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1
Rowland, Elizabeth Fraser. "Teacher Study Groups: A Case Study". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277909/.
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The purpose of this qualitative study was to describe the operation and impact of teacher study groups at one school site throughout a school year. The study was exploratory in nature. The research questions focused on the major factors in the school's external and internal context that impacted the study groups, the typical behaviors and interactions of the study group participants, and the impact of the study groups on the participants, the curriculum, and instruction.
2
Saavedra, Elizabeth Rose Marie Martinez. "Teacher transformation: Creating texts and contexts in study groups". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187100.
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This ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the process of transformation and essential transformative conditions. Data collected over a two year period includes field notes from participant observation, audio tape transcriptions, video-tapes, interviews, and written reflections by teachers and the researcher. An analysis of reflective dialogue and assessments by participants determined the transformations, the process of transformative learning that occurred for the participants and the formation of the collective group. Findings from an integrative analysis of discourse determined transformative events and conditions which were socially constructed and facilitated the transformation of individual teachers and the group as a whole. The paradigms underlying research and implementation models on teacher learning and change was examined and challenged. Two major directions were taken in this study. First, the transformation of an individual teacher as she engaged in inquiry through the cyclical progressions of the study group process is presented in a case study. This case study focuses on the construction of meanings and ideologies and the internalization of these meanings and their effects on learning, change and transformation for the teacher. Second, the process of transformation within the context of the study group is explored. This is presented as a case study which examines the transformation of the group showing how the participants constructed "transformative social events" whereby they could "live" and experience transformative learning through critical personal and collective reflection. The data suggests that transformative learning occurs through the process of face-to-face interaction between participants (teachers and researcher) in social contexts designed for the purpose of reflection, learning, and change. In order to understand the process of transformation, it is essential to examine the interrelationship between context and activities that participants use to constitute the culturally, socially, and historically organized social worlds they inhabit. From this view the relationship between context and product (ie. language) is considered a process that emerges and changes. Participants are situated within contexts which are capable of rapid and dynamic change as the event they are engaged in unfold.
3
Simon, Flora Ann. "Efficacy Development in New Teacher Study Groups". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145392.
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This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study groupparticipants to be more proactive for their own personal and professional needs.Implications for supporting new teachers through opportunities to participate in a studygroup format are discussed. The result of this work is a contribution to the effects ofteacher efficacy and the power of collaboration in a study group setting for new teachers.
4
Havelock, Bruce Geoffrey. "Using the internet to support teacher learning : technology, collaboration, and science in teacher practice /". Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7879.
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5
Coady, Kim Street. "No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).
6
Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /". Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2009.Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
7
Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /". Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2009.Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
8
Singleton, Brandon Kyle. "Mathematical Telling in the Context of Teacher Interventions with Collaborative Groups". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4137.
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Teacher telling is underrepresented in the mathematics education reform literature and deserves additional scrutiny. This case study examined a skilled teacher's telling practices during a university mathematics content course for pre-service elementary teachers. I identified telling practices through discourse analysis, attending to the presence of mathematics and the contribution of new structure or ideas from the teacher. The teacher utilized seven unique types of mathematical telling while supporting collaborative group work on tasks. The study identified subtle telling, implicit telling, and explicit telling. The results suggest that mathematical telling is an integral part of the teacher's role in inquiry-based instruction and should not be overlooked. Researchers can use the telling types to identify and describe telling practices more transparently. Practitioners can more consciously incorporate and discriminate between telling practices.
9
Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.
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10
Myles, David. "Teacher bias towards visible ethnic groups in special education referrals". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26889.
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Previous research has demonstrated that students from some visible ethnic minority groups may be discriminated against by teachers and policies of many school systems. This research has reviewed evidence indicating how Black, Mexican-American and Native Indian students are accorded differential treatment by teachers. Some of the research has shown how students from some cultural minority groups are at greater risk of being inappropriately referred or placed in special classes. This form of ethnic discrimination can be harmful to those cultural minority children who are removed from the regular class setting. This problem has not been adequately researched in Canada.
Through the use of a researcher designed questionnaire, this thesis has reviewed teacher bias toward visible ethnic minority groups in special education referrals. The questionnaire consisted of nine questions regarding respondent characteristics, a fictitious case history of a grade five male student described as having some academic and behaviour problems, and nine response items regarding educational placement. The questionnaires were identical except for the brief reference to the ethnicity of the child described in the case study. The child was described as either Native Indian, Oriental, East Indian or Caucasian. A Likert-type scale was used for the subjects to rate agreement or disagreement to the nine items.
Questionnaires were sent to 591 Vancouver public elementary school teachers within 29 randomly selected elementary schools. Questionnaires were returned from 396 subjects. Some questionnaires were returned blank or incomplete, therefore, data analysis was performed on the responses of 347 subjects (58.54% of all the teachers who received the questionnaires). This sample represented about 20% of the population of Vancouver public elementary school teachers.
The results provided evidence of teacher discrimination against the child described as Native Indian. In addition, a positive bias was observed in the teacher responses for the Caucasian child and especially for the Oriental child. The teacher's responses to the questionnaire items revealed that the child described as Native Indian tended to be rated as being more suitable for placement in a special class for behaviourally disordered, would not be as likely to graduate from high school and had parents who would not be as cooperative.
Female teachers were more likely to refer the child to a class for behaviourally disordered children and less likely to expect cooperation from the child's parents, than male teachers. Teachers who taught for 21 years or longer were more likely to consider the child in the case study as being a detriment to the education of the other children. Teachers who spoke English as second language were more likely to refer the child to a class for slow learners and expect greater cooperation from the child's parents, than teachers who spoke English as their first language. In addition, Special education teachers, teachers more familiar with special education programs and teachers who had university credits in special education, rated the children in a significantly more optimistic manner than regular teachers.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
11
Bunker, Vanessa J. "Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /". Connect to dissertation online, 2008.
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12
Rose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /". Connect to dissertation online, 2008.
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13
Gesner, Emily K. "Talking About Teaching: A professional development group for preservice secondary teachers". The University of Waikato, 2009. http://hdl.handle.net/10289/2792.
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As teaching is a highly complex activity, so too is learning to teach. One pedagogy which has been shown to promote teacher learning is the use of small group discussion. This thesis examines the experiences of seven preservice secondary teachers at a New Zealand university who met weekly during their second practicum to discuss their experiences at their placement schools. Individual interviews conducted with five of the participants revealed that students felt positively about the weekly meetings. The preservice teachers appreciated 1) being able to hear about the experiences of other preservice teachers 2) tell others about their teaching 3) being able to seek advice and potential solutions to problems 4) the sense of personal connection and emotional support they gained during the weekly sessions. The students reported that the weekly meetings allowed them to think about their teaching from the perspective of others, and gave them time to reflect about their experiences while on practicum. This study situates these findings within the literature on initial teacher education and offers suggestions for future research using this pedagogy.
14
Brandt, Shannon Lindsey Boyd Pamela C. "A life preserver for the "Sink or Swim" years an investigation of new teacher obstacles and the impact of a peer support group /". Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/BRANDT_SHANNON_34.pdf.
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15
Shine, Thomas E. (Thomas Earl). "A Comparison of the Achievement of Two Groups of Algebra I Students and Teacher Scores on the Texas Teacher Appraisal System". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331003/.
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The problem of this study was to determine if the teachers of Algebra I rated highest and
lowest according to the Texas Teacher Appraisal System differed significantly in a measure of achievement. The analyses indicated that there were significant differences in achievement between the classes taught by the highest and lowest ranked teachers.
16
Theiss, Deborah A. "The impact of critical friends' groups on changes in teacher perceptions and practice /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924934.
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17
Denmon, Jennifer Sara Meister. "Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6222.
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In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate in writing groups, and student and teacher support that enhanced students’ motivation to write in writing groups. Eleven study participants engaged in the inquiry, 10 middle school students and one language arts teacher. I collected data during the fall semester of 2014. Data were individual interviews, classroom observations of participants in writing groups, and program-related documents. The main aim in this investigation is to discover middle school students’ and their teacher’s perceptions of the support, climate, and motivation to write in writing groups. Five domains emerged from the data: peers working together on writing, teacher facilitation with writing, student perceptions of climate, teacher perceptions of climate, and creating a community of learners. Peers working together on writing and teacher facilitation with writing correspond to research question one: In what ways do 10 language arts middle school students and their language arts teacher support students’ writing efforts in writing groups over the course of a semester? Student perceptions of climate and teacher perceptions of climate correspond to research question two: In what ways do the language arts middle school students describe the writing climate in their writing groups over the course of a semester? Creating a community of learners corresponds to research question three: What type of teacher and student support do the language arts middle school students and their teacher think may enhance students’ motivation to write in writing groups? Discoveries show student participants believed working together on writing supported their personal writing and their teacher perceived teacher facilitation supported students’ writing efforts. Perceptions of climate in writing groups were mixed, with the majority of students describing the climate as supportive, although two students did not agreed. The teacher perceived a supportive climate in writing groups. Perceptions were also mixed regarding the support students and their teacher provided that enhanced students’ motivation to write in writing groups. Eight out of 10 students and the teacher perceived collaborative writing enhanced student motivation to write, while two students did not perceive collaboration had any effect on their writing motivation. The student participants believed peer assistance helped to enhance their motivation to write in writing groups while the teacher believed student choice in group mates might enhance student motivation to write.
Writing groups may affect students’ and their teacher’s perceptions of students’ writing efforts, as working together on writing led to more positive perceptions. A lack of choice in groups and working with peers with established friendships may have implications for students’ perceptions of the group climate and motivation to write, especially when some students are allowed to choose their group and others are not. Students’ perceptions of the writing group climate play a role in their writing efforts, as students who held positive perceptions of their writing group climate had positive perceptions of the support in writing groups. Working with peers as a community is important to student motivation, as the collaborative aspect can serve as a motivator for many adolescents. This study is significant because it fills gaps in the literature about research on writing and group social environments, as well as middle level research on writing groups, and motivation, and the inclusion of student and teacher voice. This inquiry also provides teacher and student insights on the ways affective climates are created in a middle school language arts setting.
18
Denmon, Jennifer M. "Writing Groups in Eighth-Grade Honors Language Arts| Student and Teacher Perceptions". Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147057.
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In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate in writing groups, and student and teacher support that enhanced students’ motivation to write in writing groups. (Abstract shortened by ProQuest.)
19
Lail, J. "BUILDING TEACHER EFFICACY: CHALLENGES OF CREATING COMMUNITIES OF PRACTICE AMONG NEW TEACHERS AND VETERAN TEACHERS IN A TOXIC WORK ENVIRONMENT". UKnowledge, 2018. https://uknowledge.uky.edu/edl_etds/23.
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Recently, changes in graduation requirements in some states have made it more important than ever for students to be literate in all content areas. State assessments not only measure student academic ability, but they are a necessary component of graduation from high school. After completing required courses, students are expected to take assessments covering the content of those courses. In order to safely meet the graduation requirement, students must score at least 3 points per assessment on a 5-point scale. This has proven difficult for over 50% of students expecting to graduate.
Students at Midwestern-American High School (MAHS) have been struggling to achieve the required minimum scores on the state achievement assessments, as have many others in the region. A review of the report card data for MAHS reveals the area of greatest need (i.e. category of lowest performance) is in science. Research suggests a leading cause for these struggles is waning teacher efficacy and lack of ability to build capacity in staff members due to high mobility in teacher populations, especially in urban communities serving high-poverty and minority populations. For these reasons, it is necessary for leaders to have the skill to quickly build effective instructional teams.
During the 2017-2018 schools year, I utilized the Community of Practice (CoP) framework to establish entities that align closely with the criteria of CoPs. I used mixed methods research throughout the bounded period (August 2017 – May 2018) to conduct the proposed study. Data sources included: meeting agendas and minutes, participant interviews, survey results and reflections on the action by researcher and participants. I used the information gathered from this study to continue or modify the action and/or propose new strategies for the capacity building of staff.
20
Ortakoyluoglu, (kucukavsar) Hale. "A Comparison Of Professional Qualities Of Two Groups Of Prospective English Teachers". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605437/index.pdf.
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The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the ELT and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses.In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs.The findings related to the first concern of the study revealed that the senior students of the ELT Department felt better prepared than those of the ELL Department in achieving the desired standards. In the &ldquoLanguage and Awareness&rdquo
domain of the knowledge and performance parts of the questionnaire, ELT students got the lowest mean scores. Among the five, only in this domain, did the students from the ELL department outrank the students from the ELT department. In other words, the ELL students felt more knowledgeable and competent in many aspects of language and culture than the ELT students. Yet, the t-test results indicated that the difference between the students&rsquo
perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
of the knowledge and performance parts of the questionnaire, the ELT students seemed to be more satisfied with the input and practice when compared to the ELL students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in &ldquo
Learning, Teaching, Assessment, and Classroom Environment&rdquo
domains of the performance part of the questionnaire.The findings related to the second concern of the study indicated that the two programs (i.e., ELT and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses.In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the ELT and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher.
21
Edwards, Angela. "Barriers to learning groups in the post-compulsory in-service teacher education classroom". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518524.
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22
Puurula, Arja. "Study orientations as indicators of ideologies : a study of five student teacher groups /". Helsinki : Department of teacher education : University of Helsinki, 1986. http://catalogue.bnf.fr/ark:/12148/cb34898738q.
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23
Astin, Paul. "Personalization in small learning communities supporting teachers' new roles in a conversion small learning community middle school /". Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1693037431&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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24
Markholt, Anneke. ""Se hace camino al andar" : the development of critical capacity in an urban elementary school /". Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7899.
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25
Alexander, Sashelle Thomas. "Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?" Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1308677976.
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26
WARNER, L. MARGARET. "THE PERCEPTIONS OF TEACHERS ON THE PICKET LINE AND IN THE CLASSROOM DURING A TEACHER STRIKE (PHENOMENOLOGY, THREAT-ANXIETY, RELATIONAL, REFERENCE GROUPS, SELF-ADEQUACY)". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187988.
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This study examined the perceptions of teachers on the picket line and in the classroom during the 1978 Tucson Unified School District teacher strike and the perceptions and relationships they experienced. Literature from sociology, psychology and education was reviewed to develop the theoretical framework. It is recognized in the literature that theory has utility in designing, shaping and organizing research, giving meaning to data and summarizing and interpreting the findings. The theoretical framework was comprised of two sections: the perceptual and the relational. In the perceptual, self-adequacy, self-concept and threat-anxiety were included. In the relational, communication, shared interests and reference groups were included. An interview schedule of twenty-one items based on the theoretical framework was developed and administered to forty selected school district teachers. The twenty-one questions were derived from the two major sections and the six subsections of the theoretical framework. Some demographic data were also collected. Strikers and non-strikers agreed more than they disagreed. There was general agreement among both strikers and non-strikers that human relationships were handled so ineptly by the superintendent and school board that the teachers perceived themselves to be demeaned and held unworthy.
27
Berwick, Richard. "The effect of task variation in teacher-led groups on repair of English as a foreign language". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29230.
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An experiment was conducted to determine how learners and teachers of English as a foreign language in Japan cooperatively attempt to improve the comprehensibility of their talk in English during performance of various conversational tasks. The basic practical issue under study was the possibility that certain kinds of teacher-led groups and tasks would be more effective in generating repair and negotiation of the language by which tasks are accomplished than others, and that these group-task combinations might eventually be employed as alternatives to traditional teacher-fronted forms of foreign language instruction.
The study was operationalized in a 2 x 5 between-and-within subjects, repeated-measures analysis of variance design. Two, six-dyad, teacher-led groups -- homogeneous (Japanese teacher/Japanese learner) and mixed (native English speaking teacher/Japanese learner) -- were formed in order to compare the frequency of 12 repair exponents generated during performance of five tasks. Teaching goals were represented in two tasks, instruction in use of the string-searching function of a laptop computer 1) with and 2) without the computer physically present. Non-teaching (social and cooperative problem-solving) goals were embodied in three additional tasks, 3) free discussion, and construction of a Lego (snap-together) toy accomplished with participants facing 4) away from and 5) towards each other. Task categories were also divided into experiential and expository activities (respectively, Tasks 2 and 5, and Tasks 1 and 4) following a model for use of reference in English. Experiential dyadic activity was related to the occurrence of exophoric (pointing out) reference and expository dyadic activity to the incidence of anaphoric (pointing back) reference in the task transcripts.
Results of the analysis of variance indicated that while tasks differed on the basis of repair and reference, the groups did not: Dyadic talk was more responsive to the nature of the task than to the language background of the teacher. Further analysis suggested more frequent and elaborate repair during tasks which combine non-teaching goals and experiential processes as compared with tasks emphasizing teaching goals and expository processes. Qualitative analysis of task transcripts supported this distinction and elaborated specific discourse functions for such repair exponents as referential questions and confirmation checks which characteristically co-occur in conversational discourse.
Based on these findings, it was concluded that Japanese teachers are capable of generating appropriate conversational repair in dyadic interaction with learners largely on a par with their native English-speaking counterparts. To this extent, their potential contribution to learners' acquisition of a foreign language is of an equivalent value. Furthermore, teacher-led small groups can be effective contexts for generating a rich supply of conversational repair and. thus should be considered as alternatives to traditional teacher-fronted foreign language classroom instruction. Finally, tasks which support achievement of social and problem-solving (i.e., non-teaching) goals through experiential activity are effective contexts in which normal forms of conversational repair can be generated. Since such tasks can be adapted easily to classroom settings, they merit consideration among the range of task options available to teachers and other instructional planners.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
28
Igbinigie, Itohan. "A study of a local strategy to increase access to initial teacher education for minority ethnic groups". Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397049.
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29
Stapleton, Laura M. "Toward present listening : practices and verbal response patterns in small groups of teacher candidates and university supervisors /". May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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30
Warner, Diane. "The unrecognised : a study of how some black and minority ethnic student teachers face the challenges of initial teacher education in England". Thesis, University of Cumbria, 2018. http://insight.cumbria.ac.uk/id/eprint/4541/.
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Racism, as a covert but pervasive presence in teacher training in England, remains a major structural issue and its effects on student teachers, from Black and Minority Ethnic groups, are real and troubling. This Study asserts that they face multiple challenges in the Initial Teacher Education process which has implications for the teaching workforce and for pupils in schools. While national statistics for recruitment of BME applicants onto Initial Teacher Education courses are at good levels, in proportion to the BME population in general, their numbers are not viable because the drop-out rate between starting and completing courses, and becoming employed as classroom teachers, is significant. Furthermore the numbers of BME qualified teachers are small in relation to both the BME and white populations in England. This Study, which focuses on 32 BME student teachers at four universities across England, looks at how they journey through and negotiate obstacles and microagressions on their ITE courses. It shows that for those who choose to continue on their teaching course, their responses and modes of coping are complex and varied. Using Critical Race Theory to analyse their stories and make visible the way that hidden racisms within ITE can silence and disempower BME student teachers, the key findings reveal that they may adopt four 'cultural positions': Manoeuvred Cultural Position, Vibrant Cultural Position, Discerning Cultural Position, Stagnated Cultural Position. These demonstrate whether they are managing, struggling, culturally visible or culturally invisible. This study has implications for teacher educators and senior managers in universities involved in Initial Teacher Education in England.
31
Tsai, Hui-Hsien. "Learning styles and online participation of practicing teachers in an online support group a mixed method study of the influence of learning styles on online participation, conceptual change, and perceptions of problem solving and support /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6094.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.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 22, 2009) Vita. Includes bibliographical references.
32
Thomas, Brennan M. "Composition Studies and Teaching Anxiety: A Pilot Study of Teaching Groups and Discipline- and Program-Specific Triggers". Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151207488.
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INGRAM, KELLIE E. "TEACHER PERCEPTIONS OF A CLINIC BASED CONVERSATION SKILLS GROUP TRAINING PROGRAM PRE AND POST INTERVENTION ON CHILDREN WITH HIGH FUNCTIONING AUTISM/ASPERGER SYNDROME". University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179469570.
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34
Nason, Megan A. Mrs. ""If I Am Losing Them, I'm Going to Change. So That's What We Did!" Third Grade Teachers Contemplate the Literacy Needs of Diverse Students Within A Teacher Study Group". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/107.
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“IF I AM LOSING THEM, I’M GOING TO CHANGE. SO THAT’S WHAT WE DID!”: THIRD GRADE TEACHERS CONTEMPLATE THE LITERACY
NEEDS OF DIVERSE STUDENTS WITHIN
A TEACHER STUDY GROUP
by
Megan A. Nason
According to Birchak, Connor, Crawford, Kahn, Kaser, Turner, & Short (1998), Fang, Fu, & Lamme (2004), Kennedy & Sheil (2010), and Wiliam (2008), teacher study groups can provide a supportive and collaborative professional development environment. The purpose of this study was to examine the professional development experiences of three third grade teachers working with culturally, linguistically, and economically diverse (CLED) students in a high-needs school as they participated in a teacher study group. The adoption of national standards and pressures for all students to achieve high standardized test scores in math and reading due to Adequate Yearly Progress (AYP) requirements mandated by the No Child Left Behind Act (2001) resulted in increased stress, anxiety, and uncertainty for the teachers participating in this study. The following research questions guided this qualitative, ethnographic case study: (1) In what ways does participation in a teacher study group impact elementary teachers’ knowledge, beliefs, and understandings when teaching culturally, linguistically, and economically diverse students in a high-needs school? (2) In what ways do teachers’ literacy practices shift as a result of engaging in teacher study groups focused on issues related to culturally, linguistically and economically diverse student populations? Bronfenbrenner’s (1979; 1994) ecological models, Vygotsky’s (1978; 1986) sociocultural theory, and Ruddell and Unrau’s (2004) sociocognitive reading model served as theoretical frameworks that informed this naturalistic inquiry. Through constant comparative analysis (Glaser and Strauss, 1967) of data collected through pre- and post-interviews, bi-weekly teacher study group meetings, and classroom observations, the teachers’ knowledge, beliefs, and understandings about how culturally, linguistically, and economically diverse (CLED) students learn and develop literacy skills were explored. The findings of this study demonstrate how teacher study groups can provide teachers with a safe space to build trusting relationships so that they can discuss school and classroom-related uncertainties, vulnerabilities, frustrations and successes. Shifts in enacted curriculum, instruction, and beliefs occurred as the teachers in this study attempted to negotiate their beliefs about how CLED children learn through engaging in conversations related to integrated curriculum, higher-order thinking, inquiry-based learning, literacy instruction, literacy development, and the diverse needs of their students.
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Oosterbroek, Tracy Ann, e University of Lethbridge Faculty of Health Sciences. "Preparing to care : creating a culture of caring in problem based learning tutorial groups". Thesis, Lethbridge, Alta. : University of Lethbridge, School of Health Sciences, c2009, 2009. http://hdl.handle.net/10133/1295.
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The purpose of this study was to explore with fourth year nursing baccalaureate students, their perceptions of experiences of caring using ethnographic design, and examine the phenomenon of caring and whether the development of caring relationships occurs among students and faculty members. Furthermore, the study sought to understand how nursing students perceive these relationships as influential in their learning, and ability to cope with stress. The sample consisted of ten fourth year nursing students who volunteered to be interviewed as well as one focus group of seven faculty members. The major findings of the study illuminated five general constructs: (1) The caring art of nursing in large part is a way of being in the world, an attitude that is inherent in the personality; (2) the caring science of nurse doing can indeed be taught and learned; (3) non-caring behaviors, experiences and relationships negatively impact the learning environment and therefore the learning outcomes for students; (4) Problem Based Learning (PBL) method cultivates a safe and caring learning environment; (5) caring is valued by students and positively impacts their educational experience, including learning outcomes, clinical experiences and their ability to cope with stress. The findings of the study may be utilized as a component of faculty growth and development as well as internal curriculum review.x, 131 leaves ; 29 cm
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Afolabi, Comfort Y. Georgia State University. "Examining the Relationship Between Participation in Cross Career Learning Communities and Teacher Retention". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/103.
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As teacher turnover and the demands for accountability and student achievement persist, the need to hire and retain quality teachers becomes increasingly vital. The purpose of this study was to determine if there was a relationship between participation in Cross Career Learning Communities (CCLC), a type of Professional Learning Community (PLC), and teacher retention in participating Network for Enhancing Teacher-Quality (NET-Q) schools in a southeastern state. One-to-one exact matching was used to match 251 teachers in CCLC groups to 251 control teachers on eight variables including both system and individual level variables. Results showed a ten percent significant difference between the retention percentages within the state public school systems favoring CCLC teachers, χ2(1) = 21.17, N = 502, p < .05, with a medium effect size of h = .4. For teachers participating in CCLCs, a secondary research question asked if there were any differences in teacher retention in schools that had mandatory participation versus those that had voluntary participation. No significant difference was found between participation types and teacher retention. Furthermore, no significant difference was found in the attrition rates between the novice and the veteran teachers participating in the CCLCs. Based on a question from the NET-Q survey, the percentage of teachers indicating that their participation in CCLCs positively influenced their decision to continue in teaching, estimated at 31%, was statistically significant. This study extends the research on one particular type of PLC to teacher retention. The findings of this study may aid school leaders in better understanding how they can address and impact teacher retention in teaching and in their school buildings. Suggestions for future research and implications for policies addressing teacher support and retention are discussed.
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Bellomo, Tom. "LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3357.
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Students enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts and morphologically complex vocabulary differed among groups based on language origin. The identical instrument served as a posttest to measure the extent that direct instruction in morphological analysis resulted in change among the same groups after one semester of instruction. Two sections on both the pretest and posttest yielded a total of four distinct mean scores that formed the primary basis for comparison. Categorizing students within the college preparatory reading class based on language origin revealed distinctive strengths and weaknesses relative to group identity when learning Latin-based word parts and vocabulary. Results of a one-way fixed-factor analysis of variance, in conjunction with multiple comparison procedures, indicated that the Latin-based group performed the strongest. This group had the greatest mean score on all four measurements; however, only for the word part section of the pretest was the difference statistically significant. The non Latin-based group performed the poorest as evidenced by scoring the lowest on three of the four measures, with a statistically significant difference for the vocabulary pretest. Additionally, a disproportionately large number of students within the native English-speaking group had difficulty mastering word parts. Though the lower group mean was statistically significant for the word part section of the posttest, practical significance was not observable from the descriptive data. A follow-up frequency tabulation revealed a dichotomization within the native English speaking group between those who proceeded to master word parts and those who did not. Furthermore, results from a pretest/posttest comparison for each respective group indicated that all three groups made significant gains on both sections of the test instrument as a result of direct instruction in Latinate word parts and vocabulary. However, there was an incongruity between word part and vocabulary mastery as all three group means were markedly better on the word part section of the instrument. The results of this study suggest that college preparatory students, regardless of their language origin, enter higher education with limited knowledge of Latinate word parts and vocabulary. The results further suggest that students comprising the heterogeneously populated college preparatory reading class can profit from direct instruction in morphological analysis--regardless of language origin. Prior research has demonstrated that college-level content words tend to be morphologically complex, singular in meaning, and likely to be Latinate in origin. Reading is the salient skill utilized across the curriculum and often the primary means of content dissemination. Reading, in turn, is principally linked to the extent of one's vocabulary. Consequently, teaching morphologically complex vocabulary at the college preparatory level along with providing a working knowledge of morphemes can assist students toward college readiness.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Torrington, B. A. I. "An investigation into the relationship between some teacher-pupil personality interactions and the pupils' progress in remedial reading groups". Thesis, Swansea University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639255.
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It has been found that it i possible to use the EPQ adult and junior forms, and other simple personality and behavioural descriptions, to investigate pupil teacher personality interactions and pupil progress in remedial reading groups. A number of pupil and teacher personality variables were found, which either alone or by interacting with others, correlated with the progress made by pupils. Some of the correlations were positive and others negative. A number of the interactions between personality and progress variables were also related to the sex of the pupil. The findings of the research are such that a number of suggestions for further research have been generated, together with suggestions for implementation in the education service.
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Meier, Lori T. "Multiple and Various Presentations (10+) to K-16 Classrooms, Teacher Professional Development, Local Children’s Library Programs, and Robotics/STEM Groups". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5917.
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Proudfoot, Candice. "The role of cooperative group work in reducing communication apprehension amongst grade 7 learners / Candice Livingston". Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8984.
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The research deals with an aspect of communication which could effect the teaching/learning
situation, namely communication apprehension. The research also deals with
cooperative group work, and the role that it plays in reducing communication
apprehension.
A review of literature concerning cooperative group work, communication apprehension
and the role of the educator was conducted in order to establish which factors could
affect the role that these variables play in the classroom situation.
A general survey of educators was distributed to all the English first language schools
in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North
West province, and the data was analysed by the researcher.
The Personal Report of Communication Apprehension (PRCA) was used as an
instrument to measure the learners communication apprehension. The responses were
analysed with the assistance of the Statistical Consultant Service of Potchefstroom
University for Christian Higher Education.
The study was two-fold: to determine if educators in the English first language primary
schools in the KOSH area of the North West province, were implementing cooperative
group work models in their classrooms, and to determine if the Grade 7 learners in
these schools experienced communication apprehension. The study also aimed to
determine if cooperative group work lessened the degree of communication
apprehension experienced.
The first section of the study indicated that the educators in these schools were indeed
implementing cooperative group work models, although 36.6% of these educators had
not received any formal training in the implementation of cooperative group work in
their classrooms.
The second section of the study, the empirical study, indicated that the study
population experienced an average communication apprehension of 47.7%. Afrikaans
female learners experienced the lowest average communication apprehension of
44.2%, while Afrikaans male learners experienced the highest average communication
apprehension of 54.8%.
The study indicated that L1 learners and ESL (English second language) learners
experience comparative levels of communication apprehension.
The study also indicated that for each of the L1 and ESL groups, group work
communication apprehension was lower than all other communication apprehension
contexts.Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002
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Menegazzi, Marlene. "Potencialidades e limitações de um trabalho colaborativo sobre frações na formação inicial de professores que ensinam matemática". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/97860.
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A presente dissertação é relativa a uma investigação sobre as potencialidades e limitações do trabalho de um grupo colaborativo durante a formação inicial de professores que ensinam frações. Participaram da pesquisa alunos de um curso de Pedagogia. O objetivo principal da pesquisa foi identificar as concepções de frações que os estudantes apresentam e analisar de que modo a participação nas atividades de um grupo colaborativo podem contribuir para o processo de ressignificação de tais concepções. Para tanto, constituiu-se um grupo de oito alunas de um curso de Pedagogia, que interagiram durante um total de oito encontros, nos quais foram produzidos os dados para a análise. Como referencial teórico nos aproximamos da teoria sócio-histórica de Vygostky, da educação matemática crítica de Skovsmose e dos estudos sobre grupos colaborativos e das comunidades de prática, dentre outros que tomam por objeto a formação de professores que ensinam matemática, em especial nos cursos de Pedagogia. A abordagem metodológica adotada foi a qualitativa com a utilização de diferentes tipos de registros, permitindo a triangulação dos dados. Identificamos alguns limitadores durante o percurso: o período curto de realização do trabalho, a postura dos participantes internalizada e apropriada através do ambiente acadêmico que reproduz crenças e discursos sem uma adequada construção conceitual e, principalmente, significativas dificuldades com relação ao conteúdo matemático de frações. Em contrapartida, algumas características ou dimensões de um grupo colaborativo foram evidenciadas. Os participantes demonstraram diferentes identidades de participação, compartilharam um objetivo comum, um empreendimento mútuo e as tarefas foram compartilhadas. A pesquisadora, como sendo também uma integrante do grupo, foi provocada a desenvolver as diferentes dimensões de sua participação. Nesse sentido, a pesquisa mostrou ser viável o trabalho com grupos colaborativos na formação inicial considerando o contexto, particularidades dos participantes da pesquisa e as atividades desenvolvidas.This thesis reports a research about the potentialities and restrictions of collaborative group work during initial training of teachers who teach fractions. Teaching academics took part in this research. The main objective was to identify the notion of fractions held by the students and to analyze the way in which participation in the activities of a collaborative group may contribute to the process of re-establishing the meaning in those conceptions. In order to do so, a total of eight students of the teaching course interacted in eight meetings through which data was produced for the analysis. As a theoretical basis we used Vykotsky’s Socio-historical Approach, Critical Mathematics Education by Skovsmose and studies about collaborative work, communities of practice, among others whose object is vocational training of Math teachers, especially in teaching courses. The methodological approach chosen was qualitative and interpretative with the use of different types of register, allowing triangulation of data. Some limitations were identified in the process: the short duration of the project, participants’ attitudes internalized and borrowed from the academic environment, which reproduces beliefs and discourses without an appropriate conceptual construction, and, mainly, important difficulties related to the mathematical subject: fractions. On the other hand, some characteristics or dimensions of a collaborative group were evidenced. The participants demonstrated different identities of participation, shared a common objective, a mutual undertaking and the tasks were shared. The researcher, as part of the group, was provoked to develop different dimensions of participation. The group knew how to determine priorities, drawing its paths and building its history of participation. This way, the research showed that working with collaborative groups in teachers’ education is practicable, taking into account the context and particularities of the participants and the activities developed.
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Kleker, Dorea. "What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/268536.
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Cross-border programs are often cited as having transformative effects on educators, claiming increased cultural awareness, intercultural understanding and culturally responsive practices. However, these shifts are most commonly evaluated in the days and weeks after teachers return to the U.S. and rarely allow for a long-term, in-depth understanding of the impacts. This dissertation outlines findings from a collaborative action research study that attempted to document the experiences of a small group of K-12 teachers before, during and after their participation in a cross-border experience in Mexico. My overarching questions examined the U.S. school contexts to which four White teachers returned as the under-theorized "next step" to their cross-border experience, specifically seeking to make sense of how new understandings of Mexico influenced their perceptions of, and engagement with Mexican immigrant families. Ongoing inquiry groups were implemented as part of this study; over the course of eighteen months, teachers used this space to critically reflect on their experiences abroad and to plan how they would incorporate new knowledge and understandings into their teaching contexts. Through this process, teachers conceptualized, planned and engaged in three dialogues with Mexican immigrant parents in which they purposefully created a new, "third space" for cross-border narratives, or the mutual sharing of life stories, as they related to their own educational experiences in Mexico and/or the U.S. Utilizing an ethnographic approach, data was collected via field notes and digital recordings of interviews, inquiry group meetings and parent-teacher dialogues. Narrative methods were also used as a principal tool for inquiry and analysis. My findings suggest that the transformative effects of cross-border programs are not solely a result of time spent abroad, but an ongoing process of inquiry, reflection and action once teachers return to the U.S. It was through the transaction of the cross-border experiences, inquiry group meetings, and the powerful narratives that emerged during the parent-teacher dialogues that teachers were able to acknowledge, revisit and rewrite scripts of deficit pertaining to Mexican families at their school site.
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Kulatunga, Ushiri Kumarihamy. "Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.
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This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation.
The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors.
The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry, is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments.
A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies.
This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.
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Czaplicki, Karen A. "Investigation of In-Service Teachers' Use of Video during a Critical Friends Group". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/ece_diss/15.
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Critical Friends Groups (CFGs) were established in 1995 as a form of professional development for teachers. The current study employed the use of video as a medium for documenting the effects of CFG participation on teaching practices. This allowed links to be drawn between CFG participation and teaching practice, a critical gap in the literature. This qualitative case study drew upon Knowles’s Adult Learning Theory to help provide a framework for thinking about Critical Friends Groups and analyzing the findings. The 9 participants in this study included 1 third grade Early Intervention Program teacher and 8 CFG members from an urban elementary school. Multiple data sources were analyzed including classroom teaching practice videos, focal teacher's and CFG members’ written reflections, CFG meeting verbatim transcriptions, focal teacher and CFG member interviews, and researcher memos. Data analysis was iterative and axial coding led to a code book depicting the final 6 key themes: change in teacher attitude toward the use of video, shared teaching practice, pedagogical-driven conversations, change in pupil engagement, captured classroom practice and promotion of teacher reflection. Barriers to the use of video in a CFG included logistics and teacher resistance. The researcher used data triangulation, member-checking and an audit trail to assure the trustworthiness of the study. Teachers reported that they learned from watching one another’s practices and from discussing each other’s ideas. The use of video in this study appeared to offer a viable innovation in an already prevalent model of professional development, CFGs. Video appeared to have much potential at the in-service level as it helped to cultivate knowledge, skills, and attitudes among teachers.
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Morgan, Makayla Q. "Making Gallery Groups at a Public Art Museum Accessible to People with Aphasia". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586515207124486.
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McDougall, Morgan Elizabeth. "Teaching Native American and Middle East American Literature in the Secondary School Classroom". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522853726757563.
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Carraro, Patrícia Rossi. "O professor do ensino fundamental em grupos reflexivos em uma abordagem sociodramática". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-10072008-181840/.
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Pesquisas confirmam que o processo reflexivo vivenciado em grupos de professores resulta na melhoria da prática profissional, fazendo com que os docentes se sintam valorizados e que tenham um espaço para serem ouvidos. A prática do trabalho grupal com professores, com ênfase na abordagem sociodramática, tem sido destacada na literatura como uma estratégia eficaz de intervenção, contribuindo para uma reflexão mais consciente e crítica da formação do docente. O objetivo desta pesquisa é o de investigar, a partir de uma abordagem qualitativa, as condições de possibilidades e os limites para a realização de um grupo ociodramático educacional em uma instituição escolar. Além disso, buscou-se investigar, a partir das entrevistas de avaliação, os possíveis efeitos da participação dos professores do ensino fundamental em um grupo sociodramático educacional sobre as concepções destes. Foi composto um grupo de 10 professores do ensino fundamental de uma escola da rede pública estadual, de uma cidade do interior de São Paulo. A metodologia proposta compreendeu três etapas. Na primeira, investigou-se, com cada professor, através de entrevista de profundidade, a formação, história e prática profissional dos participantes. Essa entrevista foi realizada durante o \"Horário de Trabalho Pedagógico Coletivo\" (HTPC), com duração de aproximadamente uma hora. Na segunda etapa, foi realizado o trabalho com o grupo de professores. Foram desenvolvidas vinte reuniões de uma hora, as quais ocorreram semanalmente, também durante o HTPC. Nessas reuniões, foram trabalhados, por meio de discussões e reflexões, os temas que os participantes abordavam espontaneamente. O referencial teórico adotado para as atividades propostas foi o do Sociodrama Educacional. Na terceira e última etapa, ocorreu uma avaliação, com cada professor, com o objetivo de verificar como foi participar do grupo reflexivo. Nessa etapa, foi realizada uma nova entrevista com cada professor, com duração de uma hora cada. As entrevistas individuais e as reuniões de grupos foram gravadas e transcritas literalmente. Para analisar os resultados das entrevistas, foi realizada a Análise de Conteúdo. As reuniões de grupo foram analisadas não apenas por meio da Análise de Conteúdo, mas também pela Análise do Processo Grupal, segundo o referencial da Socionomia de J.L. Moreno. Os resultados apontaram que o grupo de professores foi um momento de apoio, troca de experiências, desabafo e crescimento pessoal. Além disso, foi um espaço que o grupo teve para expor os descontentamentos, os conflitos, as descrenças, as angústias e as ansiedades perante os problemas e dificuldades vivenciados no cotidiano escolar. Notou-se que os professores tinham muitos problemas de elacionamento e de aceitação. Percebe-se, também, que os aspectos funcionais do estabelecimento de ensino dificultaram o desenvolvimento do trabalho de grupo e a relação interpessoal. Acredita-se na importância de um trabalho de grupo no contexto escolar como componente metodológico de um projeto de formação e aperfeiçoamento de professores.Research results confirm that groups of teachers experiencing reflective processes have their professional practice improved, they feel valuable and perceive that there is a space where they can be heard. Group work with teachers, with emphasis on the sociodramatic approach, is attracting interest in the literature as an efficient intervention strategy, contributing to a more conscientious and critical reflection on the training of teachers. This study aims to investigate, in a qualitative approach, the conditions, possibilities and limits in the formation of educational sociodramatic groups in institutions of learning. In addition, through evaluating interviews, it was possible to investigate how the participation of primary education teachers in educational sociodramatic groups affected their concepts on the process. A group was formed by 10 fundamental school teachers of a state public school in the interior of the state of São Paulo. The proposed methodology consisted of three procedures. In the first one, each component of the group had his training, history and professional practice profoundly investigated through an individual interview. This was conducted during the period of \"Time for Pedagogic Collective Work\" (TPCW) for proximately one hour. Work with the group of teachers started the second procedure and it consisted of twenty weekly one hour meetings also during TPCW. The subjects spontaneously raised by the participants were worked up by discussion and reflection and the theoretical reference adopted in the proposed activities was the Educational Sociodrama. In the third and last procedure, in one hour interviews each teacher was evaluated as to his/her feelings after participating in a reflective group. Individual interviews and group meetings were recorded and transcribed literally. Content Analysis was used to verify the interview results. Group results were evaluated by Content Analysis and by Group Process Analysis according to the J.L. Moreno Socionomy referential. Results indicated that group work to the teachers was a moment of support, experience exchange, release of inner feelings and personal growth. In addition, it was a space for them to expose discontentment, conflicts, unbelief, anguish and anxiety in face of the problems and difficulties they experience in their daily school routine. It was evident that teachers had several relationship and acceptance problems a situation, which was not helped by the functional aspects of the school. On the contrary, it seemed to hinder group work and interpersonal relationships. It is believed that group work in the school context is important as a methodological component in projects of training and professional improving of teachers.
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Walsh, Courtney. "Can teachers pass the test: An exploratory study of secondary school teachers' knowledge of, attitudes toward, and professional development interest in undocumented students". Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554272006152953.
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Mattison, Amira Conservilla. "Do Early Elementary Teacher Ratings of Classroom Behavior Predict Similar Outcomes Across Demographic Groups? An Examination Using the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K)". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6317.
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Research suggests that how teachers perceive the behavior of individual children in the early years of elementary school has important implications for the school success of those youth over time (Darney et al., 2013; Hibel et al., 2010; Jimerson et al., 1997; Reinke et al., 2008). This may be because children who are of concern to teachers are often identified for practices such as grade retention and/or special education placement. Although these practices are intended to help children, they have not been shown to be associated with long-term positive outcomes. Rather, youth who are subject to these practices experience negative outcomes more often than their peers, including lower academic achievement, higher rates of exclusionary discipline, and lower rates of high school graduation (Darney et al., 2013; Sullivan & Bal, 2013; Stearns et al., 2007). From an educational equity standpoint, it is important to understand how early elementary teacher concerns are related to outcomes over time for children from different demographic groups. It may be that teacher concerns regarding behavior for some children (e.g., boys, children from minority backgrounds, poor children) are more likely to lead to educational practices (e.g., special education, retention) that have been associated with poor outcomes for youth. The purpose of the current study was to examine how early elementary teacher behavior ratings were related to long-term outcomes for youth and whether those relationships were similar for youth of different races, gender, and socioeconomic statuses (SES). Three research questions were posed: (1) Do teacher behavior ratings in kindergarten and first grade predict special education placement and/or grade retention by fifth grade and/or school suspension by eighth grade? (2) To what extent are the relationships between these variables moderated by student gender, race, and/or SES? (3) To what extent are special education placement, grade retention, and school suspension related to each other? Archival data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (ECLS-K) were used to answer these questions. Results showed that teacher perceptions of behavior problems in early elementary school significantly predicted all three aforementioned outcomes. Of the various teacher-perceived behavior problems measured, approaches to learning (e.g., paying attention, being organized) was the most predictive. Black students with teacher-perceived weak approaches to learning were at higher risk than their White peers with weak approaches to learning for being retained and suspended. Additionally, female students with perceived weak approaches to learning were more likely to be retained than their male peers with weak approaches to learning. Special education, grade retention, and school suspension outcomes were weakly correlated with each other. The weak correlations among these outcomes suggests that youth who are perceived to be behaviorally at risk can potentially be on different paths that lead them to experience different long-term outcomes. Implications for educators, researchers, and policymakers are discussed.
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Pitcher, Diana. "What do you want to be?: Teacher and parent perspectives on Latino/a middle school students' social interactions and academic success". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490974986016669.
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