections from female teachers, their stories and passion for education". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100348.
Pełny tekst źródłaMahan, Camilla. "Home-Grown Teachers: Will Their Rural Roots Keep Them in Virginia's Rural Schools". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2082.
Pełny tekst źródłaBritt, Deborah Betthauser. "Retired Rural Secondary Mathematics Teachers' Perspectives of Reform". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1299620453.
Pełny tekst źródłaWhiting, Ross. "Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/390560.
Pełny tekst źródłaPh.D.
This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology.
Temple University--Theses
Smith, Debra Ellen Levine. "An examination of teachers' participation in teacher leadership in a rural district in Georgia". Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/debra_e_smith/Smith_Debra_E_200705_edd.pdf.
Pełny tekst źródła"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Barbara J. Mallory. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 168-182) and appendices.
Weadon, Helen Ann. "Teacher learning matters: The interrelationship between the personal and professional lives of rural teachers". Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/13059746da236bfb5ce240db097bf1ff0f3704eeebdf35b28f2c67a874b6d6e2/1151083/65129_downloaded_stream_354.pdf.
Pełny tekst źródłaHart, Shuniqua Michelle. "Rural Science Teachers' Intentions of Integrating STEM Career-Related Lessons". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5718.
Pełny tekst źródłaRussell-Fry, Nancy L. "A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305138110.
Pełny tekst źródłaMcKendree, Robert B. "Rural agriculture teachers’ comprehension and implementation of self-regulation". Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19196.
Pełny tekst źródłaCommunications and Agricultural Education
Shannon G. Washburn
This qualitative study investigated four rural Kansas high school agriculture teachers’ comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. Each participant was interviewed three times, using symbolic interactionism as the methodological framework and the Seidman technique of interviewing. The participants included two males and two females, each one having between five and 20 years of teaching experience. Three questions guided this study: (1) how do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation, (2) in what ways do teachers self-regulate for their own professional growth purposes, and (3) what strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies that are associated with self-regulated learning, they have an incomplete understanding of self-regulated learning and they most closely associated it with effort and motivation. The perceived incomplete understanding may be attributable in part to a lack of formal training in metacognitive processes. Nevertheless, when participants perceived value in professional development, they described consciously using self-regulated learning strategies such as seeking assistance, self-evaluation, and self-monitoring, which all indicate participants utilize components of self-regulation to grow professionally. However, even though participants described utilizing all three phases of self-regulation processes to affect growth in their own careers, there was a disconnect when participants described how they try to facilitate these processes within their students. Participants often described attempting to foster growth in self-regulation among students by targeting motivation-oriented behaviors, instead of targeting the underlying cognitive ability to utilize self-regulation processes. Implications for practice are presented, including the possible need for further education concerning self-regulated learning in order to produce pedagogical content knowledge in self-regulation processes. Instruction connecting the three phases of the self-regulation model could assist agricultural educators with forming a more complete understanding of self-regulated learning. Recommendations for future research are discussed including investigating effective teaching strategies for delivering self-regulation instruction to teachers, as well as investigating the possible impact self-regulation instruction has on various attributes of teachers and students, such as self-efficacy and career orientation.
Hatch, Lance T. "Expert Rural Elementary School Teachers' Planning for Effective Instruction". DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4028.
Pełny tekst źródłaStevens, Andy Burriss. "The perceptions of teachers and administrators on teacher absenteeism and use of substitute teachers in a rural northeast Mississippi school district". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-03312008-143859.
Pełny tekst źródłaMarx, Kathryn Ashby Dianne E. "The role of veteran teachers in mandated improvement for rural high schools". Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960418.
Pełny tekst źródłaTitle from title page screen, viewed July 27, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, William Rau, Sandra Corless, Albert T. Azinger. Includes bibliographical references (leaves 172-182) and abstract. Also available in print.
Conco, Zamumuzi Paulos. ""How effective is in-service training for teachers in rural school contexts?"". Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-132722.
Pełny tekst źródłaWilkins, Marion. "A Study of the Recruitment of Teachers in a Rural School Division in Southeastern Virginia". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30419.
Pełny tekst źródłaEd. D.
Czech, Robert. "Perceptions of rural elementary classroom teachers toward behavioral intervention approaches". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005czechr.pdf.
Pełny tekst źródłaWang, Dan. "An ethnography of teachers in a rural school in China". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
Pełny tekst źródłaCheairs, Sandra Elaine. "Perceptions of Parental Involvement Among Rural Parents, Teachers, and Administrators". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1255.
Pełny tekst źródłaEldredge-Sandbo, Mary Leonora. "Teaching on the Prairie: First-Year Teachers in Rural Schools". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5699.
Pełny tekst źródłaBurns, Katherine M. "Rural Teachers' Perceptions of Collaboration and Professional Growth in Mathematics". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3640.
Pełny tekst źródłaJamil, M. G. "Technology enhanced teacher-learning in rural Bangladesh : a critical realist inquiry with secondary teachers of English". Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/383975/.
Pełny tekst źródłaYamsaengsung, Naowarath. "Developing and Administering a Nonmetropolitan Teachers Education Program in Northeastern Thailand". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331756/.
Pełny tekst źródłaSharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.
Pełny tekst źródłaGuy, Thurman, Nicole Dobbins i Meeshay Williams-Wheeler. "Pre-Service Teacher Candidates Build Family Partnerships in Rural and Underserved Communities". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/22.
Pełny tekst źródłaSandberg, Vicki Ranes. "Relationships between curricular structure and empowerment of rural middle level teachers /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036853.
Pełny tekst źródłaCarroll, Brian F. "Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting". ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/40.
Pełny tekst źródłaRodriguez, Oscar. "The Retention of Hispanic/Latino Teachers in Southeastern Rural Elementary Schools". Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620138.
Pełny tekst źródłaThis qualitative study reviewed reasons so few Hispanic/Latino teachers remain employed with rural county public elementary schools. The study evaluated issues that present high retention and attrition concerns for Hispanic/Latino teachers in rural schools. In addition, the dissertation offered suggestions on ways to increase the representation of Hispanic/Latino teachers in rural elementary schools. The results of the study included lack of resources, lack of support, teacher isolation, heavy work load, and residency issues as barriers to Hispanic/Latino teachers’ retention in rural school communities. Suggestions to mediate the barrier included improving school leadership, utilizing alternative funding sources, such as grants, promoting collaboration through Professional Learning Communities, developing diversity programs, and teachers evaluating their professional and personal goals.
Robertson, Nicola Jane. "Rural women teachers : their narrative identities and reflections on community life". Thesis, University of Canterbury. Department of Sociology, 2000. http://hdl.handle.net/10092/4239.
Pełny tekst źródłaVithanapathirana, Manjula Vibhasini. "Improving multigrade teaching : action research with teachers in rural Sri Lanka". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020487/.
Pełny tekst źródłaConco, Zamumuzi P. "How effective is in-service training teachers in rural school context". Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/990994813/04.
Pełny tekst źródłaYraola-Burgo, Ana-Maria. "The language of Quechua rural teachers in Bolivia : a study of bilingualism - interlingualism among rural Quechua native speakers". Thesis, University of St Andrews, 1995. http://hdl.handle.net/10023/1631.
Pełny tekst źródłaHess, Michael E. II. "The Long Walk with Democracy: Democratic Teacher Narratives in Rural Appalachian Ohio". Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1229977660.
Pełny tekst źródłaSmith, Rebecca Graves. "Inservice training of rural special education professionals using interactive television : a case study /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaFrazier, Mike. "An Evaluation of Perceptions of a Mentoring Program of Beginning Teachers in a Rural East Tennessee Secondary School". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2139.
Pełny tekst źródłaTurpeinen, Kendra Berger. "Exploring Factors of Effective Virtual Mentoring of Novice, Rural K-12 Teachers". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5280.
Pełny tekst źródłaTanaka, Chisato. "An exploration of teacher motivation : a case study of basic shool teachers in two rural districts in Ghana". Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6292/.
Pełny tekst źródłaNauyoma-Hamupembe, Ladipaleni Ndadiinina. "Teachers' leadership roles at a public rural school in the Ohangwena Region, Namibia". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003679.
Pełny tekst źródłaHolliday, Henry Earl. "Teacher perceptions toward at-risk students : a study of one hundred Ohio teachers from urban, suburban and rural districts /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758680161367.
Pełny tekst źródłaPeng, Yang. "The recruitment and retention of teachers in rural areas of Guizhou, China". Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/15626/.
Pełny tekst źródłaZimmer, Chelcie. "The experience and psychological impact of school violence on rural Alberta teachers". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012, 2012. http://hdl.handle.net/10133/3284.
Pełny tekst źródłaxvi, 214 leaves ; 29 cm
Vareberg, Kyle Robert. "It's Easy Until It's Not: Elements Contributing to Rural Teachers' Technology Use". Thesis, North Dakota State University, 2016. https://hdl.handle.net/10365/27967.
Pełny tekst źródłaRynda, Jaci. "The Relationship Between Rural Novice Teachers of the Deaf and Their Mentors". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607812.
Pełny tekst źródłaRecruitment and retention of special education teachers is growing concern nationwide. This problem is especially acute amongst teachers of the deaf/hard of hearing in rural areas. Mentoring of novice teachers may be a solution to this problem; however, little research exists regarding the use of mentorship in deaf education. This qualitative case study explored the nature of the mentor/mentee relationship between novice teachers of the deaf and their mentors in rural areas. Data were collected through in-depth interviews with three dyads of mentors and mentees. An open coding inductive qualitative data analysis revealed five themes characterizing the relationship. Results further indicate that these teachers describe the relationship through descriptors that are unique to either the mentor or the mentee, complimentary to each party, and shared between both parties. Implications of these findings for current practice in the field of deaf education are discussed.
Gingerich, Brenda R. "One Rural School's Initial Efforts to Assist Teachers in Improving Student Outcomes". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/983.
Pełny tekst źródłaDe, Jong Herman. "Measuring resilience, happiness and sense of coherence of teachers in rural schools". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40462.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
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