Дисертації з теми "Preparation practices"
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1
Sookhoo, Sharind Nadra Adine. "Practices in alternative teacher preparation programs in California." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/16.
Повний текст джерелаАнотація:
The challenges of the Great Recession of 2008 have impacted the field of education to the point that many intern programs have ceased to exist. Alternative (or Intern) teacher preparation programs have also become an increasingly popular topic, especially since the term "highly qualified teachers" will soon be up for re-assessment. Concerns over the quality of teacher preparation programs have yet to yield conclusive results and seems to be an unending debate. This study has provided a glimpse into two intern programs and the process by which these programs have evolved. There were 6 major themes that emerged out of this study: Communication & Collaboration, Support, Financial Influences, Individual Dynamics, Beyond Curriculum and How Programs have Evolved to Remain Current. This study described participant perspectives that relate only not how these two intern programs survived during the challenging economic crisis, but how they have managed to thrive. Efforts were made by each program to utilize low intern enrollment to their benefit by providing added supports and individualized programming to better meet the needs of interns/teachers in training. Three intern participants, two Intern program directors and four intern program instructors have provided their perceptions on their programs to illustrate a clearer picture of how their respective intern programs have evolved to remain current in this challenging economically turbulent time.
2
Graf, Sharyn Sue. "Middle level principal preparation and certification: Practices and recommendations." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185514.
Повний текст джерелаАнотація:
This study was primarily concerned with the experience and university preparation that middle level principals brought to their role as leaders of a school for early adolescents and with the types of state administrative certification and/or endorsements, particularly middle level administrative certification. A total of 77 middle, junior high, and intermediate school principals were sent the Middle Level Principal Survey to assess the nature of their school, their personal and professional background, their preparation to become an administrator, and the types of state certification they and their teachers held. The principals selected were building administrators of outstanding middle, junior high, and intermediate schools identified in the 1987-88 Elementary and 1988-89 Secondary School Recognition Programs. The 40 principals who responded to the survey were representative of 22 different states. The principals ranked the psychology of the early adolescent and middle level teaching methods as the top university administrative courses needed as preparation for a middle level principal. Adolescent psychology/development and middle school curriculum/methods were the two middle level university courses most frequently completed by the responding principals. Six principals surveyed had completed their doctoral studies; the remaining principals held a Master's or Educational Specialist degree. Over half of these principals majored in educational administration; one indicated a major in middle level education. Most undergraduate majors were in some specialized area of secondary education. Two principals reported an undergraduate major in middle level education. A majority of the principals had between 10 and 14 years of teaching experience. All but a few of the principals had prior administrative experience, a majority as an assistant principal. While most states had either middle level teacher certification or endorsement, they did not have middle level administrative certification or endorsement. Middle level education is often associated with either elementary or secondary education. This study found middle level education primarily associated with secondary education. The implications of the data collected through the survey indicated a need for those responsible for the education of early adolescents to receive specialized preparation in middle level education. However, the need for an expanded administrative certification division to include middle level principals was in question.
3
Wiewandt, Frank. "Archiving the digital image today's best practices of file preparation /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1131398443.
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4
Frank, Wiewandt Edward. "ARCHIVING THE DIGITAL IMAGE: TODAY'S BEST PRACTICES OF FILE PREPARATION." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131398443.
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5
Worsfold, Denise. "An evaluation of domestic food hygiene and food preparation practices." Thesis, Open University, 1994. http://oro.open.ac.uk/57506/.
Повний текст джерелаАнотація:
The aim of this investigation was to evaluate the hygiene of domestic food preparation practices. The traditional survey approach used to study this behaviour has problems of interpretation and verification. In this study direct observation, supplemented with food temperature measurements was used to gather information for the purpose of developing an understanding of the causes of domestic food poisoning. The food handling practices of 108 people preparing foods commonly implicated in outbreaks of food poisoning were analysed. A HACCP approach was employed and a standard measure of hygienic food handling behaviour, the Food Safety Risk Score, (FSR) was devised. The FSR score indicated the extent of the use of appropriate control measures during food preparation. The higher the score the greater the risk of unsafe food being produced. Scores expressed as a percentage, ranged from 0 to 65% with over half of the subjects scoring below 20%. More than half (60%) of the people cooked in advance of consumption but most (85%) cooked the food thoroughly. Few used any method to speed the cooling of cooked food. Temperature abuse during food transport and storage was exhibited by more than 40% of people. Cooked food was held at ambient temperature for prolonged periods by 19% of the people and was re-heated inadequately by 11%. The standard of personal hygiene of some participants was low. An assessment of the cleanliness of the domestic kitchen and the condition of equipment and surfaces used in food preparation, based on ATP measurements and a kitchen checklist showed that there was a wide variation in the standards found in homes. The great potential for indirect and direct cross contamination in the domestic kitchen was highlighted. The problems involved in persuading people to practise well-known food hygiene principles are considered and recommendations for improving domestic food hygiene are made.
6
Wilson, Karen. "The energy consumption and environmental aspects of household cooking practices." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309648.
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7
Sillito, G. Nathan, and University of Lethbridge Faculty of Education. "Instruction in assessment-for-learning practices in Alberta teacher preparation programs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013, 2013. http://hdl.handle.net/10133/3429.
Повний текст джерелаАнотація:
This study is an examination of what teacher preparation institutions in the Canadian province of Alberta are teaching student teachers about ‘assessment-for-learning’ practices. A large body of research exists to show that assessment-for-learning practices are among the best tools educators have for improving student learning; therefore, it is important that assessment-for-learning practices be taught to prospective teachers. As a school administrator, I had encountered many first-year teachers who seemed to be lacking knowledge and skills in assessment-for-learning practices and I sought to determine whether or not the deficiencies could be traced to inadequate preparation during their undergraduate training. Interviews were conducted with instructors at seven Alberta education faculties on whether and how assessment-for-learning practices were integrated into their teacher education programs. There is some variance in the way courses are organized to teach assessment-for-learning practices to student teachers; some schools having a designated course on assessment, others embedding assessment into other teacher preparation courses. Overall, the findings in this study suggest that Alberta education faculties are providing future teachers with training in assessment-for-learning practices. Further research into other areas of teacher preparation and/or induction would be necessary to determine the reasons for deficiencies in new teacher knowledge of assessment-for-learning practices. This study also includes some recommendations for improving instruction in assessment for learning at Alberta teacher preparation institutions, as well as some suggestions for further study.vii, 73 leaves ; 29 cm
8
Cable, Stuart. "Clinical experience : preparation of medical and nursing students for collaborative practices." Thesis, University of Dundee, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251176.
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9
Epeneter, Beverly Jean. "Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation." PDXScholar, 1998. https://pdxscholar.library.pdx.edu/open_access_etds/3398.
Повний текст джерелаАнотація:
The primary goal of undergraduate nursing programs is to prepare students for nursing practice. Achievement of this goal may be hindered by reliance on the scientific method in nursing education. Nursing practice often requires the ability to make judgments in situations of ambiguity without the benefit of objective data. The ability to rapidly "read" a situation and respond appropriately is critical to safe nursing care. This requires education in the intuitive way of knowing. Intuitive development may be impeded when students are taught to rely on the rational, scientific way of knowing. The end result may be that students are unprepared to meet the demands of nursing practice.
Research on intuition in nursing has focused on nursing practice. To date, no study has explored intuition in nursing education.
This study provides data on intuition in undergraduate nursing curricula. A descriptive research study was done on faculty members of the National League for Nursing (NLN). An intuition survey was developed and pilot tested on 10 undergraduate nursing faculty. The survey was sent to a random sample of 676 NLN faculty members nationally. A 51% $(N = 330)$ response rate was achieved. The survey included: (a) intuition attitudes, (b) attitudes toward including intuition in the undergraduate nursing curriculum, (c) intuition in the current curricula, (d) practices related to development and teaching of intuition, and (e) preparation for teaching about intuition.
The major findings are: (1) Faculty expressed attitudes of value for intuition. (2) Faculty expressed attitudes that support the importance and appropriateness of including intuition but had concerns about including intuition. (3) Intuition is currently included in the undergraduate nursing curriculum on a limited bases. (4) Faculty use many strategies to develop their own intuition and to help students develop intuition. The majority of faculty rate the strategies as effective. (5) A limited number of respondents had preparation to teach about intuition and the majority expressed interest in learning more about intuition. (6) Program type, years in nursing education, and highest degree in nursing made a difference on intuition attitudes.
10
Shannon, Brooke M. "The Value of Deliberative Democratic Practices to Civic Education." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204.
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11
Kgwete, Ephraim Matala. "Understanding school leadership : a study of the ACE school leadership programme and leadership practices." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/44145.
Повний текст джерелаАнотація:
The South African Department of Education (DoE) introduced a new threshold qualification, Advanced Certificate in Education (School Leadership), which was the first concrete step towards implementing a compulsory professional qualification for principalship. The qualification is called ACE ‘School Leadership’ but the outcomes in the learning content designed by the DoE tend to focus on ‘management’. Since this qualification was only implemented from 2008, the synchrony between the theory and practice has not yet been investigated. The focus of this paper was to determine whether the ACE promoted leadership practices (ideographic dimensions) rather than just management skills (nomothetic dimensions).
This study employed qualitative case study research methods and procedures to investigate the influence of the ACE School Leadership programme on leadership practices. Six principals who had completed the ACE School Leadership programme and their 24 subordinates from Mpumalanga, one of the poorest provinces in South Africa, were purposively selected. The findings display ample evidence of the nomothetic dimensions of the social systems theory outweighing the ideographic dimensions in the principal preparation programme. Principals showed confidence in management and this gave rise to unconscious leadership practices. Subordinates in their schools scored them highly regarding compliance and stated that they were more participative in their approach.
The contribution that this research makes is that future preparation programmes be balanced regarding the social systems theory and contain contextual case studies; networking opportunities and strategic and innovative thinking which would result in principals not just being compliant, but competent and capable of leading school improvement. The study suggests a model for future effective leadership preparation programmes. The model outlines the threshold principal roles and the principal primary roles. The study acknowledges the need for more research on how principal leadership preparation programmes influence leadership practices. The ACE school leadership programme demonstrated in this study its ability to develop principals’ management practices and a need to develop principals’ leadership skills more. Findings in this study demonstrate improvement in learner performance for the principals who attended the ACE programme. The refinement of the ACE programme’s curriculum could lead to school leadership improvementThesis (PhD)--University of Pretoria, 2015.
tm2015
Education Management and Policy Studies
PhD
Unrestricted
12
Reinhardt, Kimberly S. "Mentor Teachers: Internalization of Role, Externalization of Practices and the Relational Agency of Preparation." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556960.
Повний текст джерелаАнотація:
This study was an investigation of mentor teachers who work in a Master of Education teacher preparation program. It examined mentors who work with teacher candidates to understand their conceptualization of their purpose in teacher education. The teacher preparation program that was the site of this study placed teacher candidates in the classroom for a year-long field experience aligned with the actual teaching calendar in schools and reflective of the clinical-based preparation called for by the National Council for Accreditation of Teacher Education (NCATE, 2010). Attention to teacher preparation program outcomes has increased significantly in the past few years (Council for the Accreditation of Educator Preparation, 2013; Council of Chief State School Officers, 2013; Greenburg, Pomerance, & Walsh, NCTQ, 2011; NCATE, 2010). Within this focused interest on program outcomes and on the impact well-prepared teachers make on school improvement, field placements are viewed as more essential in the preparation of teacher candidates (Bullough, Draper, Smith, & Birrell, 2004; Korthagen, 2004; Valencia, Martin, Place, & Grossman, 2009; Zeichner, 2010). Therefore, because mentor teachers affect teacher candidates in the field, it is crucial to understand how mentor teachers conceive their role and purpose within teacher preparation, and how they can be supported prior to assuming this responsibility and throughout the time they spend with the teacher candidates. The dissertation research was divided into two major phases: Phase One was a survey administered to all mentor teachers who work with the program (n=54) early in spring, 2014. The analysis of the survey provided the data necessary to use purposeful sampling to select mentors who reported a commitment to diverse mentoring practices. Data was collected on the interview sample (n=6) in Phase Two through interviews and observations to document and analyze how mentors enacted practices that may or may not be consistent with their perceived purpose and role or with the existing literature on mentoring teacher candidates. Considering the importance of this mentoring relationship on the teacher candidates' preparation outcomes, identification of the approaches to mentoring that can be strengthened by preparation are important in order to emphasized these points as part of the development of partnerships that will strengthen the mentoring system. This research offered insight for teacher preparation programs relating to how mentors internalize their role and areas for development that may align mentoring practices with the educative functions that develop responsive teachers. The findings of this study offered suggestions for preparation that target the mentors' professional growth through collaborative and ongoing instructional and personal support.
13
Pigman, Ryan. "Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288.
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Daboval, Karen. "Preparation, Practices, and Perceptions of Licensed Professional Counselors with Respect to Counseling Children." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1017.
Повний текст джерелаАнотація:
This study investigated the preparation, practices, and perceptions of Licensed Professional Counselors with respect to counseling children. The purpose was to determine: a) their graduate coursework, continuing education, and post-degree supervision with respect to counseling children; b) their current caseload, preferred counseling method, and professional development with respect to counseling children; and c) their perceptions regarding their formal education, application of skills, efficacy, and credentialing. The participants in this study were 300 Licensed Professional Counselors. The target population consisted of all Licensed Professional Counselors within the United States. A research-developed, on-line survey, the Counselor Training and Practice Inventory, was used to assess the preparation, practices, and perceptions of the participants in this study. In order for educational standards and training requirements to be established for counselors who counsel children, data must be collected regarding the current views and trends of practitioners, both those who counsel children and those who do not. The study may contribute to a better understanding of practitioners within the counseling profession and the population they serve. In addition, findings could be used to aid credentialing boards in determining standards for practitioners and to assess the education and training of practitioners who counsel children.
15
Vondracek, Paul Theodoor Johannes Wilhelmus. "Implementing time based manufacturing practices in pharmaceutical preparation manufacturers : improving time-based manufacturing practices and enhancing manufacturing performance through action research." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4465.
Повний текст джерелаАнотація:
A double case study applying action research methodology was conducted in two pharmaceutical preparation manufacturers in the Netherlands to improve their manufacturing systems by implementing time-based manufacturing (TBM) practices. Following the diagnosis phase, the situation of each Company was analysed and suitable improvement interventions were selected for implementation in the Case Companies. At the end of the action research project, semi-structured interviews were taken in each Company a year later, and the achieved results of the improvement programmes were collected and analysed. This research extends the existing theory of time-based competition and demonstrates that TBM practices apply also in the pharmaceutical preparation manufacturing industry. Furthermore, this study shows how to improve TBM practices and reduce the throughput time by providing the route for improvement and implementation. Although the first Case Company did not improve the core TBM practices and manufacturing performance, its infrastructure improved through the implementation of an ERP system and further enhancement of its quality management system, illustrating that the design of the infrastructure is a key factor to become a time-based competitor. The second Case Company succeeded to improve the 2 TBM practices and throughput processes resulting in the reduction of the order cycle time and increase of the delivery dependability. Based on the data of the two Case Companies, this study demonstrated the relationship between these two manufacturing performance parameters, which indicates that manufacturers may strive for both delivery speed and delivery reliability using the same improvement plan. Adopting TBM is a long journey of many years and needs a continuous improvement infrastructure.
16
Vondracek, Paul T. J. W. "Implementing time based manufacturing practices in pharmaceutical preparation manufacturers. Improving time-based manufacturing practices and enhancing manufacturing performance through action research." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4465.
Повний текст джерелаАнотація:
A double case study applying action research methodology was conducted in two
pharmaceutical preparation manufacturers in the Netherlands to improve their
manufacturing systems by implementing time-based manufacturing (TBM) practices.
Following the diagnosis phase, the situation of each Company was analysed and
suitable improvement interventions were selected for implementation in the Case
Companies. At the end of the action research project, semi-structured interviews were
taken in each Company a year later, and the achieved results of the improvement
programmes were collected and analysed. This research extends the existing theory of
time-based competition and demonstrates that TBM practices apply also in the
pharmaceutical preparation manufacturing industry. Furthermore, this study shows how
to improve TBM practices and reduce the throughput time by providing the route for
improvement and implementation. Although the first Case Company did not improve
the core TBM practices and manufacturing performance, its infrastructure improved
through the implementation of an ERP system and further enhancement of its quality
management system, illustrating that the design of the infrastructure is a key factor to
become a time-based competitor. The second Case Company succeeded to improve the
2
TBM practices and throughput processes resulting in the reduction of the order cycle
time and increase of the delivery dependability. Based on the data of the two Case
Companies, this study demonstrated the relationship between these two manufacturing
performance parameters, which indicates that manufacturers may strive for both
delivery speed and delivery reliability using the same improvement plan. Adopting
TBM is a long journey of many years and needs a continuous improvement
infrastructure.
17
Thobega, Moreetsi. "An analysis of pre-service teacher preparation and instructional supervisory practices in Agricultural Education." [Ames, Iowa : Iowa State University], 2006.
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18
Allgood, Charles E. "Fiscal management practices and quality programming in early childhood| The impact of administrator preparation." Thesis, Mississippi State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100404.
Повний текст джерелаАнотація:
The early childhood administrator is tasked with overseeing all operations within the early childhood program. Operational functions include functions traditionally associated with education including the design and implementation of curriculum, creating and maintaining the learning environment, and ensuring the health and safety of children enrolled in the program. The administrator of the early childhood program is also tasked with other functions including human resource functions, budgeting, as well as income and cost management. Additionally, the administrator should be an advocate within public policy concerning early childhood education. Research has acknowledged the functions associated with the early childhood administrator role. In 1992, Paula Jorde-Bloom named the early childhood administrator as the “Gatekeeper of Quality”. Since then, research has supported that establishing and maintaining quality is yet another responsibility of the early childhood administrator. The current study examined the role of the administrator, particularly the preparation that the administrator receives, in an effort to determine the impact that the administrator has on the quality of the program. A sample (n = 224) was pulled from early childhood administrators in Mississippi. The preparation received by these administrators, including formal education and additional training, was measured and regression analysis with Early Childhood Environment Rating Scale Revised (ECERS-R) scores measuring quality of the early childhood program regressed with an aggregated early childhood administration preparation variable to determine if administration preparation could predict overall quality within the early childhood program. As the literature indicated that fiscal management practices also fall under the scope of responsibilities of the administrator, fiscal management preparation was isolated and regression analysis with ECERS-R scores was conducted to determine if fiscal management preparation could predict overall quality within the early childhood program as well. The study found that administration preparation was a significant predictor of quality. However, preparation specific to fiscal management knowledge was not found to be a predictor of overall quality. Practical implications and suggestions for future research are addressed.
19
Kriel, Benjamin. "Preparation for school art: young children's meaning making practices in out-of-school settings." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13718.
Повний текст джерелаАнотація:
This thesis examines children’s meaning making with art related media in the home of a set of siblings, a brother and sister, of 8 and 6 years old respectively. It is argued that children’s meaning making with art related media is a self-sustaining, multimodal and dialogic site where family narratives, identity and childhood aims and intentions converge. It is argued that when art oriented adults, who seek to promote their child’s artistic growth, are sensitive to the dynamics of child meaning making, especially those that relate to play, they can achieve a more fruitful, aligned and relevant extension of these activities toward early art related goals. In order to make this argument material is presented from a lengthy session of play dough modelling involving the two children and their father, which includes dialogue surrounding this activity, and observations gleaned from video footage and written field notes. This thesis looks at how children’s meaning making in out-of-school settings, has elements of a distinct semiotic domain; not one where ‘art’ or art related media are the focus of the domain, but rather one where play and its affordances for certain kinds of child agency lead and shape the flow of meaning making. It is found that where the end product and pictorial qualities is not the focus of meaning making, and instead other communicative modes are given expression, such as imaginative and collaborative play, children’s interest is sustained as shared cultural resources are more easily integrated into the events.
20
Frost, Carla J. "Selection criteria used by site administrators for preparation practices for California Standards Tests in mathematics." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2373.
Повний текст джерелаАнотація:
Since the late 1800s, testing has been a part of education. Supporters claim testing encourages objectivity in assessments of learning. Critics argue testing creates bias, restricted teaching methodology, and restricted curriculum. The No Child Left Behind Act of 2001 requires school accountability that has increased the push for standardized testing. High school students present a unique challenge for administrators on the low-risk California Standards Tests (CSTs). The CSTs in mathematics are complex in reference to student composition, range of courses tested, and sequence of previous math courses taken by the student. This complex nature of the CSTs in mathematics makes test preparation decisions difficult for the site administrator. Schools have developed test preparation practices in the hopes of improving student performance on these standardized tests. Some of these practices require a great deal of time, energy, and money to create and execute. The administrator must use these precious resources judiciously. Therefore, there is a need for further investigation of the criteria used by site administrators for selection of test preparation practices for CSTs in mathematics. Using qualitative analysis, this study researched the criteria used by the high school site administrators to govern their decision of which test preparation practices for CSTs in mathematics to establish at their school. This study included 18 administrators at 15 schools in the southern San Joaquin Valley in California that met their Academic Performance Index growth targets for 2006.
21
Westbrook, Gennie Burleson. "Effective Practices in Citizenship Education; We the People: The Citizen and the Constitution." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/42673.
Повний текст джерелаАнотація:
We the Peopleâ ¦The Citizen and the Constitution is a course of study that enhances the civic knowledge, skills, and dispositions that lead to responsible citizenship. The curriculum, published by the Center for Civic Education, is intended for students in grades 5, 8, and high school. Students prepare for a mock congressional hearing in which they testify in response to questions about the philosophy and application of the U.S. Constitution and Bill of Rights. This project includes a history of civic education, a matrix showing a comparison of civic participation theories, and an examination of certain practices in 102 high school classes that participate in the Centerâ s nation-wide competition, as well as comments from teachers who use the curriculum in other contexts. I compare classes that usually win their stateâ s competition and go on to the national meet, or â Championship programsâ to competitive classes that are historically less successful. Results of my comparison indicate that there are few important differences between the more successful groups and the less successful groups, and that those differences primarily center on the experience and academic strengths of the teacher. My interpretation of this outcome is that there is little to prevent any teacher from improving his/her skills to more effectively teach citizenship in this outstanding program.Master of Arts
22
Coblentz, Chanda Rhodes. "Effective Educational Practices Regarding General Education Teachers and Inclusion of Students With Autism." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3242.
Повний текст джерелаАнотація:
Owing to the influx of students with autism to the general education classroom, the role of the educator has drastically changed. Limited training and negative perceptions among teachers of students with autism are concerning. A qualitative case study, based on Bandura's theory of self-efficacy as a conceptual framework, was used to gather information based on the preservice training and personal classroom experiences from 7 general education teachers who were purposefully selected based on their licensure in the state of Ohio and experience in teaching students with autism. Research questions for this study examined the types of training teachers received, perceptions and attitudes regarding the inclusion of students with autism, and classroom strategies used by teachers. Semistructured interviews with open-ended questions were used to guide the interview process. Data were analyzed through reflection, coding, and identifying prevalent themes. Findings indicated that none of the participants initially felt adequately prepared to teach students with autism but attempted to convey positive attitudes and individualize teaching strategies for each child. Based on these findings, an online course regarding students with autism was developed for preservice teachers. Successful project implementation may increase the knowledge base among teacher candidates in research-based teaching strategies that could potentially improve general teacher perceptions and encourage successful inclusion of students with autism
23
Pease-Carter, Cheyenne. "Preferences among student counselors regarding informed consent practices within counselor education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6066/.
Повний текст джерелаАнотація:
The purpose of this study was to investigate student preferences for content, timing, and method of informed consent within counselor education programs. Participants included 115 students enrolled in counseling internship courses at six counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Participants completed the Informed Consent Preferences Questionnaire (ICPQ), an instrument designed specifically for this study through systematic instrumentation development. Descriptive statistics highlighted participants' moderate to high ratings of perceived importance for an array of suggested content pieces for student informed consent. Participants varied among themselves and between items in relation to preferred timing of informed consent, and they consistently reported a desire for student informed consent to be facilitated through a combination of both oral and written methods. Results of exploratory factor analysis revealed a simple eight-factor structure within the ICPQ and suggested strong internal reliability. Correlations for participant scale scores for the eight factors revealed a variety of small to medium correlations. Results from t-test and one-way analysis of variances (ANOVA) indicated that participant preferences did not vary according to demographic variables. Finally, participants' qualitative responses revealed high levels of support for student informed consent. Findings of this study may aid counselor educators in evaluating current program informed consent practices. As a result of evaluation, counselor educators can affirm existing, and/or design new informed consent practices that accurately reflect the needs and desires of counseling students. Future researchers may also utilize the results to guide additional studies related to the practice of student informed consent.
24
Louzek, Robert E. "Evaluating Naval Air Warfare Center Aircraft Division (NAWCAD) financial management practices in preparation for implementing ERP." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA379411.
Повний текст джерелаАнотація:
Thesis (M.S. in Management)--Naval Postgraduate School, June 2000.Thesis advisors, Euske, Kenneth J. ; Haga, William J. "June 2000." Includes bibliographical references (p. 89-91). Also available in print.
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Marjanovich, Angel. "Pre-service Teachers' Perceptions of Their K-12 Mathematics Education Experiences and Their Future Mathematics Teaching Practices." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1876.
Повний текст джерелаАнотація:
So many students enter college without the conceptual knowledge of mathematical principles needed in order to succeed in higher education. Pre-service teachers entering teacher education programs are not exempt from this dilemma. While training to be educators, many pre-service teachers struggle to understand the concepts behind elementary level mathematics. These pre-service teachers will then continue in the education field and teach mathematics to the future generation. Will they teach their students the way they were taught? The purpose of this study is to investigate how pre-service teachers view their past experiences with math during their K-12 education and to compare those views with their perceptions of how they will teach math in the future. Using both quantitative and qualitative methods through surveys, short answer responses, and interviews, this study examines 38 pre-service teachers currently taking math methods courses at Southern Illinois University Carbondale in order to find out (1) how pre-service teachers view their past experiences with mathematics during their K-12 education, (2) what pre-service teachers' visions of how they will teach mathematics to their students in the future are, (3) which appears to have more influence on pre-service teachers' perceptions of their own future math teaching practices: their past learning experiences or their current teacher preparation program, and (4) what pre-service teachers perceive as effective ways of mathematics teaching and learning. Findings revealed that pre-service teachers tend to view their past K-12 math education experiences as mostly consisting of steps and procedures they were taught to memorize, but they have strong feelings about teaching mathematics for conceptual understanding instead of focusing on memorization like they were taught during their math classes in K-12 education. The results from this study also revealed that pre-service teachers feel it will be difficult not to fall back on the way they were taught mathematics when encountering unfamiliar concepts they have to teach. The need for more field experiences and learning how to incorporate project-based learning and presenting diverse ways of problem solving also came out as ways to improve teacher education programs.
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Kalande, Wotchiwe Mtonga. "The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30146.
Повний текст джерелаАнотація:
The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with vernacular during teaching. Implications for practice and for further research have also been suggested.Ph. D.
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Northfield, Shawn K. "Learning to lead : an investigation into the preparation, induction, roles and practices of beginning principals : a Canadian study." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13320/.
Повний текст джерелаАнотація:
The growing complexity regarding a principal's role and associated leadership tasks, combined with changing societal realms and educational reform pose serious challenges to even the most experienced educational leaders. For new school leaders, taking on the principalship within a given organizational context is predicated on the notion that learning the role is a continual process of "being and becoming." This research inquires into the nature of early-phase leadership and strives to understand the phenomenon of the beginning principalship by examining roles, agency and practices of new leaders as influenced by their preparation and induction support. Given that school leaders impact the performance of organizational members and that new principals are required to perform the same job as their experienced counterparts, in order to identify ways to meet the needs of individuals transitioning into the position, it is important to understand new principals' experiences. This qualitative phenomenological study used semi-structured interviews to investigate perceptions and experiences of sixteen newly appointed and one-year experienced principals from two separate school boards in the following areas: preparation and induction experiences, developing relationships and building trust with colleagues, as well as how newcomers enacted their roles, utilized their agency and exercised their emerging leadership practice. Evidence substantiates that beginning principals experienced role-identity transition in adjusting to the nature and demands of new leadership, including administrative overload, and challenges associated with organizational dynamics and external influences. New leaders developed compensatory strategies and immediately acted to acquire organizational information and improve conditions for teaching and learning. The investigation found that beginning principals employed engagement processes and attended to "three dimensional" trust criteria to develop relationships and build trust. In addition, although new principals valued the use of cohorts, real-time training and mentoring, they missed receiving formal support during the transition time frame referred to as the "crossover gap."
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Ritchey, Brad Matthew. "Perceptions of initial licensure candidates regarding the effectiveness of field experiences and clinical practices in teacher preparation programming." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211904397.
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Hale, Alexander Johnston. "Parents of College Graduates with Learning Disabilities: Practices and Factors Attributing to Their Children's Preparation for Postsecondary Education." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5701.
Повний текст джерелаАнотація:
The purpose of this qualitative study was to investigate and describe parenting practices that parents believe were effective in helping prepare their children with LD for college enrollment. Participants were chosen from among the parents of students interviewed by Cook (2010). Six parents (three couples) volunteered to be interviewed by phone. Interviews were recorded, transcribed, and thematically analyzed using hermeneutic phenomenological methodology. Under the category of Parent Practices, themes emerged in the areas of early identification, self-advocacy training, and home accommodations, and under the category of Family Factors, themes emerged in the areas reading, expectation, and normalization. Findings are discussed concerning the study's implications to both parents and educators.
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Stanford, Myah D. "Transfer of Instructional Practices From Freedom Schools to the Classroom." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849712/.
Повний текст джерелаАнотація:
The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record (FSPTOR) along with interviews of each participant were used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when the minimal application of the principles of learning was applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made, and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If the transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training.
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Holt, Michael Lee. "Successful practices in teacher recruitment, preparation and retention as perceived by the Texas A&M University System Regents' Initiative project directors." Diss., Texas A&M University, 2006. http://hdl.handle.net/1969.1/4246.
Повний текст джерелаАнотація:
The purpose of the study is to identify the perceived successful practices that led to improved teacher recruitment, preparation and retention efforts within the nine universities of The Texas A&M University System brought about by the Regents' Initiative for Excellence in Education. The data for this study, gathered through interviews, document reviews and observation, revealed that the Regents' Initiative was considered by project directors to be a challenging but rewarding educational reform initiative. The lessons learned through the experience reflect the general findings common to the research literature on school-university partnerships. Research findings of this study revealed that the successful implementation of the Regents' Initiative involved strategies to overcome challenges and develop processes for recruiting, improving teacher preparation and teacher retention. Selecting the right person as the teacher recruiter was paramount to the successful attainment of A&M System university teacher recruitment goals. Operationalizing teacher recruiting included developing recruiting targets, organizing data management, tracking student recruits in the teacher preparation pipeline and periodically reporting progress to stakeholders. Quality improvement of teacher preparation involved recruiting higher achieving high school and community college students, setting higher standards for teacher candidate performance and aligning course curriculum within the college of education and with community college partners to the state standards. Institutional leadership was required to promote and build meaningful partnerships combining efforts to recruit, prepare and retain quality teachers in the profession. A&M System institutions developed a communications campaign to build legislative, institutional and public awareness and support of the Initiative. Institutional involvement was broadened by providing opportunities for interaction between arts and sciences faculty and college of education faculty through collaborative research grants, presentation conferences and symposia. Finally, the successes were celebrated with all stakeholders, and rewards were provided to those who made significant contributions to the effort.
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Strong, Jane E. "Preparing Teachers of Students with Autism Spectrum Disorders: Evidence-Based Practices and Teacher Self-Efficacy." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3657.
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ABSTRACT
PREPARING TEACHERS OF STUDENTS WITH AUTISM SPECTRUM DISORDER: EVIDENCE-BASED PRACTICES AND TEACHER SELF-EFFICACY
By Jane E. Strong
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2014
Major Director: Evelyn Reed, Ph.D., Associate Professor
Department of Special Education and Disability Policy
School of Education
There is a need for intensified, rapid, and special emphasis on training of teachers for students on the autism spectrum (NRC, 2001). The current movement in the field emphasizing the use of evidence-based practices in designing instructional methods should be emphasized during teacher preparation and professional development activities to increase teacher effectiveness. Further, it has been established that a teacher’s sense of self-efficacy (Bandura, 1979; Hoy & Tschannen-Moran, 1998) impacts his/her performance and that of his/her students. The purpose of this study was to discern and describe teachers’ perceptions of their self-efficacy following professional development that includes training in the use of evidence-based practices. This was accomplished through analysis of survey data, field based observations and interviews from teachers completing their Post-baccalaureate Graduate Certificate in Autism Spectrum Disorders at a large, urban university in a mid-Atlantic state. To add to the literature base about the influence of ASD-focused professional development, this study examined teacher perceptions of the professional training and the relationships between teachers’ knowledge and skill acquisition and self-efficacy.
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Hensley, Lauren Elizabeth. "A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869.
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Eisenbies, Mark Hale. "Loblolly Pine and Soil-Site Responses to Harvesting Disturbance and Site Preparation at Stand Closure." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11203.
Повний текст джерелаАнотація:
Intensively managed forests of the Southern United States are among the most important sources of wood fiber and timber in this country. There is a great deal of concern that disturbances associated with trafficking by heavy machinery might diminish long-term soil-site productivity. However, determining the effect of harvesting disturbance and silvicultural treatments on the long-term productivity of pine plantations is difficult because, in addition to harvesting effects, growth distributions are affected by changes in climate, silviculture, and genetics. The primary objectives of this study were to determine (1) whether logging disturbances under operationally realistic circumstances affect soil quality, hydrologic function, and loblolly pine (Pinus taeda L.) productivity on wet pine flats, and (2) whether intensive forest management practices mitigate disturbance effects if they exist. Three 20-ha loblolly pine plantations located on wet pine flats in South Carolina were subjected to combinations of wet- and dry-weather harvesting and mechanical site preparations. Changes in soil-site productivity after five years were evaluated using a new rank method. The key advantage of the rank change method is that it is largely independent of the confounding factors (e.g. genetics, silvicultural practices, and climate) that affect comparisons of tree growth and soil quality between growth cycles. After five years, loblolly pine site indexes (base age 25) ranged between 13 and 33 m, and production ranged between 0.5 and 95 Mg ha-1. Soil bulk densities increased from 1.15 to as high as 1.44 g cm-3 after harvesting; by age 7 years it had decreased to approximately 1.25 g cm-3. At the sub-stand scale (0.008 ha), visually assessed soil physical and harvesting residue disturbances had little influence on relative changes in soil-site productivity after five years. Factors that specifically reflect site drainage were the most influential on changes in productivity. At the operational scale (3.3 ha), there were no differences between wet- and dry- harvested sites as long as bedding was applied as a site treatment. These results indicate that when standard site preparation is employed, fertile, wet pine flats such as these are resilient in that they recover from severe, but operationally realistic, harvesting disturbances.Ph. D.
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Huelskamp, Amelia Catherine. "A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452199276.
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Sefidaniforough, Ayda. "Investigating practices around medication administration to people with swallowing difficulties living in aged care facilities." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132201/1/Ayda_Sefidaniforough_Thesis.pdf.
Повний текст джерелаАнотація:
Swallowing solid oral medications whole is a daily struggle for people who have swallowing difficulties. In aged care facilities, healthcare workers frequently modify medications for residents, e.g. crush tablets or open capsules, to make the medicines easier to administer, and swallow. These practices are not always safe and can put residents at risk of adverse effects. Through the use of interviews, surveys, and observations, this project investigated barriers and facilitators to giving medicines to aged care residents with swallowing difficulties, and then proposed the design of an intervention program to improve safe medication practices for these residents.
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Ngwaru, Cathrine. "Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe." University of the Western Cape, 2017. http://hdl.handle.net/11394/6373.
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Philosophiae Doctor - PhD ( Language Education)Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.
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Love, Tyler Scott. "Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/64004.
Повний текст джерелаАнотація:
With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead
States, 2014b) science educators were expected to teach engineering content and practices within
their curricula. However, technology and engineering (T&E) educators have been expected to
teach content and practices from engineering and other disciplines since the release of the
Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the
preparation of globally competitive STEM literate individuals is the intentional, concurrent
teaching of science, technology, and engineering concepts. Many studies have examined the
pedagogical content knowledge (PCK) (Shulman, 1987) of science and T&E educators, but none
have examined the science PCK of T&E educators.
The purpose of this study was to examine the extent of the relationship between T&E
educator’s science and T&E preparation experiences, and their teaching of science content and
practices. This study, which employed a fully integrated mixed methods design (Teddlie &
Tashakkori, 2006), was conducted to inform the pre- and in-service preparation needs for T&E
educators. A random sample of 55 Foundations of Technology (FoT) teachers across 12 school
systems within one state participated in an online survey, leading to eight teachers being
purposefully selected for classroom observations. Data collected from the surveys and
classroom observations were analyzed through Spearman’s rho tests to examine relationships
between preparation factors and teaching of science content and practices. These data were
corroborated with curriculum content analyses, classroom observations, and interview responses
to validate the results.
Analyses of the data across all three methods revealed significant correlations between
many preparation factors and the teaching of science content and practices. Specifically the
amount of high school and undergraduate physics courses, and T&E and science in-service
delivered were found to have statistically significant, strong positive correlations. These findings
suggest T&E educators with increased amounts of these preparation experiences can be expected
to teach science content and practices more proficiently. The findings and conclusions drawn
from the data analyses provide implications for science and T&E educators, researchers, preservice
programs, and in-service professional development efforts. The discussion and
implications suggest the need to conduct replication studies in different contexts.Ph. D.
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Love, Tyler S. "Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64004.
Повний текст джерелаАнотація:
With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive STEM literate individuals is the intentional, concurrent teaching of science, technology, and engineering concepts. Many studies have examined the pedagogical content knowledge (PCK) (Shulman, 1987) of science and T&E educators, but none have examined the science PCK of T&E educators.
The purpose of this study was to examine the extent of the relationship between T&E educator’s science and T&E preparation experiences, and their teaching of science content and practices. This study, which employed a fully integrated mixed methods design (Teddlie & Tashakkori, 2006), was conducted to inform the pre- and in-service preparation needs for T&E educators. A random sample of 55 Foundations of Technology (FoT) teachers across 12 school systems within one state participated in an online survey, leading to eight teachers being purposefully selected for classroom observations. Data collected from the surveys and classroom observations were analyzed through Spearman’s rho tests to examine relationships between preparation factors and teaching of science content and practices.
These data were corroborated with curriculum content analyses, classroom observations, and interview responses to validate the results. Analyses of the data across all three methods revealed significant correlations between many preparation factors and the teaching of science content and practices. Specifically the amount of high school and undergraduate physics courses, and T&E and science in-service delivered were found to have statistically significant, strong positive correlations. These findings suggest T&E educators with increased amounts of these preparation experiences can be expected to teach science content and practices more proficiently. The findings and conclusions drawn from the data analyses provide implications for science and T&E educators, researchers, preservice programs, and in-service professional development efforts. The discussion and implications suggest the need to conduct replication studies in different contexts.Ph. D.
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Bajabaa, Aysha Sulaiman. "Influential factors and faculty members’ practices in technology integration using ISTE standards for teacher preparation at Taibah University- Saudi Arabia." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35805.
Повний текст джерелаАнотація:
Doctor of PhilosophyCurriculum and Instruction Programs
David S. Allen
Haijun Kang
Using technology effectively has been proven to enhance education. The status quo in Saudi Arabia reflects low-level usage of technology in K-12 classrooms. Preparing 21st Century teachers to integrate technology in their future classrooms for meaningful learning requires College of Education faculty to model using technology effectively. This study investigated the technology integration practices of faculty members in the College of Education at Taibah University, particularly to what extent these practices are aligned with ISTE NETS-T standards and what factors predict these practices. Based on the literature, the factors examined include attitudes towards technology use, pedagogical beliefs, technical skills, workload, professional development, technology access, technical support, and leadership support. The population of the study was the 257 faculty in the College of Education at Taibah University. The study used a web-based survey containing 66 closed-ended items to collect data, and 170 valid responses were obtained (66% response rate). Descriptive and multiple linear regression analyses were conducted to analyze data. Findings from the first research question revealed that faculty members’ technology integration practices were well-matched with ISTE NETS-T standards since the overall mean of these items was (M= 4.25, SD= .64). This indicates that faculty members had awareness of using technology effectively based on these standards to engage students in meaningful learning. Results from the multiple linear regression analysis revealed that the overall model was significant as it explains 43% of the variability in faculty members’ technology integration practices. Three significant factors statistically predicted faculty members’ technology integration practices based on ISTE NETS standards. Faculty members’ attitude toward technology had a positive relationship with faculty members’ technology integration practices [β=.35, p=.00]. Faculty technical skills had also a statistically significant positive relationship with faculty members’ technology integration practices [β=.19, p=.00]. However, leadership support was found to have a statistically significant negative relationship with faculty members’ technology integration practices in teaching based on ISTE NETS-T standards [β=-.23, p=.00]. These results, in addition to the means of the independent variables, showed that the highly rated technology integration factors, including technology attitudes and technical skills, predict their high technology integration practices based on ISTE NET-T standards. However, faculty members still need more support in several technology integration factors including professional development, technology access, workload, and leadership support. The study recommends education faculty members to model the effective use of technology for pre-service teachers through providing them with opportunities to observe it in a variety of instructional models and practice the constructivist use of technology in lesson plan assignments and projects during the program, which helps in developing positive attitudes toward technology use among pre-service teachers. College of Education leaders are recommended to have a clear shared technology vision and offer the resources and support needed to make instructional technology integration successful. Recommendations for future studies are also discussed.
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Samples, Stician Marin. "A way of embodying peace: approaching the internal preparation of peaceworkers through the principles and practices of contemplative martial arts /." Click here to view full text, 2007.
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Elghotmy, Heba Elsayed Abdelsalam. "Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8201.
Повний текст джерелаАнотація:
Based on an interpretive paradigm, this study aimed at probing into the perceptions of Egyptian EFL pre-service teachers and their lecturers of the new microteaching course. It investigated a) pre-service teachers and lecturers' perceptions about the course focuses; b) pre-service teachers' and lecturers’ perceptions of the difficulties encountered during course application, and finally c) pre-service teachers' perceptions about the helpfulness of the microteaching course in enhancing their teaching performance during practicum. Moreover, the study aimed at utilising this investigation for developing a framework for microteaching curricula planning and design. Data collection was based on a sequential mixed methods approach, thus in the first phase of the study, the researcher administered a questionnaire to 10 lecturers and 125 EFL pre-service teachers in the third year English department at the Faculty of Education of Menoufia University in Egypt. In Phase Two the researcher conducted semi-structured in-depth interviews with 7 lecturers and 15 pre-service teachers, who also completed a reflective journal. Data were analysed quantitatively and qualitatively. The findings of the current study indicated that that there are nineteen focuses of the microteaching course at Shebin Elkom Faculty of Education. These focuses have been classified into three main themes: lesson planning skills, lesson implementation skills, and lesson evaluation skills. As revealed by data analysis, lecturers devoted less time to practising lesson evaluation skills. Findings also revealed that EFL pre-service teachers and their lecturers encountered the following difficulties during peer group work: modelling the skills, planning a micro-lesson, teaching a micro-lesson, and when giving and receiving feedback. Furthermore, it was found that the course was helpful in enhancing pre-service teachers’ teaching performance at practicum concerning their professional skills rather than their personal qualities. Psychological, socio-cultural, and socio-political factors that affect the implementation of the microteaching course are discussed. Implications and suggestions for further research are provided.
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Fields, Melanie. "Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799531/.
Повний текст джерелаАнотація:
Concerns based adoption model (CBAM) instruments were used to examine instructional practices of six graduates from a highly stylized, inquiry-based secondary math and science preparation program. Teachers were in the first or second years of teaching mathematics in six different secondary settings, ranging from poverty to wealthy schools. CBAM assumptions were tested. The primary assumption about concerns was that new teachers’ highest concerns would be within the self and task dimensions. According to Hall and Hord, it was assumed that the levels of use are typically in the orientation and preparation stages as a new teacher begins to implement an innovation, in the case of this study, inquiry-based instruction. All three instruments of the CBAM model were used for data collection and included: the Survey of Concerns Questionnaire, Innovation Components Configuration Map, and Levels of Use matrix. Teachers were observed, interviewed, and surveyed, three times each, across a five-month period. The findings from this study showed that the teachers had similar concerns and levels of use, which supported the assumptions outlined by the CBAM principles. Across the six teachers, the self and task concerns were high, aligning with the assumptions. However, unrelated and impact dimensions were noted, in opposition to the assumption. Likewise, assumptions of the levels of use were upheld in the orientation and preparation levels of use noted in the observations. Some mechanical levels of use were observed for a few of the teachers, an anomaly to the assumption.
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Ray, Sharon N. E. "Evaluating the Efficacy of the Developing Algebraic Literacy Model: Preparing Special Educators to Implement Effective Mathematics Practices." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/466.
Повний текст джерелаАнотація:
For students with learning disabilities, positive academic achievement outcomes are a chief area of concern for educators across the country. This achievement emphasis has become particularly important over the last several years because of the No Child Left Behind legislation. The content area of mathematics, especially in the higher order thinking arena of algebra, has been of particular concern for student progress. While most educational research in algebra has been targeted towards remedial efforts at the high school level, early intervention in the foundational skills of algebraic thinking at the elementary level needs consideration for students who would benefit from early exposure to algebraic ideas. A key aspect of students' instruction with algebraic concepts at any level is the degree and type of preparation their teachers have received with this content.
Using a mixed methods design, the current researcher investigated the usage of the Developing Algebraic Literacy (DAL) framework with preservice special education teacher candidates in an integrated practicum and coursework experience. Multiple survey measures were given at pre-, mid-, and post- junctures to assess teacher candidates' attitudes about mathematics, feelings of efficacy when teaching mathematics, and content knowledge surrounding mathematics. An instructional knowledge exam and fidelity checks were completed to evaluate teacher candidates' acquisition and application of algebraic instructional skills. Focus groups, case studies, and final project analyses were used to discern descriptive information about teacher candidates' experience while engaging in work with the DAL framework.
Results indicated an increase in preservice teachers' attitudes towards mathematics instruction, feelings of efficacy in teaching mathematics, and in the content knowledge surrounding mathematics instruction. Instructional knowledge also increased across preservice teacher candidates, but abilities to apply this knowledge varied across teacher candidates', based on their number of sessions working with students within their practicum site. Further findings indicate the desire of preservice teachers to increase the length and number of student sessions within the DAL experience, as well as the need for increased levels of instructional support to enhance their own experience. This study provides preliminary support for utilizing the DAL instructional framework within preservice teacher preparation experiences for future special educators.
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Kim, Ji-Ryun. "The influence of different types of teacher preparation programs on preservice teachers' attitudes toward inclusion, their self-efficacy, and their instructional practices /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Mhango, Ndalapa Adrian C. "An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26755.
Повний текст джерелаАнотація:
The purpose of public schooling in many democratic nation-states is the preparation of an active participatory citizenry. For this reason, educators advocate the use of participatory classroom practices for instilling in students knowledge, skills, values, and attitudes for active civic responsibilities. In this connection, Malawi has since the re-introduction of democracy in 1994, reformed the primary school curricula to emphasize participatory classroom practices. Therefore, the aim of this study was to explore how primary school teachers in Malawi planned and implemented social studies lessons for the preparation of competent citizens in a democratic civil society. The study used a case study genre of qualitative research involving three senior grade teachers as research participants. The study yielded four major results based on four generic research questions. The first result was that the social studies primary school curriculum has content and pedagogical approaches that are appropriate for the preparation of active participatory citizens. The second result was that the three teachers displayed limited understanding of the concept of participatory learning that was suggested to them in the curriculum documents. As such, their planning of lessons was largely teacher-centered, which they thought was participatory in approach. The third result was that the teachers’ limited conception of participatory learning, as reflected in the teaching plans, was transferred to their classrooms. In this way, the teacher-centered classroom practices caused a lot of missed opportunities for the students’ development of skills in critical thinking, problem solving, and rational decision-making that are necessary for active participation in a shared democratic political community. The last result was that state policies on the use of English as the medium of class instruction and the grade eight mandated examinations negatively contributed to the decisions that the teachers made in the organization of participatory classroom practices. Thus, the general picture based on these research results showed that there was a discrepancy between the state’s intended curriculum and the teachers’ enacted curriculum.Ph. D.
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Ashton, Samuel L. "Beliefs, Practices, and Training in Marriage Preparation: A Comparison Between Members of the Association of Mormon Counselors and Psychotherapists (AMCAP) and Select Protestant Clergy." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd897.pdf.
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Gould, Karin Lockhart. "The effect of nutrition education and "hands on" food preparation training on National Collegiate Athletic Association Division I athletes' nutrition knowledge and dietary practices." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3029.
Повний текст джерелаАнотація:
Thesis (M.S.)--West Virginia University, 2003.Title from document title page. Document formatted into pages; contains vii, 90 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 58-59).
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Williams, A. Lynn, Brenda Louw, Nancy J. Scherer, Ken M. Bleile, Marcia Keske-Soares, and Inge Elly Kimle Trindade. "Academic and Clinical Preparation in Speech-Language Pathology and Audiology: A Global Training Consortium." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1982.
Повний текст джерелаАнотація:
ABSTRACT:
Purpose: To describe a research-based global curriculum in speech-language pathology and audiology that is part of a funded cross-linguistic consortium among 2 U.S. and 2 Brazilian universities.
Method: The need for a global curriculum in speechlanguage pathology and audiology is outlined, and different funding sources are identified to support development of a global curriculum. The U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE), in conjunction with the Brazilian Ministry of Education (Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior; CAPES), funded the establishment of a shared research curriculum project, “Consortium for Promoting Cross-Linguistic Understanding of Communication Disabilities in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities (Universidade Federal de Santa Maria and Universidade de São Paulo-Baurú).
Results: The goals and objectives of the research-based global curriculum are summarized, and a description of an Internet-based course, “Different Languages, One World,” is provided
Conclusion: Partnerships such as the FIPSE–CAPES consortium provide a foundation for training future generations of globally and research-prepared practitioners in speechlanguage pathology and audiology.
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Thomas, Jamie Allison. "Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism Spectrum Disorder." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505238/.
Повний текст джерелаАнотація:
Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices (EBPs) in the planning and implementation of transition services. EBPs for effective transition planning and implementation have been documented in the literature but do not appear to be fully utilized in practice to achieve desired student outcomes, reflecting a research-to-practice gap. EBPs have the potential to produce positive outcomes at the high school level, if implemented with fidelity. Special education personnel, especially administrators, play a vital and unique role in transition planning. They can either facilitate or hinder the process. This phenomenological study investigated the perceptions of public school administrators regarding the extent of their awareness of EBPs to ensure the successful transition of students with ASD and associated barriers. Semi-structured interviews were conducted with 10 secondary-level public school administrators. Major themes identified through analyzing the qualitative data included (a) a positive vision for students with ASD, (b) characteristics of a good transition program, (c) administrators' roles in the transition process, (d) barriers to EBP implementation, (e) strategies to reduce barriers, and (f) ownership of what administrators can do to remedy the problem. Lastly, the study generated recommendations to assist school districts with improving transition services for students with ASD.