Rozprawy doktorskie na temat „Teacher preparation”
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Grudnoff, Alexandra Barbara. "Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher". The University of Waikato, 2007. http://hdl.handle.net/10289/2647.
Pełny tekst źródłaLockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.
Pełny tekst źródłaNiess, Margaret. "Mathematics Teacher TPACK Standards and Revising Teacher Preparation". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80742.
Pełny tekst źródłaTravers, Karen Ann. "Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194976.
Pełny tekst źródłaRodoni-Wilson, Felicia Anne-Marie. "The connection between teacher preparation and the retention of beginning teachers". Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2497.
Pełny tekst źródłaSharp, L. Kathryn. "Building a Better Teacher: Teacher Preparation at a Crossroad". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4268.
Pełny tekst źródłaPedro, Joan Yvonne. "Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28196.
Pełny tekst źródłaPh. D.
Diaz, Zulmaris. "Recruitment and retention of bilingual/ESL teacher candidates in teacher preparation programs in Texas". Texas A&M University, 2004. http://hdl.handle.net/1969.1/3054.
Pełny tekst źródłaChang, Yueh-hsia. "The Pedagogical Content Knowledge of Teacher Educators: A Case Study in a Democratic Teacher Preparation Program". Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1122493565.
Pełny tekst źródłaKieninger, Katherine. "Examining Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge". Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627310475354062.
Pełny tekst źródłaRobbins, Sheri, i Sheri Robbins. "Translating Theoretical Principles to Classroom Practice". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625843.
Pełny tekst źródłaDavis-Frost, Diane. "Intentions and Implementation of the Professional Development and Appraisal System in Texas". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2721/.
Pełny tekst źródłaBlatherwick, Mary Louise. "Teacher preparation for art curriculum implementation". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26375.
Pełny tekst źródłaEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Sharp, L. Kathryn. "Improving Teacher Preparation Through Data Sources". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4253.
Pełny tekst źródłaStoner, Thomas Steven. "Teacher preparation for distinctive evangelical schools". Thesis, Boston University, 2012. https://hdl.handle.net/2144/12641.
Pełny tekst źródłaIn the current atmosphere of expanding school choice, evangelical Christian schools provide a distinctive alternative consistent with deeply held beliefs of what is required for human flourishing, and represent a significant resource for parents seeking education based on a perspective diverging from those promoted by popular culture and public schools. However, current research reveals a pervasive gap between the ideal of a school integrating Christian faith with academic instruction and the actual practice found in most evangelical Christian schools. One key to closing the gap is specialized teacher preparation. Using a conceptual model of the characteristics of distinctive schools, this research identifies beliefs, knowledge, skills and characteristics that teachers should possess in order to promote distinctive evangelical schools. The dissertation reviews literature on the philosophy of evangelical Christian schooling and conceptual models for the integration of faith in learning, and contrasts the teacher-training model for evangelical schools with that for Montessori and Waldorf schools. Surveys of education professors at evangelical Christian colleges, administrators of Christian schools, and teachers currently working in Christian schools provide extensive evidence on prevailing beliefs about the characteristics of successful teachers for such schools. Interviews with faculty of colleges in different evangelical traditions document how they provide pre-service teachers with specialized training to work in Christian schools. The research found a striking lack of alignment between the major stakeholder groups with regard to teacher preparation for evangelical schooling and a series of bad ideas and practices that further undermine evangelical schooling, including a tendency to neglect the study of the truth of general revelation and a distorted hermeneutic that views the Bible as a textbook for the academic disciplines. These factors contribute to widespread confusion concerning the academic mission of evangelical Christian schooling and limit the ability of Christian-school students to engage the culture in the various academic disciplines with a cohesive and defensible faith. The conclusions include specific recommendations for the professional associations, education professors, administrators, and teachers to promote teacher preparation for distinctive evangelical schools.
Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER". Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.
Pełny tekst źródłaTitle from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).
Helton, Julie. "A HISTORICAL ANALYSIS OF TEACHER PREPARATION PROGRAM CONTENTBEGINNING WITH TEACHER NORMAL COLLEGES IN 1839 THROUGHSCHOOL DISTRIC". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2350.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
Gayles, Pamela L. "Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/83.
Pełny tekst źródłaGovinda, Ishwar Lingam, i n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
Pełny tekst źródłaGovinda, Ishwar Lingam. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366112.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
Luik, Piret. "A Novice Teacher's Shoebox: A Volunteer EFL Teacher Training Curriculum". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3595.
Pełny tekst źródłaKeefe, Elizabeth Stringer. "Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students". Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107658.
Pełny tekst źródłaThe number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools and teachers are educating more autistic students with complex educational needs resulting from differences in communication, social interaction and behavior. As a result, schools need increasing numbers of teachers who are equipped to educate them. Quality special education teacher preparation is critical for teachers of autistic students, because it can affect the quality of education and outcomes for this highly unique student population. Very little research has been conducted to determine the extent to which special education teacher preparation programs provide teachers with preparation to teach autistic students, or about the extent to which special educators feel prepared to teach this population at the point of conclusion of their preparation programs. This study used a mixed methods sequential explanatory design to examine the perceptions of special educators about their preparedness to teach autistic students based on preparation program/licensure, specialized autism coursework, and on-the-job experiences after licensure programs. A researcher-created survey was followed by interviews to explore participants’ survey responses more deeply. Survey data (n =121) were used to inform both question construction and participant selection for a purposive sample of follow-up interviews (n= 10). Regression analyses, means, summary scores, and thematic coding were employed to analyze the survey data. Results indicated that the majority (77%) of special education teachers felt unprepared to teach autistic students at the end of their licensure programs. However, specialized autism coursework was a significant predictor of teachers’ sense of preparedness. Limitations of the study and implications for special education teacher preparation and education are discussed
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Jantz, Allen W. "Enhancing teacher preparation: first-year teacher use of culturally relevant pedagogy". Diss., Wichita State University, 2010. http://hdl.handle.net/10057/3650.
Pełny tekst źródłaThesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
Kelly, Heather. "Teacher preparation to support an inclusive environment an elementary teacher inservice /". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/HKelly2008.pdf.
Pełny tekst źródłaSTEWART, STEPHANIE M. "IDENTIFYING QUALITY MENTORING: FIVE AREAS OF SUPPORT ESSENTIAL TO CANDIDATES AND NOVICES IN FIELD EXPERIENCES". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085414751.
Pełny tekst źródłaOzturk, Mehmet Emin. "Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7071.
Pełny tekst źródłaDeats, Michele. "Classroom management preparation and new teacher retention". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MDeats2008.pdf.
Pełny tekst źródłaCassagnol, Cynthia. "Urban School Education and Preservice Teacher Preparation". Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1152.
Pełny tekst źródłaBachelors
Education
Elementary Education
Zientek, Linda Reichwein. "Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach". Texas A&M University, 2003. http://hdl.handle.net/1969.1/5751.
Pełny tekst źródłaSookhoo, Sharind Nadra Adine. "Practices in alternative teacher preparation programs in California". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/16.
Pełny tekst źródłaRosemartin, Dennis Sanchez. "The Institutionalization of Environmental Education in Pre-service Teacher Preparation Programs". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556869.
Pełny tekst źródłaCerrato, Elaine. "Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7765.
Pełny tekst źródłaJohnson, Amy F. "Preparing for changes in teacher preparation program accountability| Evaluating the factors that influence job placement of teacher preparation program graduates". Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740382.
Pełny tekst źródłaTeacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.
Of the factors studied, the most influential factors in job placement in public schools in the state were (1) in-state residency status, (2) preparation in a teacher shortage area, (3) completion of a post-baccalaureate preparation pathway, (4) receipt of financial assistance that requires completion of future teaching service, (5) institution attended, (6) GPA relative to other graduates, (7) year of graduation, and (8) age at the time of completing the program. However, these combined variables provide less than 20% of the potential predictability in job placement outcomes. This suggests that additional work is needed to identify the factors influencing beginning teacher placement. Job placement rates for preparation programs should be interpreted with caution, as at least some of the related factors are not within the control of preparation programs (e.g. year of graduation). Furthermore, the use of job placement rates to make high-stakes decisions may provide incentives to programs to implement policies that may not be ethical (such as preferential admission of younger applicants) or that may not be advisable for other reasons.
Banks, Amanda Brooks. "Preparing K-12 Educators to Teach Students with Disabilities". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83802.
Pełny tekst źródłaPh. D.
Stonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.
Pełny tekst źródłaLatham, Nancy Moss Rita Kay. "The effects of teacher preparation model on persistence in elementary education employment". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196670.
Pełny tekst źródłaTitle from title page screen, viewed May 23, 2006. Dissertation Committee: R. Kay Moss (chair), Mary Murray Autry, Deborah J. Curtis, W. Paul Vogt. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.
Langford, Megan Sue. "A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2859.
Pełny tekst źródłaChang, Pei-Fen. "Factors affecting student teachers' capacity for flow experience". Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39168.
Pełny tekst źródłaGeorge, Anna Ray Bayless. "Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science". Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149592/.
Pełny tekst źródłaYontz, Brian David. "Teacher Candidates’ Perceptions of the Emphasis on Stewardship in Their Initial Teacher Licensure Program". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275054415.
Pełny tekst źródłaNEY, PATRICIA EMMERICH. "EVALUATING THE USE OF TECHNOLOGY IN A TEACHER PREPARATION PROGRAM: PERSPECTIVES OF THE FUTURE TEACHERS". University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022878459.
Pełny tekst źródłaStewart, Carmine. "Teacher Preparation and Professional Development in Adult Literacy Education". Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502.
Pełny tekst źródłaOjure, Lenna P. Jr. "An Investigation of the Relationship Between Teachers' Participation in 4MAT Fundamentals Training and Teachers' Perception of Teacher Efficacy". Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30633.
Pełny tekst źródłaPh. D.
Shelton, Charles Verner Kennedy Larry DeWitt. "The perceptions and attitudes of first-year elementary teachers toward their teacher preparation programs". Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803738.
Pełny tekst źródłaTitle from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.
Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.
Pełny tekst źródłaThe U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.
Cook, Laura. "Beginning teachers' experiences of preparation & additional well-being support throughout initial teacher education". Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104925/.
Pełny tekst źródłaGrych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1146.
Pełny tekst źródłaPlevyak, Linda H. "Level of Teacher Preparation in Environmental Education (EE) and Level of Implementation of EE in the Elementary Classroom within a Mandated EE Teacher Preparation State (Wisconsin) and a Non-Mandated EE Teacher Preparation State (Ohio)". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216919734.
Pełny tekst źródłaHarris, Scott Phillip. "Teacher Retention and Recruitment: Perceptions of Principles, Teachers, and University Students". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8948.
Pełny tekst źródłaCallaway, Stacey E. "A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500121/.
Pełny tekst źródła