Rozprawy doktorskie: „Teacher needs”

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Weadon, 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.

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The aim of this thesis is to highlight the growing understanding that schools and all its members are continually learning. This has provided a new lens for educationists to view the professional and personal needs of teachers. Goodson (1996) refers to the fact that researchers have often omitted the ‘lived voice’ of the teacher in educational research. By this he means that the life stories and experiences of teachers, told by themselves, are ruled out as irrelevant data by many researchers. The early work of Hall and Morgan (as cited in Queensland Consortium for Professional Development in Education (1996)., and later Dreyfus and Dreyfus (1996) who based their work on the stages of nurse development, but adapted to assist with understanding the professional and personal lives of teachers, formed the initial interest in exploring the under researched area of teachers’ lives. This qualitative research study explores the interrelationship between the personal and professional lives of teachers especially those in mid to late careers in rural areas. Participants in this study completed a written survey and then oral contributions through focus groups or interviews. A model which illustrated the critical influences on teachers’ professional learning in their school was developed as a result of the analyses of the teacher data. This model highlighted the need for the provision of professional learning opportunities that incorporate the four major themes which emerged from this study. It also showed the need to maintain a learning culture in a school that is inclusive of all teachers regardless of their life or career stage. Reactions to this model were then obtained from the school principals, and from professionals working in the education system office. These reactions showed distinct variations to those of teachers. The teachers clearly had the view that teacher learning does matter to the life of a learning community. The challenge for rural schools is to provide teachers with professional learning opportunities that incorporate adult learning principles and empower teachers to take control of their own professional and personal learning.

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Jonker, Elizabeth Catharina Johanna. "The needs and demands experienced by teachers in special needs schools : guidelines for teacher support to promote wellness / Elizabeth Catharina Johanna Jonker". Thesis, North-West University, 2005. http://hdl.handle.net/10394/994.

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The aim of this study was to investigate the demands, pressures and needs experienced by teachers in special needs schools (referred to as schools with learners with barriers to learning), with the aim of providing guidelines for teacher support to promote wellness. To attain this aim, the study had the following specific objectives or aims: 1. To determine the demands made on and pressures experienced by teachers as stressors. 2. To determine the needs which teachers experience to alleviate these stressors that arise as a result of the demands and pressures experienced by teachers in a special needs school. 3. The provision of guidelines for teacher support in order to promote wellness. 4. To make recommendations for the promotion of the wellness of teachers in a special needs school. A qualitative research design was considered to be the most appropriate for gaining in-depth insight into the demands, pressures and needs of these teachers. Data was collected through phenomenological interviews and direct observations. This data was then organised into categories and subcategories and direct quotations were presented verbatim. Research findings were compared with the relevant literature to identify existing information and possible differences, and the findings were then recorded in the form of two articles. As explained above, the primary goal of this study was to identify and describe the demands and needs experienced by teachers in special needs schools and to formulate guidelines for support to promote wellness. The study also showed that students need mentally and physically fit adults who can guide them as they find their way in the world. It is thus necessary to develop and promote the use of programmes and instruments to identify specific needs and stressors, so as to more accurately predict, prevent and alleviate demands that can be detrimental to health, and to provide and support guidelines to promote wellness in teachers..
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

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De, Geest Els. "Hearing the teacher voice: teacher's views of their needs for professional development". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82455.

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Harris, Barry, of Western Sydney Nepean University i Faculty of Education. "A study of a process to assist teachers determine their professional development needs". THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.

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The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes.
Doctor of Philosophy (PhD)

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De, Geest Els. "Hearing the teacher voice: teacher''s views of their needs for professional development". Turning dreams into reality: transformations and paradigm shifts in mathematics education. - Grahamstown: Rhodes University, 2011. - S. 87 - 91, 2012. https://slub.qucosa.de/id/qucosa%3A840.

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Hinchcliff, Elizabeth Bowers. "Exploring Teacher Beliefs of Adolescent Developmental Needs Through Positive Student Comments of their Teachers". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8966.

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This study seeks to qualitatively examine the intersection between teachers' practical reasoning and beliefs, adolescent developmental needs, and positive teacher-student relationships. Positive comments about middle school teachers were gathered anonymously from middle school students (grades 6-8; ages 11-14) and coded according to four developmental domains: physical, social, emotional, and physical. Chi square analysis was used to determine statistical significance of which domains students alluded to most often when describing their teachers. The six middle school teachers who were mentioned most frequently in the student comments participated in semi-structured, open-ended interviews in which they were asked about the developmental needs of their students and responded to positive comments that students had made about them. Cross-case analysis was used to compare teacher attitudes and beliefs about teacher-student relationships and adolescent developmental needs, as well as to reveal practices teachers enacted in response to perceived needs. Findings suggest that teachers interpret a majority of student actions as indicative of underlying emotional needs, and that they use emotions as an entry point through which they can attend to the needs of students not just emotionally, but socially and cognitively as well. Teachers revealed in what ways they integrate developmentally appropriate classroom practices into their teaching based on their assumptions of need, including providing students a safe environment and using different types of humor in the classroom. Teacher perspectives on the characteristics of the ideal teacher surfaced, as well as how teachers tend to position themselves against students within the teacher-student relationship. Suggestions for teacher preparation programs as well as practicing teachers to place a greater focus on intentional developmentally appropriate teaching practices are given.

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Cameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /". Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.

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Yalcin, Tugba. "Classroom Teachers And Teacher Educators&#039". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.

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This cross sectional survey study examined the perceptions of classroom teachers in urban regions of Kars Province including its towns and teacher educators in Kafkas University about the new elementary school curriculum in Kars Province. It also revealed their perceptions about the strengths and weaknesses of the elementary school curriculum, students&rsquo
educational needs from the window of local characteristics of Kars, and classroom teachers&rsquo
needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they gave on a survey questionnaire and from interview data with teacher educators that was collected through a semi-structured interview form. Data gathered were analyzed utilizing content analysis method. The major findings of the study revealed the following about that the new elementary school curriculum: (1) active student understanding and common skills were mentioned
(2) its appropriateness to students&rsquo
level
(3) relevancy to students&rsquo
everyday life
(4) its comprehensiveness
and (5) variety that were somehow achieved. On the other hand, the findings also showed that there were problems with regard to the new elementary school curriculum: (1) lack of parental involvement to educational process in Kars
(2) over crowding of classrooms
(3) insufficient materials in schools
(4) insufficient in meeting local characteristics and conditions of Kars.

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Abu, Hassoun Laila Ali. "Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers’ Perspectives of Effective Teaching and Teacher Needs". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430326146.

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Gregware, Kailee M. "What experienced teachers believe : a study of select teachers' perceptions on teacher efficacy and Maslow's Hierarchy of Needs". Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1235.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

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James, Anthony William. "The nature of the relationships between the child, their parents and teachers within a primary school, working together to meet the needs of chiildren defined as having "special educational needs."". n.p, 2000. http://oro.open.ac.uk/18850.

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Wasykowski, Joanne, i University of Lethbridge Faculty of Education. "Perspectives of teacher assistants working with students with diverse learning needs". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.

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Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages of devaluation and hierarchical divisions can make teacher assistants cognizant of "their place" in the school. Additionally, a perceived lack of educational and behaviour management strategies can exacerbate feelings of insecurity and, or, incompetence. It is essential that teacher assistants receive the necessary training, professional development, and opportunities for collegiality to become effective educational partners. An "empowering" environment for teacher assistants respects the needs of adult learners and employs mentoring qualities for on-the-job training. Finally, an empowering environment provides a safe learning climate through transformational practice. The metamorphosis into increased learning and appropriate risk-taking evident in teacher assistants can enhance the lives of students with diverse learning needs. In this study, six teacher assistants from a rural southern Alberta school district were interviewed to identify and explore factors in an "empowering" work environment that may positively contribute to individuals becoming effective, committed teacher assistants.
ix, 138 leaves ; 28 cm.

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Klipp, Jane A. "Teacher personality: What characteristics best suit the needs of gifted students". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187165.

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The purpose of this study is to identify personality characteristics of teachers of the gifted and to determine the relationship of these characteristics to students' perceptions of classroom climate. The study compares six teachers of the gifted in self-contained classrooms, grades one through six with six teachers in heterogeneous classrooms, grades one through six. To define the personality characteristics that might be beneficial in the successful teaching of gifted children, teachers responded to personality inventories and teachers and students responded to a classroom questionnaire on Thinking Skills and Climate. One self-contained class for the gifted was included at each grade level and one class of heterogeneously grouped students. Each teacher was asked to respond to the Myers-Briggs Type Inventory (MBTI) and the Transaction Ability Inventory (TAI). Students in each class responded to a modified version of the Class Activities Questionnaire (CAQ). Each teacher MBTI and TAI personality characteristic was correlated with higher level thinking skills and climatic factors in the classroom to determine which personality traits were best suited to teaching gifted children.

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Jarrett, Nicholas. "Teacher attitudes to the inclusion of children with special educational needs". Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550411.

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Partlow, Madeline R. "Teachers' perceived needs within a responsive induction program structured as a learning community". The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019.

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Hovatter, Rhonda. "Ohio Physical Educators’ Perceived Professional Development Needs". Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.

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Konditi, Jane A. O. (Jane Akinyi Osamba). "Competency Needs of Administrators in Teacher Training Colleges in Kenya As Perceived By Administrators and Faculty". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331337/.

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The problem of this study was the needed administrative competencies of administrators in teacher training colleges in Kenya as perceived by administrators and faculty. A questionnaire (Inventory of Administrative Competencies) was mailed to principals, vice-principals, and four faculty members selected at random from sixteen teacher training colleges in Kenya. Ninety-six questionnaires were returned, yielding a return rate of 100 percent. Responses were analyzed using t-tests and one-way analyses of variance utilizing the F-test of the statistical test. A series of post hoc comparisons was made using Duncan's New Multiple Range Test to locate significant differences. Based on the analysis of data, it was concluded that both administrators and faculty considered the desired status of the competency very high. The administrators were performing below the desired status. Size of college was the major factor for the differences in perceptions of the respondents. Years of experience and educational background had little or no effect on the respondents' responses to the questionnaire. The following recommendations were made: A future study should investigate the perceived desired status and present performance ratings assigned to a validated set of competency statements of those levels of administrative activities not included in this study. Such a study would involve school inspectors, provincial education officers, deans of students, and heads of departments. A study should be made to investigate the current methods of evaluating administrative competence in teacher training colleges in Kenya. The results of this study should be analyzed by the Ministry of Education teacher college program developers responsible for conducting administrative workshops or in—service training in Kenya. This study could provide developers with additional information for improving the adequacy and relevance of both pre—service and in-service programs for practicing administrators.

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McCoy, Krista. "An assessment of teacher perceptions and attitudes regarding students in their classroom with a sibling with special needs". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mccoyk.pdf.

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Tindall, Evie Ruth. "The principal's role in fostering teacher collaboration for students with special needs". W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618820.

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This study examined the principal's role in fostering teacher collaboration for students with special needs by investigating two overarching questions: (a) How do principals foster teacher collaboration for the purpose of improving teaching and learning for students with special needs and (b) how do these behaviors relate to leadership behaviors that have been identified as facilitative of teacher collaboration? First, a multiple-site descriptive case study was conducted and, using nomination criteria, five sites in four school districts were selected. The data collection involved the verification of the nomination criteria through observations and the collection of data through interviews with principals and general and special education teachers as well as document reviews. An analysis of the cross-site case study data revealed five emerging themes that related to (a) the importance ofthe principal's role, (b) the supportive role of the principal, (c) the communicative role of the principal, (d) the leadership role of the principal, and (e) the role of the principal in promoting collaborative cultures.;Second, role descriptors of the principal identified in the cross-site analysis of the case studies were compared with role descriptors cited in empirical studies relating to the principal's role in fostering teacher collaboration. The findings from the cross-site comparison were classified into three levels of role descriptors of the principal: (a) role descriptors most frequently cited in the literature and identified in all five case studies, (b) role descriptors not as frequently cited in the literature but cited in all five case studies, and (c) role descriptors not cited in the literature but identified in all five case studies.

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Robinson, Deborah Christine. "Developing initial teacher education for special education needs, disability and inclusive practice". Thesis, Open University, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664283.

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The central question explored in this study is how can Initial Teacher Education (ITE) be developed to enhance the skills, confidence and preparedness of student teachers for Special Educational Needs and Disability (SEND) and inclusive practice? It involved an inclusive action research (IAR) project involving teachers, teaching assistants, student teachers and a university tutor within one partnership school. The IAR focused on the actions that participants agreed were immediately relevant to preparation for inclusive classrooms. To deepen the potential transferability of the study, additional research methods were used to reflect on the IAR and the wider placement context so that factors supportive of professional development could be identified and understood. The study demonstrated that remodelling partnership as collaborative enquiry among students, practitioners and an academic tutor (Mclntyre, 2009) can enable reflexive engagement with conceptual and practical dilemmas in ways that may enhance the professional development of students and more experienced practitioners. It also captured an account of the complex nature of inclusive practice and the manner in which practitioners adopt particular conceptual positions (e.g. capability discourses) to enhance their own self-efficacy whilst operating contradictory discourses (e.g. deficit discourses) when mediating external cultures. Supportive to professional development for student teachers and school staff was; a collaborative culture; opportunities for students and more experienced staff to engage in structured, systematic, collaborative enquiry in the context ofthe school placement; the demotion of the discourses of expertism (Slee, 2010); the promotion of capacity discourses for SEND and opportunities for reflexive work. The study raises questions about the appropriateness of individuated competence standards for inclusive practice and suggests that teacher education must embrace more complex, research-oriented, dilemmatic, critical-theoretical and socially situated pedagogic frameworks, networking ITE into continuing profeSSional development in ways that enable career-long development in support of education for all.

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Menz, William Thomas. "Effectiveness Of Ohio Teacher Education Programs For Meeting The Educational Needs Of English Language Learners". University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1236201223.

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Al-Joudi, Mohammed Ghazi Mohammed. "An investigation of the computer training needs of the teachers and students at teacher colleges in Saudi Arabia". Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:6976.

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Worldwide discussion has been initiated about the role of computers and information technology in schools. In Saudi Arabia, the introduction of computers into education institutes has been a feature of development planning since 1990, but many educationalists assert that the technology is underestimated and blame inadequate teacher preparation. The main purpose of this study was to investigate the computer experience, computer knowledge, computer training needs and attitude toward computers of Teacher College teaching staff and students in Saudi Arabia. It also examines the availability of human and physical resources for appropriate training in this area. The survey sample was 147 teaching staff and 472 students drawn from all departments and levels of study in five men's Teacher Colleges, one from each of the five regions of the country. In addition, a small number of policy- makers (e. g. college deans and ministry officials) were interviewed. Data were collected via a questionnaire survey, using an instrument adapted from Fodah (1990), containing multiple- choice questions on computer experience, knowledge and training needs, and a 5- part Likert-type attitude scale. Information on computer courses, resources and related policy were addressed by semi-structured interviews. Lack of access to computers, deficiencies in computer knowledge and low computer experience were found among staff and students. Lack of computer training appears to be one of the main causes of low utilization; inadequate material and human resources are another obstacle. Nevertheless, both groups had positive attitudes to computers. If Saudi Arabia is to keep abreast of the information revolution, Teacher Colleges need a high level of equipment and service infrastructure, and well-prepared computer teachers and staff capable of training their colleagues and students to integrate computers in teaching and learning.

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Poyo, Susan Ricke. "Transforming traditional practices of teacher preparation to meet changing needs of digital learners| A first step intervention by assessing and addressing needs of pre-service teachers in a dual learning environment". Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109526.

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Changes in the field of education require teachers’ acquisition of specific knowledge of technology and the skills of its effective use in the classroom. With the expansion of the traditional classroom to include virtual learning environments, concern still exists regarding characteristics necessary for quality teaching and learning.

This research is an examination of pre-service teachers’ needs relevant to integrating technology in an online learning environment. It is a first step toward acknowledging the responsibility teacher preparation programs have in the formation of educators equipped to instruct in dual learning environments, thus providing pre-service teachers with opportunities and experiences to become fluent in the technological pedagogical content knowledge (TPACK) required for online learning environments as well as the traditional face-to-face instruction.

The purpose of this study was to determine if active engagement with content of an online instruction module would affect the attitudes, knowledge and skills, and instructional centeredness of pre-service teachers’ towards technology integration in an online learning environment. A mixed-methods concurrent triangulation design procedure was utilized to measure characteristics of pre-service teachers in a teacher preparation program. A two-way within-subjects analysis of variance was conducted to evaluate the effect of engagement with the content of the online instruction module for all three domains. Participants began the intervention with limited knowledge and skills of technology integration and online learning environments; however, they made statistically significant gains upon completion of the intervention. The implementation of an intervention such as this online instruction module may support other teacher preparation programs in identifying strengths and weaknesses of their pre-service teachers and provide valuable information necessary to guide program goals.

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Nelson, Delore. "Meeting the Needs of English Language Learners in Mississippi Through Professional Development". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5108.

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The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers use to provide instruction for Spanish/Choctaw-speaking ELLs. General education teachers' use of professional learning communities (PLCs), instructional and assessment practices, knowledge of ELLs' instructional needs, and perceptions of professional development (PD) were examined. The purposeful sample for surveys included 33 Kindergarten through12 general education teachers who met the criteria of having the experience of providing instruction to ELLs. Teacher participants completed an online anonymous survey through SurveyMonkey. Six English Language Arts (ELA) teachers and 1 administrator participated in face-to-face interviews. The responses were open coded then analyzed using NVivo 11. Seven themes emerged from the data: differentiation is critical for ELL instruction, assessment should drive instruction, ELLs benefit from evidence based instructional strategies, PLCs support general education teachers, PD is inadequate to support ELLs and teacher needs, PD is needed on ELLs background, and administrators' support PLCs for ELLs' instruction. A 5-day PD project was designed and positive social change promoted by providing staff with evidence based ELL instructional support, resulting in improved ELL learning and achievement.

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Wolfrom, Donna H. "Promoting Professional Growth by Meeting Teacher Needs: The Walk-Through as an Approach to Supervision". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/WolfromDH2009.pdf.

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Hussain, Yasmin Bte. "Teacher effectiveness : a Q-methodological analysis in key factors for teacher effectiveness in special educational needs teaching in Malaysia". Thesis, University of Manchester, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488382.

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Ross, Amanda L. "The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs". Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4559.

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Thesis (M.S.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 26, 2007) Includes bibliographical references.

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Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.

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Cains, Richard Anthony. "Newly qualified teachers : a longitudinal study of perceptions, experiences and needs in the first year of teaching". Thesis, University of Hull, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282246.

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Winter, Eileen C. "A comparison of the role of the special needs support teacher in Northern Ireland and Ontario, Canada". Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337053.

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Beam, Pamela C. "Investigation of Needs/Concerns of Teachers within an Induction Year Program". Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1236949276.

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Stevens, Trevor. "Training special school staff in behavioural techniques". Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245025.

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Galindo, Camila Jose [UNESP]. "Análise de necessidades de formação continuada de professores: uma contribuição às propostas de formação". Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/101590.

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A presente pesquisa tem como objeto de estudo as necessidades de formação de professores a partir da análise do campo da formação continuada. Foram objetivos da pesquisa: compreender como se manifestam e se revelam as necessidades formativas no contexto de atuação profissional das professoras; identificar representações de necessidades das/pelas docentes em situação de trabalho; compreender os elementos circundantes e interferentes na manifestação de necessidades docentes e de necessidades de formação continuada; compreender o modo como as professoras atuantes no 1º ciclo do Ensino Fundamental lidam com suas necessidades na escola; sugerir a estruturação de propostas de formação continuada para professores baseada na análise de necessidades. O estudo está teoricamente alicerçado em três eixos da pesquisa educacional: formação de professores (Day, Gatti, Estrela, Mizukami, Monteiro e Giovanni, Garcia), análise de necessidades (GALINDO, Rodrigues, Wilson e Easen, Rodrigues e Esteves) e trabalho docente (Tardif e Lessard). Os autores utilizados ajudaram a tecer uma forma diferenciada de organizar e proceder à análise de necessidades de formação para a formação continuada, a partir da identificação de campos de diálogos imbricados teoricamente às necessidades de formação (Korthagen, Lopes, Hargreaves, Schön, Huberman, entre outros). A parte empírica foi realizada por meio de metodologias com características etnográficas. Os dados foram obtidos em uma escola da periferia da cidade de Araraquara-SP, Brasil, sendo a parte principal deles composta de registros de observação participante em duas salas de aula de duas docentes atuantes no 1º ano do 1º ciclo do Ensino Fundamental, com suporte na entrevista estruturada com as doze professoras atuantes no primeiro ciclo do Ensino Fundamental da escola pesquisada no ano de 2009. A coleta dos dados centrou-se...
The object of the present research is the teacher education needs carried out from the analysis of in-service education field. Its objectives were: to understand how teacher education needs are expressed and developed in a professional context; to identify the representations of teachers needs in the work place; to understand the surrounding and interfering elements about teachers needs and in-service education needs; to understand the way the first cycle primary teachers deal with their needs; to suggest structures to in-service education based on needs analysis. This study is theoretically based on three 3 axes of the educational research: the teacher education (Day, Gatti, Estrela, Mizukami, Monteiro & Giovanni, Garcia); the needs analysis (Galindo, Rodrigues, Wilson & Easen, Rodrigues & Esteves); and the teaching as such (Tardif & Lessard). The authors cited above helped to organise and to carry out different ways to analyse education needs and in-service education from the identification of dialogue fields theoretically overlapped with education needs (Korthagen, Lopes, Hargreaves, Schön, Huberman, among others). The empirical part of this study was carried out based on methodologies with ethnographical characteristics. Data were collected in a school located in the suburb of Araraquara city, Brazil, mainly composed by participant observation records in two first cycle primary teachers’ classes. Data were supported by a structured interview conducted with 12 first cycle teachers in the same school in 2009. Data collection means were mainly the information about the school and its neighbourhood. It was possible through data collection to get some information about teachers, concerning their school and professional education, their social relationships, their leisure, their difficulties and motivations, their professional... (Complete abstract click electronic access below)

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Galindo, Camila Jose. "Análise de necessidades de formação continuada de professores : uma contribuição às propostas de formação /". Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/101590.

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Resumo: A presente pesquisa tem como objeto de estudo as necessidades de formação de professores a partir da análise do campo da formação continuada. Foram objetivos da pesquisa: compreender como se manifestam e se revelam as necessidades formativas no contexto de atuação profissional das professoras; identificar representações de necessidades das/pelas docentes em situação de trabalho; compreender os elementos circundantes e interferentes na manifestação de necessidades docentes e de necessidades de formação continuada; compreender o modo como as professoras atuantes no 1º ciclo do Ensino Fundamental lidam com suas necessidades na escola; sugerir a estruturação de propostas de formação continuada para professores baseada na análise de necessidades. O estudo está teoricamente alicerçado em três eixos da pesquisa educacional: formação de professores (Day, Gatti, Estrela, Mizukami, Monteiro e Giovanni, Garcia), análise de necessidades (GALINDO, Rodrigues, Wilson e Easen, Rodrigues e Esteves) e trabalho docente (Tardif e Lessard). Os autores utilizados ajudaram a tecer uma forma diferenciada de organizar e proceder à análise de necessidades de formação para a formação continuada, a partir da identificação de campos de diálogos imbricados teoricamente às necessidades de formação (Korthagen, Lopes, Hargreaves, Schön, Huberman, entre outros). A parte empírica foi realizada por meio de metodologias com características etnográficas. Os dados foram obtidos em uma escola da periferia da cidade de Araraquara-SP, Brasil, sendo a parte principal deles composta de registros de observação participante em duas salas de aula de duas docentes atuantes no 1º ano do 1º ciclo do Ensino Fundamental, com suporte na entrevista estruturada com as doze professoras atuantes no primeiro ciclo do Ensino Fundamental da escola pesquisada no ano de 2009. A coleta dos dados centrou-se... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The object of the present research is the teacher education needs carried out from the analysis of in-service education field. Its objectives were: to understand how teacher education needs are expressed and developed in a professional context; to identify the representations of teachers needs in the work place; to understand the surrounding and interfering elements about teachers needs and in-service education needs; to understand the way the first cycle primary teachers deal with their needs; to suggest structures to in-service education based on needs analysis. This study is theoretically based on three 3 axes of the educational research: the teacher education (Day, Gatti, Estrela, Mizukami, Monteiro & Giovanni, Garcia); the needs analysis (Galindo, Rodrigues, Wilson & Easen, Rodrigues & Esteves); and the teaching as such (Tardif & Lessard). The authors cited above helped to organise and to carry out different ways to analyse education needs and in-service education from the identification of dialogue fields theoretically overlapped with education needs (Korthagen, Lopes, Hargreaves, Schön, Huberman, among others). The empirical part of this study was carried out based on methodologies with ethnographical characteristics. Data were collected in a school located in the suburb of Araraquara city, Brazil, mainly composed by participant observation records in two first cycle primary teachers' classes. Data were supported by a structured interview conducted with 12 first cycle teachers in the same school in 2009. Data collection means were mainly the information about the school and its neighbourhood. It was possible through data collection to get some information about teachers, concerning their school and professional education, their social relationships, their leisure, their difficulties and motivations, their professional... (Complete abstract click electronic access below)
Orientador: Edson do Carmo Inforsato
Coorientador: Manuela Esteves
Banca: Belmira Amélia de Oliveira Bueno
Banca: Luciana Maria Giovanni
Banca: Yoshie Ussami Ferrari Leite
Banca: Maria Regina Guarnieri
Doutor

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Jeannin, Loise. "Professional Development Needs of Faculty Members in an International University in Thailand". Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065197.

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In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members’ needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers’ perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.

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McDonald, Meike Lee. "Meeting the Unique Needs of Teachers of Students at Risk of Not Graduating". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2851.

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Teachers who are not adequately prepared to teach struggling students often seek employment elsewhere rather than be ineffective with those students. When teachers leave the classroom, this has a vast impact on student learning. For the past 9 years, a high school in the southeast United States for students at risk of not graduating has had an average annual teacher turnover rate of 31.25%, nearly twice the national rate of 15.9%. The purpose of this study was to learn the kinds of training and knowledge teachers believed would help them to succeed in teaching students struggling to graduate. Constructivist theory served as a framework for this qualitative case study design that sought to answer what are the needs of teachers of at risk learners, and learn the kind of support they needed. Semistructured interviews were conducted with 9 core teachers during the 2014-2015 school year and document analysis of professional development yielded data that were analyzed for emergent themes. A key theme was a perceived lack of adequate support from both the school and the district. Participants wanted help from psychologists and mental health counselors, professional development (PD) to develop content-specific strategies and alternative pedagogical strategies, and time for collaboration with colleagues. Based on study findings, 3 days of PD training were developed that will allow time for teachers and administration to work together. Results also provide research-based data that may be applicable to other schools and school districts serving a similar population. Supporting teachers of students at risk of not graduating should improve teachers' job satisfaction and retention, and improve student achievement, resulting in positive social change for society.

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Lupton, Gary Taylor. "Self-Identified Professional Development Needs of Virginia Career and Technical Education Teachers". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102411.

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Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to calculate a Mean Weighted Discrepancy Score (MWDS) for each competency. Competencies were with the largest MWDS were identified as those most needed for teacher professional development. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topic rankings for on each demographic area. Mann-Whitney U testing and Kruskal-Wallis one-way analysis of variance test by ranks were used. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs.
Doctor of Philosophy
Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to identify the competencies most needed as professional development topics for Virginia CTE teachers. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differneces in professional development topics for each demographic group. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs.

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Robinson, Derrick Eugene. "A post-modern teacher educator| A phenomenological study of teacher educators with significant experience in high-needs, high-minority urban schools". Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111899.

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Four decades of university-based teacher education reform has failed to yield favorable outcomes in teacher effectiveness in P-12 schools. A rising tide of reform and criticism from governmental agencies and neo-liberal reformers has resulted in one-dimensional, structural approaches to impacting teacher effectiveness, based on the assumption that teacher effectiveness is universal across all school contexts. This study suggests that for university-based teacher education programs to impact teacher effectiveness, particularly in high-needs, high-minority schools, they must: a) define teacher effectiveness, b) contextualize the impact of high-needs, high-minority schools on teacher effectiveness, and c) provide the knowledge, structure and disposition to be effective teachers in the high-needs, high-minority context. To meet this task, this study boldly employs a post-modern theoretical positioning of the university-based teacher educator, one with professional experience or service in high-needs, high-minority schools, as the leading change agent in impacting teacher effectiveness in high-needs, high-minority schools.

Through a qualitative research design, this study utilizes phenomenology to uncover the lived experiences of qualifying teacher educators, those with experience and service in high-needs, high-minority schools, to define teacher effectiveness, effective teacher characteristics, and the uniqueness of the high-needs, high-minority urban school context. Through semi-structured, open-ended interviews, the lived experiences of qualifying teacher educators were gathered and analyzed using the Stevick-Colaizzi-Keen method of analysis to describe the shared experience of teacher effectiveness in high-needs, high-minority urban schools.

Findings suggest three themes that align respectively with each research question. When determining the effectiveness of teacher educators for preparation of pre-service teachers to enter high-needs, high-minority schools, dispositions matter. When conceiving teacher effectiveness within high-needs, high-minority urban schools, responsiveness matters. When reflecting on what makes the high-needs, high-minority urban learning environment different from what is thought of as the traditional school environment, findings suggest that people matter. What emerges as the composite experience of effectiveness in the high-needs, high-minority urban schools, is the significance of the counter-narrative focus.

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Richardson, Dawn. "Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions". TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/417.

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Autism Spectrum Disorder (ASD) is being increasingly identified in children, yet there are only a minimal number of studies examining the use of research-based intervention strategies in a classroom educational setting. This present study examined the use of Discrete Trial Training, Picture Exchange Communication System, Social Stories, Structured Teaching, and Video Self-Modeling by special education teachers with students with ASD. A questionnaire was completed by 91 special education teachers from the Green River Region Educational Cooperative, which encompasses 17 different school districts in the area of western and south central Kentucky. They answered questions about their level of training, knowledge and current use of the five strategies. A correlational analysis was performed to assess whether the years of teaching experience was related to the level of the teacher's training, knowledge and current use of the ASD instructional methods, and whether special teachers who taught a greater number of students with ASD had greater levels of training, knowledge, and current use of the five methods. The study revealed correlations between the numbers of students taught with ASD and some of the levels of training, knowledge, and current use of the interventions.

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Timsina, Prem P. "Employing "Best Practices" In Teacher Education: Faculty Perceptions Of Their Success And Their Needs In Preparing Teachers To Increase Student Achievement". ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/282.

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This qualitative study focuses on the faculty engaged in the preparation of secondary teachers at North East University (NEU). It seeks to discover how they see themselves as professionals and assess their work preparing future teachers in "Best Practices" of teaching so that they can effectively teach all students, particularly low achievers. To achieve the goal of this study, I conducted semi-structured individual interviews with those faculty who are engaged in preparing teachers at the secondary program. Eight participants were interviewed for this study, among them six participants were fully engaged in the teacher preparation. Once I collected the data from the interviews, then I transcribed, coded, analyzed the data, and identified similarities, differences, patterns, and themes from the interviews. The findings of this study indicate that these faculty have a strong commitment to preparing outstanding teachers that is rooted in their belief in social justice and equality. They expressed they have dreams about their teaching, about their student-teachers and about their program. The faculty are highly confident of their ability to educate secondary teachers and believe that they make a difference in the academic performance of those children their graduates serve in the schools. This study also concluded that the teacher educators at NEU's secondary program think they are successful in introducing "Best Practices" of teaching, especially helping their student-teachers in differentiating instructions, dealing with disabilities, teaching ELL students, employing technology in teaching, understanding diversity, culture and traditions, and preparing their student-teachers in examining issues relating to prejudice, discrimination, stereotyping, race, poverty, gender, social class and ethnicity.

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Washington, Michelle Latrice. "Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2772.

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The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education's differentiated induction model based on technical pedagogy and collegial support to address teacher quality and attrition. The qualitative data were gathered through a series of interviews with 6 alternatively certified secondary education teachers using specific protocols. Transcribed data were coded for a priori themes aligned to the research questions, and coded data were analyzed for trends and patterns. The results indicated that the participants perceived support from administrators and teacher leaders as important to their professional development and effectiveness. As a result of this study, a professional development training program was developed for the study site to assist educational leaders in providing an induction program. Implications for positive social change include for school and district administrators to have a better understanding of the challenges that alternatively certified teachers face; they may also appreciate the importance of providing administrator support to improve teacher effectiveness, retention, and ultimately student achievement.

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Fisher, Joanie K. "A needs assessment study for substitute teacher training in the Unified School District of Antigo". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004fisherj.pdf.

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Patterson, Melanie Sian. "Meeting the Learning Needs of Individual Children in the Mainstream Classroom". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2275.

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A teacher in a mainstream classroom identified six children with behaviour difficulties or learning difficulties who were not receiving any assistance outside of the classroom. The teacher was to independently complete a functional assessment of each child to reach a hypothesis about the cause of the difficulty, and then choose and implement an appropriate intervention. Treatment integrity was monitored throughout the interventions to ensure correct implementation. It became apparent that the teacher was unable to complete adequate functional assessments or maintain appropriate interventions because of the time constraints associated with being in a classroom and her lack of specialist knowledge.

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Clemons, Courtney. "Pre-service Education Teacher Perceptions of Needs, Training, and Self-efficacy for School Mental Health". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588954197384985.

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Jeannin, Loïse M. "Professional Development Needs of Faculty Members in an International University in Thailand". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2187.

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In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members' needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers' perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.

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Ellis, Laurel Taylor. "Elementary Teachers' Perceived Professional Learning Needs for the Inclusive Classroom". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6754.

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As a result of U.S. federal policy directives mandating inclusion, general education teachers in a rural elementary school in southern Maine were expected to be effective in working in inclusive classrooms with learners with diverse needs; however, teachers were meeting the mandates for inclusion but their students were not meeting the state's annual progress targets. The purpose of this project study was to explore teachers' perceptions of their readiness and needs for professional learning to work with diverse learners in the inclusive classroom. The research questions centered on teachers' beliefs, specific to their preparation and their needs and preferred mode for professional learning. The theoretical framework for this project research consisted of sociocultural and transformative learning theories. A qualitative case study approach was used in which teachers at the school completed online surveys and follow-up e-mail interviews. Twenty-seven of the school's 44 teachers participated in the study. Survey and interview responses were reviewed on a continuous basis during data collection and coded for emergent themes; open-ended data were analyzed using qualitative data analysis software. The key findings were that none of the participants believed they were unprepared for teaching in the inclusive classroom; however, the teachers provided key insights for professional learning related to the challenge of teaching diverse learners. The results of the study might offer guidance to school and district administrators on how to build the capacity of teachers to create classrooms where all learners can succeed and to reduce reliance on separate special instruction. Doing so could help promote social change in the culture of the school by encouraging respect and empathy among students to work together and celebrate their collective successes.

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Zamora, Sánchez María Fernanda. "Teacher Perspectives on Students with Special Educational Needs Enrolled in Secondary-Level World Language Classes in the State of Utah". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9024.

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Research was conducted on students with special educational needs (SEN) taking world language (WL) classes at the secondary level in the state of Utah. Ninety-two WL teachers shared their outlooks and experiences on working with this population of students. Data analyses show that there is not a significant increase in the number of students with SEN enrolled in WL classes. Analyses suggest that WL teachers have an average of two students with SEN per class, learning disability being the most common SEN identified. This study also shares teachers' successful and challenging experiences, finding that time and individual attention are examples of critical aspects for students' success. Additionally, the research shows that not all teachers have the professional or academic support to assist their SEN students. This research contributes valuable information for future studies in this field, such as the study of English Language Learners (ELL) categorized as students with learning disabilities because while their lack of English proficiency flags them as needing help, this need does not necessarily equate to a learning disability.

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Hoover, James Larry. "Determining Staff Development Needs to Achieve Computer Technology Competence by Instructional Personnel in Gloucester County Public Schools". Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29414.

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The Virginia Board of Education is considering the adoption of technology standards for instructional personnel in Virginia's schools. All pre-service instructional personnel will have to demonstrate proficiency prior to obtaining a Virginia teaching certificate. Those currently in service may also have to demonstrate proficiency, as defined by the local school division.This study was designed to be a prototypic model for implementing the standards in Gloucester County Schools. Three hundred-ninety (390) instructional personnel were surveyed, according to selected strata, regarding their current level of competence. The discrepancy between the current level of proficiency and the level required by the standard defined the need for staff development. Differences among strata were provided for in planning for staff development activities.Staff Development activities were planned for all identified needs and implemented for a pilot group. The training sessions focused on raising the level of proficiency to that required to satisfy the standards. Participants in the pilot group were re-surveyed to verify the plan. An assessment procedure for measuring and reporting mastery on the standards was proposed by the pilot group. The process outlined in this study will be condensed into a brochure that will be provided to the Virginia Department of Education for possible distribution to other school divisions.
Ed. D.

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Draper, Darren E. "Improving the Quality of Teacher Support in Anticipation of the Instructional Use of Technology: An Action Research Study". DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/958.

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The formation of the Canyons School District brought with it unique opportunities for assessing current practice, implementing change, and evaluating the effectiveness of that change. Accordingly, this action research project served as an effective initial step in accomplishing this series of tasks. The purpose of this mixed methods study was to describe the instructional technology needs of teachers, as well as the related support efforts provided in a public school district. Data gathering methods included a district-wide needs assessment survey of school-based licensed personnel (N =1,313). Additionally, the utilization of focus group protocol on an existing district technology committee aided in refining answers to each of four research questions. Contingency tables and descriptive statistics were used to analyze survey data, while qualitative coding was implemented to identify an emerging understanding of both open-ended survey responses and focus group discussions. In the end, the constructed descriptions of needs and support informed the initial development of a five-year plan containing a shared vision for instructional technology use and sustenance throughout Canyons District schools. The results of this study have implications for professional development as a mechanism for teacher support, stakeholder priorities and how they affect support levels, equity across schools, potential changes to current support efforts in Canyons District schools, and the value of action research in informing educational and technology policy, organization, and procedure.

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Thabana, M. "The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha". University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.

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Rozprawy doktorskie na temat „Teacher needs”

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