Дисертації з теми "Latinx students, Teacher beliefs"
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Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
Повний текст джерелаThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Silva, Pimentel Diane H. "Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2927.
Повний текст джерелаReform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N=185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N=45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Duncan, Grand DeAnna. "Examining teacher beliefs about diverse students through transformative learning: The Common Beliefs Survey and the disorienting dilemma." UNIVERSITY OF MARYLAND, COLLEGE PARK, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3461621.
Повний текст джерелаJung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.
Повний текст джерелаTitle from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.
Kizuka, Carrie Lynn. "Teacher Beliefs about Providing Instruction for Gifted Students in Inclusive Mathematics Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7234.
Повний текст джерелаMatheis, Svenja [Verfasser], Manfred [Akademischer Betreuer] Schmitt, Franzis [Akademischer Betreuer] Preckel, and Johanna [Akademischer Betreuer] Pretsch. "Teacher beliefs about giftedness — examining and explaining teacher beliefs about gifted students’ characteristics in an experimental design / Svenja Matheis ; Manfred Schmitt, Franzis Preckel, Johanna Pretsch." Landau : Universität Koblenz-Landau, Campus Landau, 2019. http://d-nb.info/1186710195/34.
Повний текст джерелаNguyen, Truong Sa. "The relationship between Vietnamese EFL students' beliefs and learning preferences and native English-speaking teachers' beliefs and teaching practices." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28488.
Повний текст джерелаJablonski, Dennis L. "Teachers' pedagogical beliefs and the instructional use of technology with middle school students." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10340.
Повний текст джерелаThe nexus of educational reforms and rapid technological changes poses challenges for teachers in deciding why, when, and to what extent they should integrate technology into the curriculum. This exploratory study analyzed 165 middle school mathematics teachers' responses to an online survey examining their pedagogical beliefs, training, and access to technology and the use of technology by students in the classroom. Multiple linear regression was used to test three different models to predict the frequency and type of technology use by students. In addition, responses to constructed-response questions on the survey provided qualitative data to further explore this topic. Findings indicate that the best model to predict frequency of students' technology use is one that includes access to computers in the classroom and the lab, and teacher training. This model accounted for 17% of the variance in frequency of use by students, with computer lab availability being the strongest predictor. The best model of how many types of technologies teachers reported their students using was a combination of teachers' training in technology and access to computers in the lab. Together, these two variables accounted for 9% of the variance in the number of different types of technologies teachers reported using with their students. Pedagogical beliefs were a non significant variable, but teachers reported changes in their teaching due to students' use of technology, which included instructional practices that are associated with both didactic and constructivist pedagogies. Implications of this study are that technology resources need to be more accessible, and teacher training in technology should be timely and appropriate to available resources and curricular objectives. In addition, if mandated computerized testing limits students' access to computer labs, resource planning should consider alternatives so that students can meet technology literacy goals. Limitations of the study are presented and suggestions for future research are included.
Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Kathleen Scalise, Member, Educational Methodology, Policy, and Leadership; Joanna Goode, Member, Teacher Education; Patricia Curtin, Outside Member, Journalism and Communication
Johnson, Allegra. "The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/932.
Повний текст джерелаKelley, Laura E. "Beginning Education Students’ Mindsets and Beliefs about Praise: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530269461293579.
Повний текст джерелаJohnson-Crowley, Nia. "Identifying nursing graduate students' beliefs about teaching and learning : using a constructivist framework for teacher preparation in nursing /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7895.
Повний текст джерелаGromoll, Maryann. "TEACHER PERCEPTIONS OF THE ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES ON STATEWIDE ASSESSMENTS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3590.
Повний текст джерелаEd.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
Simon, Marsha. "Examining Teacher Identity and Prospective Efficacy Beliefs Among Students Enrolled in a Precollegiate Urban Teaching Academy (UTA)." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4223.
Повний текст джерелаMuthanna, Abdulghani Ali Nagi. "Exploring The Beliefs Of Teacher Educators, Students, And Administrators: A Case Study Of The English Language Teacher Education Program In Yemen." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612859/index.pdf.
Повний текст джерелаBarta, Barbara Lynn Rice. "Certified Nurse Educators: Espoused and Enacted Teacher Beliefs and the Role They Play in Understanding Relationship with Nursing Students." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1289869878.
Повний текст джерелаRodrigues, Talita Almeida. "The beliefs of students of the FACED / UFC pedagogy course on good teacher and initial formation." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19787.
Повний текст джерелаDurante a trajetÃria escolar e/ou acadÃmica, muitos professores passam pela vida dos alunos. Com suas prÃticas e atitudes, com os relacionamentos estabelecidos, marcam positiva ou negativamente a vida desses sujeitos. Desse modo, ao longo dos anos, vÃo se sedimentando as crenÃas que os discentes possuem acerca dos bons professores. Que atitudes e prÃticas se destacam? O que caracteriza o fazer pedagÃgico desses professores? Como o estudo sobre essas questÃes pode contribuir para reflexÃes crÃticas e novos direcionamentos para a FormaÃÃo Inicial de Professores? Partindo de pontos inquietantes como esses, esta pesquisa guiou-se por meio do seguinte objetivo geral: compreender as crenÃas dos discentes do curso de Pedagogia da Universidade Federal do CearÃ, sobre o âbom professorâ, descrevendo-as e relacionando-as com a formaÃÃo inicial. Este, por sua vez, desdobrando-se nos seguintes objetivos especÃficos: evidenciar a importÃncia que as crenÃas docentes possuem em relaÃÃo ao trabalho que desenvolvem; descrever as concepÃÃes predominantes sobre o bom professor no pensamento pedagÃgico brasileiro; refletir sobre a Pedagogia e suas problemÃticas, explicitando os saberes que compÃem a formaÃÃo docente; apresentar as crenÃas sobre o bom professor, compreendendo e descrevendo a visÃo de graduandos no curso de Pedagogia sobre as caracterÃsticas inerentes a esse profissional, estabelecendo diÃlogo constante com a formaÃÃo inicial de professores, seus desafios e dilemas. O interesse pelo estudo das crenÃas dos discentes em relaÃÃo ao bom professor tem um de seus alicerces na compreensÃo, juntamente com Soares (2005), Soares e Bejarano (2008), Arroyo (2013), Gay (1995), de que tais concepÃÃes influenciam e balizam as prÃticas docentes. Tais crenÃas tÃm suas fundaÃÃes, muitas vezes, durante os longos anos da escolarizaÃÃo bÃsica. Para a realizaÃÃo deste estudo, utilizou-se o referencial de Hume (2004; 2004), Bourdieu (2015) e Thugendat (1982), para tratar sobre a formaÃÃo da crenÃa na mente humana, de modo que este conceito pudesse ser percebido transposto do campo religioso. Os pressupostos metodolÃgicos da pesquisa estÃo calcados no Materialismo HistÃrico-DialÃtico (PAULO NETO, 2011; TRIVIÃOS, 2013), com abordagem qualitativa. Referida investigaÃÃo foi realizada com alunos do curso de Pedagogia da Faculdade de EducaÃÃo da Universidade Federal do CearÃ. O procedimento metodolÃgico para a geraÃÃo dos dados se deu com a realizaÃÃo de entrevistas semiestruturadas. Os mÃtodos adotados para o manuseio dos dados foram a AnÃlise do Discurso (MAINGUENEAU, 2015) e AnÃlise de ConteÃdo (BARDIN, 2016). O segundo teve sua importÃncia vinculada à formaÃÃo das categorias. Com suporte no estudo sobre o material produzido por intermÃdio das entrevistas realizadas, foi possÃvel chegar as seguintes categorias: Bons professores sÃo realizadores da humana docÃncia; Articulam saberes; Aliam teoria e prÃtica; SÃo realizadores de prÃxis; Possuem vasta metodologia; SÃo agentes polÃticos; Se percebem na condiÃÃo de eternos aprendizes; Compreendem a profissionalizaÃÃo docente; TÃm afeto pelo trabalho que realizam; e Espelham-se em bons professores que jà possuÃram. Com a origem nas crenÃas, entÃo, foram feitas relaÃÃes e reflexÃes quanto à formaÃÃo inicial de professores, na busca pela compreensÃo de algumas de suas problemÃticas, tendo sido possÃvel pensar caminhos e reafirmar concepÃÃes. Com isso, esta pesquisa pontua como tessituras finais, nÃo apenas, as crenÃas, como tambÃm os seus achados, e, na mesma medida, a conclusÃo de que bons professores possuem uma diversidade de saberes e fazeres docentes, o que nÃo quer dizer que esses profissionais podem ser percebidos como um todo harmonioso. Nesse mote, destaca, tambÃm, que as crenÃas quanto ao bom professor dialogam com uma gama de outras crenÃas e questÃes, reverberando no entendimento de que esse ramo do saber interage com a concepÃÃo que se tem em relaÃÃo à escola, à EducaÃÃo, ao ofÃcio docente, ao ensino, à aprendizagem, entre outros, influenciando as aÃÃes, atitudes e direcionamentos que, cotidianamente, sustentam a prÃtica pedagÃgica.
During the academic trajectory many teachers pass through students' lives with their practices and postures establishing relationships changing positively or negatively the lives of these students. So, over the years, the beliefs that the students have about the good teachers are settled. What standpoints and practices stand out? What characterizes the pedagogical doing of these teachers? How can the study of these questions contribute to critical reflections and new directions for Initial teacher formation? Based on disturbing questions such as these, this research was guided by the following general objective: To understand the beliefs of Pedagogy course students from Federal University of CearÃ, about the "good teacher", describing and relating them to their initial formation. This, in turn, unfolding in the following specific objectives: to highlight the importance that teaching beliefs have in relation to the work that they develop; Describe the predominant conceptions about the good teacher in Brazilian pedagogical thinking; Reflecting on Pedagogy and its problems, explaining the knowledge that make up teacher education; Presenting the beliefs about the "good teacher", understanding and describing the vision of undergraduates in the course of Pedagogy on the characteristics inherent to this professional. Also establishing a constant dialogue with the initial formation of teachers, their challenges and dilemmas. The interest in the study of students' beliefs that the good teacher has his/her foundations in understanding, along with Soares (2005), Soares and Bejarano (2008), Arroyo (2013) and Gay (1995) And change the teaching practices. Such beliefs have their foundations, often, during the long years of basic schooling. For this study, the reference of Hume (2004; 2004), Bourdieu (2015) and Thugendat (1982) was used to deal with the formation of belief in the human mind, so that this concept could be perceived beyond Religious field. The methodological assumptions of the research are based on the Historical-Dialectical Materialism (PAULO NETO, 2011; TRIVIÃOS, 2013), with a qualitative approach. This research was carried out with students of the Pedagogy course of the Faculty of Education of the Federal University of CearÃ. The methodological procedure for the generation of the data occurred with the accomplishment of semistructured interviews. The methods adopted for data manipulation were Discourse Analysis (MAINGUENEAU, 2015) and Content Analysis (BARDIN, 2016). This last one, having its importance linked to the process of formation of the categories. From the study on the material produced through the interviews conducted, it was possible to arrive at the following categories: good teachers are directors of human teaching; Articulate knowledge; Theory and practice; Are practitioners of praxis; Have a broad methodology; Are political agents; Perceive themselves in the condition of eternal apprentices; Professorship; Have affection for the work they do and are mirrored in good teachers they have already had. From the beliefs, then, relationships and reflections were made regarding the initial formation of teachers, in the search for the understanding of some of their problems, and it was possible to think ways and reaffirm conceptions. Thus, this research points to the conclusion that good teachers have a diversity of knowledges and professorships, which is not noticed that these professionals can be perceived as a harmonious whole. In this context, he also emphasizes that beliefs about the good teacher interact with a range of other beliefs and questions, reverberating in the understanding that this branch of knowledge interacts with the conception that one has ab outschool, education, teaching, learning, among others, end up influencing the actions, postures and directions that daily support pedagogical practice.
Wickham, Barbara Martin. "Designing Effective Professional Development for Teaching Students in Poverty: Impact on Teacher Beliefs and Classroom Practice." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97519.
Повний текст джерелаDoctor of Education
Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act required educators to close the achievement gap that exists for students from poverty. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. The study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.
Peng, Hsinyi. "The effects of epistemological beliefs of teacher education students in a case-based hypermedia learning environment /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099622.
Повний текст джерелаBrownlee, Joanne M. "An investigation of core beliefs about knowing and peripheral beliefs about learning and teaching in pre-service teacher education students: Implementing a teaching program to develop epistemological beliefs." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36593/1/36593_Digitised%20Thesis.pdf.
Повний текст джерелаMikhail, Alexandria Kalyn. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.
Повний текст джерелаPhipps, Simon. "The relationship between teacher education, teacher cognition and classroom practice in language teaching : a case study of MA students' beliefs about grammar teaching." Thesis, Leeds, 2009. http://etheses.whiterose.ac.uk/715/.
Повний текст джерелаCarter, Nari. "Preservice Special Education Teachers' Beliefs About Effective Reading Instruction for Students with Mild/Moderate Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/4256.
Повний текст джерелаWhite, Amanda Garrett. "Ninth and tenth grade students' mathematics self-efficacy beliefs the sources and relationships to teacher classroom interpersonal behaviors /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2143.
Повний текст джерелаLacy, John S. MacGregor Cynthia J. "Preservice teacher beliefs about education from their experiences as K-12 students and members of an adolescent subculture." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6840.
Повний текст джерелаTutwiler, Patrick Alexander. "Class in the Classroom: Perceptions and Beliefs of Middle Class African American Male Teachers Teaching Low-income African American Students." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2583.
Повний текст джерелаTrends in the racial make-up of students attending American schools in large districts showed significant growth in the number of Black and Latino students as far back as 1987. Further, more than half of the students who attend school in these districts were eligible for free or reduced lunch (Planty, 2008). In sum, urban schools are increasingly populated by low-income students of color. Shifts in the urban student population necessitate changes in the way in which teaching and learning are conceptualized. As the population of the nation's urban schools becomes increasingly Black and Hispanic, the need for a teaching force whose racial background matches the student body also increases (B. E. Cross, 2003; Dee, 2005; K. Howey, 1999; Ladson-Billings, 2000a). The suggestion is that teachers who teach children who are like themselves linguistically, culturally, and racially are the most ideal to facilitate learning (Martinez, 1994). Nonetheless, there is little scholarly discourse on the role or impact that socioeconomic class plays in scenarios where teachers and students share the same racial background. Using Ray Rist's (1970) seminal work as an anchor, this study employed a qualitative approach to examine the perceptions of five African American male teachers who identify as middle class and who teach in schools or programs that serve predominantly low-income African American students. Analysis of the interviews led to the following conclusions: the differences in socioeconomic class influenced the teachers' general perception of their students and their capability as learners. Notwithstanding these perceptions, the teachers expressed a profound sense of love and care for their students and believed themselves to be uniquely qualified to provide them with what they need beyond the traditional curriculum
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Siebert, Mary Catherine. "An examination of students' perceptions of goal orientation in the classroom and teachers' beliefs about intelligence and teacher efficacy." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/214.
Повний текст джерелаChan, Kwok-wai. "Exploratory study of teacher education students' epistemological beliefs and the relation with their personal theories about teaching and learning." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36619/1/36619_Digitised%20Thesis.pdf.
Повний текст джерелаKehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.
Повний текст джерелаLee, Christina Lang. "Teaching for students' confident transition from number to algebra." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/929.
Повний текст джерелаBrannan, Gary Eugene. "An Interdisciplinary Course for Non-Science Majors: Students' Views on Science Attitudes, Beliefs, and the Nature of Science." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000476.
Повний текст джерелаTangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16514/1/Donna_Tangen_Thesis.pdf.
Повний текст джерелаTangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16514/.
Повний текст джерелаDolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.
Повний текст джерелаDuan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.
Повний текст джерелаPHD
MacAllister, Denise. "Teacher Beliefs on Inclusion of Students with Disabilities in Kindergarten, First Grade, and Second Grade in One Southern California Urban School District." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283386.
Повний текст джерелаThe purpose of this quantitative, descriptive, and comparative study was achieved by investigating and comparing general and special education kindergarten, 1st grade, and 2nd grade teacher beliefs on inclusion, as well as their perceptions of accommodations, preparation, and barriers to inclusion. More specifically, three categories or variables of general education and special education teachers’ beliefs were explored: (a) core perspectives, (b) expected outcomes, and (c) classroom practices for student inclusion. The researcher utilized the My Thinking About Inclusion (MTAI) survey developed by Stoiber, Gettinger, and Goetz (1998).
The following research questions guided this study: (a) What relationships, if any, exist between general and special education teachers’ beliefs about inclusion in an urban school district in southern California as measured by the MTAI survey? and (b) To what extent, if at all, are general and special education teachers’ beliefs about inclusion in one urban school district in southern California, as measured by the MTAI survey, related to their demographic characteristics? The MTAI survey was administered to 91 teacher participants who supported students with disabilities in inclusive education in kindergarten through 2nd grade during the 2016–17 school year. Fifty-four participants (59%) completed the MTAI survey. Out of the 54 participants, 24 were general education teachers and 30 were special education teachers.
The findings of this study shared that a key factor promoting positive attitudes toward inclusion depended on the teacher attending professional development that supported their work with SWD. For all three belief subscales, Core Perspectives, Expected Outcomes, and Classroom Practices; coteaching was found to be the most favorable training for general education teachers. General education teachers also noted that trainings on working with behaviors, individualized coaching-support and networking with colleagues were supportive for them. Special education teachers’ data also showed that trainings on individualized coaching-support were significant for them. However, for the special education teachers’ trainings on accommodations and networking with colleagues were most favorable. Classroom supports such as teacher collaboration, instructional aide(s), and special education teacher(s) support were shown to influence teacher attitude and self-efficacy toward inclusion.
Unterreiner, Ann M. "Two Case Studies of First Year Second Career Male Teachers: The Beliefs They Hold and the Pactices They Conduct to Teach All Students." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195008.
Повний текст джерелаKeady, Wayne. "The impact of professional learning on science teachers' beliefs about assessment and their assessment practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/269.
Повний текст джерелаBurton, Lauren K. M. "A Case Study on How Meeting the Academic Needs of Students Substantially Below Grade Level in Mathematics Affects Their Self-Efficacy Beliefs and Engagement." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7316.
Повний текст джерелаTaylor, Tanya L. "Factors that influence teachers' classroom practices in supporting students on the autism spectrum in mainstream settings." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228905/1/Tanya_Taylor_Thesis.pdf.
Повний текст джерелаColby, D. Christian. "Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103517.
Повний текст джерелаDans les dernières années, le recours à l'évaluation pour favoriser l'apprentissage est devenu une pratique courante dans les salles de classe. Cela a eu pour effet de créer un intérêt grandissant pour la recherche, puisque les apprenants prennent davantage leur apprentissage en main. La communauté des chercheurs en évaluation des langues a récemment demandé que plus de recherches soient faites sur les progrès dans le domaine des pratiques d'évaluation alternatives. (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner et Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). La présente recherche fait état d'une étude exploratoire qui incorpore des groupes expérimentaux et contrôles, dans lesquels les principes de l'évaluation pour l'apprentissage (EPA) ont été appliqués et ce, dans deux cours d'anglais pour des études au niveau préuniversitaire. L'étude s'est appuyée sur l'apprentissage par les étudiants d'un trait grammatical (l'utilisation de would et will dans un contexte hypothétique) comme véhicule pour étudier l'EPA. Cette étude a cherché à (a) interpréter l'EPA en développant des procédures d'EPA appropriées pour une classe de langue seconde, (b) appliquer ces procédures dans une classe de langue seconde, et (c) étudier leur effet sur l'apprentissage, en plus de chercher des cas de pont évaluatif (PE), cette zone de la pratique pédagogique faisant le lien entre l'évaluation, l'enseignement et l'apprentissage. Dans le cadre de cette étude, une méthodologie de l'EPA dans un contexte de langue seconde a été développée sous la forme d'une formation des enseignants et le matériel pédagogique qui a été utilisé, incluait l'enseignement assisté par ordinateur (EAO), ainsi que 3 exercices de schématisation conceptuelle: individuel en-ligne, en petits groupes et en classe avec la participation de l'enseignant. Les instruments de collecte de données incluaient les schémas conceptuels produits, les notes d'observation prises en classe, la transcription des discussions de groupe et de classe, les questionnaires de sondages menés auprès des étudiants et des enseignants, ainsi que les prétests et les post-tests afin de démontrer certaines tendances. Les données ont été analysées utilisant une méthodologie mixte et les résultats triangulés. Ces derniers ont mis en évidence plusieurs occurrences du PE et ont suggéré que l'application des procédures d'EPA aurait aidé les étudiants dans leur apprentissage de cette forme grammaticale. Ce rapport d'étude recommande donc à la communauté des chercheurs en évaluation des langues de mener des recherches plus exhaustives au sujet des applications d'une approche de l'EPA dans le domaine des cours d'anglais.
Tapia, Carlin Rebeca Elena. "Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/76856.
Повний текст джерелаThesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.
Bibliography: p. 299-327.
Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.
The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico.
Mode of access: World Wide Web.
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Sakiz, Gonul. "Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179794983.
Повний текст джерелаClark, Deborah Ann. "An Ecological View of Urban Kindergarten Reading Instructional Practices." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7280.
Повний текст джерелаAndrada, Sola Pablo. "La Educación mediática en la formación de profesionales de la educación infantil en Chile: evaluación de planes de estudio, creencias y percepción de la competencia mediática." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/665956.
Повний текст джерелаEl objetivo de esta tesis es determinar si la educación mediática es incorporada en la formación docente de las estudiantes universitarias de la educación infantil en Chile y, si es así, cómo es enseñada. Para cumplir con este objetivo se han utilizado una metodología cuantitativa y cualitativa. Los resultados muestran que la educación mediática se encuentra la mayoría de las veces ausente o reducida a la dimensión del uso de la tecnología de la competencia mediática. Las estudiantes exhiben creencias sobre los medios en distintos ámbitos, mostrando fortalezas y debilidades. A partir de los datos obtenidos, también se realizó un análisis crítico de los cuestionarios de la competencia mediática que tienden a informar sobre la autopercepción más que del dominio de la competencia. Finalmente, se presenta una propuesta para incorporar la educación mediática en la educación infantil en Chile.
McConnell, Marcella Kay. "SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.
Повний текст джерелаBenton, J. Love. "Culturally Collaborative Teaching: A Path Toward Black Student Learning." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1605910704330758.
Повний текст джерелаWu, Kuei-Lan, and 吳貴蘭. "Applying Teacher Beliefs into the Process of Students’ Moral Development." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/92458945863531285632.
Повний текст джерела樹德科技大學
幼兒保育學系
96
The purpose of this study was to investigated how an elementary school teacher, Shin-Shin (pseudonym) elementary school in Kaohsiung City, applying her own teacher beliefs into the process of student’s moral development. The qualitative method was applied in the research; by observing the teacher-student interactions in class, and collecting information from daily life, such as anecdote records, teacher’s reflections, informal interview records…and so on. Teacher belief influences the teacher's expectation to the class and the attitude to the children. However, the formation of teacher belief is a very complex process. With the role of "the teacher as the researcher", researcher did the self-reflection and made her own teacher belief more clear. By putting this belief into daily practice, researcher developed the moral atmosphere of class, observed kid's daily behavior in classroom, documented class events related moral issues and the strategy being used, and investigated the transformation of morals education of students during the research process. Moreover, researcher described the problems she met and her reflections during the process. In sum, the conclusions were described as follows: 1.The formation of teacher belief was a dynamic process. 2.Teachers abandoning the authoritarian would help to understand students’ moral education learning. 3.The moral education should be practiced in the daily life. 4.Using diverse strategies would promote students’ moral education learning. 5.Parents, teachers, and administrators should cooperate together and take the responsibility for students’ moral education. Keyword: teacher beliefs, moral education
Brady, Patricia Eileen. "Developing beliefs and practices regarding teaching Black students /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3314735.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1641. Adviser: Renee T. Clift. Includes bibliographical references (leaves 249-261) Available on microfilm from Pro Quest Information and Learning.
Gould, Holly C. "Academic engagement of high potential poor and minority students : teacher beliefs and practices /." 2003. http://wwwlib.umi.com/dissertations/fullcit/3083102.
Повний текст джерелаWaid, Brandie Elisabeth. "Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices." Thesis, 2018. https://doi.org/10.7916/D88S65ZB.
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