Дисертації з теми "Student and teacher collaboration"
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Alghasab, Maha. "Student-student collaboration in wiki mediated collaborative writing activities : exploring EFL teachers' roles in the collaborative process." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/13068/.
Повний текст джерелаBunker, Vanessa J. "Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform /." Connect to dissertation online, 2008.
Знайти повний текст джерелаWelte, Leah G. "Orchestrating Classrooms: A Collaborative Inquiry Study of Novice Teacher Community Building." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/862.
Повний текст джерелаTHOMAS, MARI KATHERINE. "TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029753830.
Повний текст джерелаFruland, Ruth M. "Systems thinking and science-based controversies for learning, teaching, and collaboration : what do student teachers think? /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7909.
Повний текст джерелаFaust-Horn, Kristina L. "Parent and teacher perceptions of the relationship between home-school collaboration and student success in the classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003fausthornk.pdf.
Повний текст джерелаLongchamp, Juliette Cavanaugh. "The Effect Of Student Learning Objectives On Teachers And Teaching As Part Of The Teacher Evaluation Process: A Grounded Theory Study." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/734.
Повний текст джерелаMinnes, Wendy-Jene. "Teacher collaboration around computer use with English as a second language students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31839.
Повний текст джерелаEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Tindall, Evie Ruth. "The principal's role in fostering teacher collaboration for students with special needs." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618820.
Повний текст джерелаKao, Yachen. "A Study of Teacher-Student Collaboration on Course Design with Technology at Wenzao Ursuline College of Languages in Taiwan." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/191.
Повний текст джерелаBack, Froehlich Lisa A. "A Collaborative Procedure to Support Teacher Adherence to Reading Comprehension Intervention and Its Effect on Student Outcomes." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306499197.
Повний текст джерелаRobertson, Laura, Pamela Cromie, Lindsay Lester, Jennifer Hill, and Diana O'Neal. "Hybrid PLCs: Building Collaboration Among Teachers in Different Schools." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/768.
Повний текст джерелаMagalhaes, Maria Cecilia Camargo. "A study of teacher-researcher collaboration on reading instruction for Chapter one students." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39989.
Повний текст джерелаEd. D.
Méndez, Martha E. Fulk Barbara M. "Beliefs and attitudes of preservice secondary history teachers toward inclusion and collaboration." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087870.
Повний текст джерелаTitle from title page screen, viewed November 1, 2005. Dissertation Committee: Barbara M. Fulk (chair), E. Paula Crowley, Frederick Drake, Kenneth H. Strand. Includes bibliographical references (leaves 125-134) and abstract. Also available in print.
Diack, Ndeye Helene. "ADDRESSING THE CRITICAL STEPS OF THE BUILDING OF A CULTURE OF COLLABORATION IN A PROFESSIONAL LEARNING COMMUNITY (PLC): A CASE STUDY." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1749.
Повний текст джерелаWhite, David William. "The influence of the collaborative videotape assessment process on preservice technology education teachers' confidence, lesson plan preparation and teaching experiences." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148335874.
Повний текст джерелаWigglesworth, Matt. "The effects of teacher collaboration on students' understanding of high school earth science concepts." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/wigglesworth/WigglesworthM0811.pdf.
Повний текст джерелаPrassas, Lea 1960. "A descriptive study of collaboration: Teacher-researchers and cross-age students writing to learn." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289644.
Повний текст джерелаHudson, Quonias. "The Effectiveness of Professional Learning Communities as Perceived by Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1346.
Повний текст джерелаElrod, Melody Jeane. "Exploring Mathematics Teacher Education Fieldwork Experiences Through Storytelling." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257126.
Повний текст джерелаThroughout the history of teacher education, the final fieldwork experience has often been called the single most influential experience in teacher preparation programs (Burns, Jacobs, & Yendol-Hoppey, 2016; Feiman-Nemser & Buchmann, 1986; Parker-Katz & Bay, 2008). Though this experience has been expanded to include fieldwork experiences throughout many teacher education programs (Guyton & McIntyre, 1990), the final fieldwork experience remains the closing activity and the lasting image of teacher preparation (Feiman-Nemser & Buchmann, 1986; Rosaen & Florio-Ruane, 2008). Given its importance, though, researchers know relatively little about it. “The knowledge thus produced is akin to the quantum theory of physics; we know what goes in . . . and what comes out . . . but not what occurs in the interim” (Guyton & McIntyre, 1990, p. 524). Given the current reforms in mathematics education and mathematics teacher education (National Council for the Accreditation of Teacher Education, 2010; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), Guyton and McIntyre’s observation is still relevant today.
During the final fieldwork experience, university-based and school-based mathematics educators must work together on behalf of the novice to marry university-promoted theory (especially reform-oriented theory) with the practical classroom expectations of day-to-day teaching life. Though there is much research on how this kind of work should be done and the dilemmas that have arisen during fieldwork (e.g., Knight, 2009; Loughran, 2006; Nolan & Hoover, 2004; Sergiovanni & Starratt, 2006; Sullivan & Glanz, 2013), we have little information about the experiences of the mathematics educators who collaborate during final fieldwork. Furthermore, we have very little information on how these educators navigate mathematics reforms to prepare teachers of mathematics.
This multi-case study was designed to investigate three novices, their school-based mentors, and their university-based mentor (me) who collaborated during a year-long final fieldwork experience at the close of a middle school mathematics teacher preparation program. To write single case reports that illuminated our collaborative experiences, I wrote the “stories” of each triad. To collect these stories, I used individual and group interviews, paired conversations, asynchronous text interviews, conference observations, collaborative fieldwork artifacts, my own practitioner-researcher journal, and three cycles of participant member checks. After verifying the veracity of the stories of each triad, I engaged in cross-case analysis to make assertions about the commonalities and unique circumstances that defined these fieldwork cases. This study adds to teacher preparation fieldwork literature by evoking a response from educators working in the field and providing them with examples of open dialogue that created more empathetic collaborative experiences. The study also provides evidence that the empathy generated by sharing stories can create more productive and effective learning experiences for the novices involved. In particular, open dialogue provided the collaborators in these cases with a platform for acknowledging pedagogical differences, negotiating fieldwork expectations, and setting and meeting novices’ professional goals. For future investigations of teacher preparation fieldwork collaboration, this study provides evidence that a practitioner approach to research affords the researcher exceptional access to the stories of novices and mentors and establishes empathetic bonds that can make the telling of those stories both illuminating and respectful of the voices they represent.
Baker, Diana. "Many Voices at the Table: Collaboration between Families and Teachers of Somali Students with Autism." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3801.
Повний текст джерелаFamily member-educator collaboration is envisioned as the "cornerstone" of the educational decision-making process for students with disabilities (e.g., Harry, 2008; Olivos, Friend and Cook, 2007, Gallagher and Aguilar, 2010). In the case of immigrant and refugee families, however, the ideal of coequal collaboration is often elusive for a variety of reasons (e.g., language barriers, disparate ideas about what familial involvement should be in educational decisions) (e.g., Lo, 2012). This qualitative multiple case study design (Yin, 2009) relied on interviews with family members and educators as well as observations of IEP meetings to examine the educational decision-making process in the context of Somali-American families of boys with autism. Findings from the present study echo many conclusions of previous research in terms of factors that facilitate (e.g., thoughtfully designed IEP meetings, frequent family-educator communication) and impede (e.g., divergent beliefs about the cause and course of autism, language barriers) family-educator collaboration in special education decision-making. The results, meanwhile, extended and challenged other aspects of existing literature. Analysis revealed, for example, the each school has a unique institutional culture whose norms (e.g., norms of parent participation in school activities, from dances and races to PTA meetings and in-class volunteering) can profoundly influence the ways in which family members and educators interact and engage in educational decision-making. In addition, while existing literature emphasizes the importance of cultural sensitivity among special educators (e.g., Harry, 1992; Lo, 2013), the present study suggests that in some cases, over-emphasis on cultural sensitivity can cause educators to be overly deferential and reluctant to actively engage with family members, in turn, leading to diminished or inauthentic communication
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Mertes, Nathalie. "Teachers' conceptions of student information literacy learning and teachers' practices of information literacy teaching and collaboration with the school library." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2014. http://dx.doi.org/10.18452/16921.
Повний текст джерелаSchool librarians are expected to interact with teachers for enhancing student information literacy (IL); however, information scientists report low numbers and levels of collaboration internationally. The teachers’ perspective on both IL teaching and collaboration with the school library has been neglected in research. Hence, a qualitative case study approach was chosen for gaining an in-depth understanding and developing a theory about the process of IL teaching in an entire faculty in a US independent high school. Data were collected about teachers in interviews with administrators, the head school librarian, and students, and from teachers in a questionnaire and semi-structured interviews. IL emerged out of the study in the form of seven concepts with major findings exhibiting that the majority of teachers do teach IL, especially through the assignment of research tasks, and collaborate with the school library, and that school librarians as well as teachers provide pedagogical interventions. IL competencies covered in research tasks, pedagogical interventions, and collaborative interactions were partly shaped by disciplines and the scope of research tasks. For example, web sources were prevalent in small-scale projects and library sources in extended projects; moreover, school librarians provided pedagogical interventions predominantly about information finding when students undertook small-scale research projects and about the majority of IL competencies when students undertook extended projects. IL teaching in formal education is a highly complex endeavor. Implications for practice include that school librarians need to take into account this complexity and agree with teachers on common understandings of IL and negotiate objectives, opportunities, and responsibilities with them for providing pedagogical interventions; where librarians are missing within schools, teachers need to be particularly well prepared for providing these interventions alone.
Horrocks, Cynthia J. "Partnering in Practice: A Look at Collaborative Student Teaching." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1336.pdf.
Повний текст джерелаShealy, Kristin L. "Impact of collaborative work analysis professional development on teacher practice and student writing." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154942.
Повний текст джерелаThis qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers’ perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.
Sinclair, LeeAnn Sharp. "Co-constructing text : the collaborative reading strategies of a first-grade teacher and her students /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841360.
Повний текст джерелаConley, Matthew D. "Exposed pedagogy investigating LGBTQ issues in collaboration with preservice teachers /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121800518.
Повний текст джерелаBurke, Jill Vincent. "A Case Study of Highly Effective Collaborative Teams." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599.
Повний текст джерелаTian, Zhongfeng. "Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108914.
Повний текст джерелаTraditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García & Lin, 2017). To leverage bilingual learners’ full linguistic repertoires as resources, this study explored how Sánchez, García, and Solorza’s (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the students were English-dominant speakers. Taking the form of participatory design research (Bang & Vossoughi, 2016), I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging documentation, translanguaging rings, and translanguaging transformation spaces across different content areas – Chinese Language Arts, Science, and Social Studies. During the process, we also engaged in equitable forms of dialogue and listening to openly discuss, negotiate, and develop our translanguaging co-stance in iterative ways. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artifacts and interviews throughout the school year of 2018-19. Inductive and deductive coding were adopted for data analysis. Findings revealed that translanguaging pedagogies took many shapes based on contextual factors, such as the different pedagogical purposes and curricular demands across content areas. Students were able to develop deeper content understandings, build cross-linguistic connections, and develop their bi/multilingual identities and critical consciousness in those flexible bilingual spaces. Findings also demonstrated that the ideological (re)negotiation between the researcher and the teacher was a bumpy and discursive journey, replete with tensions, confusions, and difficult conversations. Overall, it was a balancing act to create translanguaging spaces while maintaining the language-minoritized (Mandarin) space and privileging students’ use of Mandarin given the societal dominance of English. This study provides implications for new theoretical and pedagogical understandings of translanguaging, and suggests that researcher-teacher collaboration provides a promising way to generate evidence-based, practitioner-informed, and context-appropriate knowledge for DLBE curricular and pedagogical improvements
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Aruguete, Shing Aruguete. "A Case Study of the Teacher Advancement Program on a Native American Reservation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3587.
Повний текст джерелаTawse, Stephen. "An exploration of the impact of a collaborative learning activity on student teacher development." Thesis, University of Newcastle upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485798.
Повний текст джерелаBruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.
Повний текст джерелаMorris, Deborah Eileen. "Reconsidering Teacher Commentary As Interactive And Collaborative Dialogue: Implications For Student Writing And Revising." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404236637.
Повний текст джерелаSorbie, Jill I. "Exploring Teacher Perceptions of Blended Learning." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1866.
Повний текст джерелаCharles, Jean-Gresset. "African American Ninth-Grade Students' Engagement and Learning in Mathematics| A Case Study of Parent-Teacher Collaboration." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261858.
Повний текст джерелаAfrican American students continued to underachieve in STEM academics and remained underrepresented among college students majoring in STEM fields and the STEM workforce. This underperformance had negative consequences in that these students likely did not have adequate STEM subject knowledge and skills, especially in mathematics, to compete in the 21st-century workforce. Hence, African American parents and teachers may need to collaborate more frequently to facilitate African America students’ engagement and learning in mathematics. The collaboration between parents and teachers had been documented as a strong predictor of African American student academic achievement, including African American achievement in STEM subject areas. The purpose of this qualitative, case study was to explore and to describe why African American parents and high school teachers did not frequently collaborate to facilitate student engagement to learn mathematics. Two semi-structured interview guides designed for parents and teachers were used to ensure that the interviews were focused and covered the same questions for each participant. The participants for this case study were two math supervisors, six ninth-grade mathematics teachers, and three parents of African American students in a large northern New Jersey school district. It was found that ninth-grade math teacher participants (100%) perceived that they fostered parent-teacher collaboration to facilitate African American students’ engagement to learn mathematics. African American parent participants (100%) perceived that they involved in their children education at home, but the conflict between their work schedule and the district scheduled parent-teacher conferences prevented them from collaborating frequently with teachers. African American parent participants (100%) believed that caring teachers contributed to develop their willingness to collaborate with teachers to motivate their children to be engaged to learn mathematics. Recommendations for future research include investigating how caring teachers contributed to develop the willingness of African American parents to collaborate with teachers.
Shukri, Nadia Ahmad. "Exploring ESP/medical biology teacher collaboration, and medical students' and their teachers' perceptions of writing needs in an Arab University : a case study." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7553.
Повний текст джерелаChirume, Erasmus. "A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1214860712.
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 джерелаBrent, Howard Jehu. "Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13862679.
Повний текст джерелаAlthough some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.
Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.
Повний текст джерелаAbdullah, Zaleha. "Collision of two communities : developing higher education student teachers' creativity in design through a social networking collaboration with professional designers." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12238/.
Повний текст джерелаHill, Betty J. "Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453.
Повний текст джерелаBekingalar, Lodoumgoto. "Examining Opinions and Perceptions Regarding Substitute Teachers and Their Impact on Student Learning." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/13.
Повний текст джерелаYounkman, Freddy W. "The Impact of Teacher Professional Development on Student Achievement at a North Texas High School as Measured by End-of-Course Assessments in Algebra I and English Language Arts." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248429/.
Повний текст джерелаHong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.
Повний текст джерелаSham, Sook-yin Heidi. "A case study of an interdisciplinary project for Form 2 students with unsatisfactory academic performance : exploring the collaboration between social worker and teacher /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325892.
Повний текст джерелаJackson, Caroline Dover. "Collaboration between Art Teachers and School Counselors of the Johnson City Elementary Schools to Assist At-Risk Students: An Art Experiences Model." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0328103-181729/unrestricted/JacksonC041403a.pdf.
Повний текст джерелаTitle from electronic submission form. ETSU ETD database URN: etd-0328103-181729. Includes bibliographical references. Also available via Internet at the UMI web site.
Sham, Sook-yin Heidi, and 岑淑賢. "A case study of an interdisciplinary project for Form 2 students with unsatisfactory academic performance: exploring the collaboration between social worker and teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247696.
Повний текст джерелаKedrowski, Ann M. "Teacher and counselor collaboration to support the development of ADD/ADHD students an analysis of variance between elementary, middle, and high school levels /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kedrowski.pdf.
Повний текст джерелаÅkerman, Lena, and Mikaela Linder. "Transition Work Between School Years K-3 and 4-6 in Sweden : - The Importance of Teacher Collaboration in the Subject of English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41497.
Повний текст джерелаDenna studie har ett fyrfaldigt fokus. Först ämnar den att fylla ett hål i forskning som behandlar lärares och rektorers uppfattningar om övergångsarbete och samarbete mellan skolåren F-3 och 4-6 i Engelskämnet. Sedan utforskar studien hur dessa uppfattningar påverkar elevers akademiska prestationer i ämnet. I tredje hand jämförs den samlade datan med vad tidigare forskning, Svenska styrdokument och riktlinjer säger i frågan. Till sist sammanställer studien förslag på förbättringar på övergångsarbetet och samarbetet baserat på respondenternas bidrag och tidigare forskning. Forskningsunderlaget utgörs av data som samlats från 42 lärare och 10 rektorer som svarat på kvalitativa så väl som kvantitativa frågor om ämnet. Fynden indikerar att lärares och rektorers syn på övergångsarbete inte alltid överensstämmer. Studien visar vidare en grav diskrepans mellan svenska skolor i hur de samarbetar kring elevers övergång mellan låg- och mellanstadiet, där några av lärarna rapporterar ett väl fungerande samarbete och andra det helt motsatta. Fynden indikerar även att elevers akademiska prestationer kan påverkas av kvalitén på lärarnas samarbete och övergångsarbete. Slutligen identifierar studien några nyckelfaktorer som är nödvändiga för att skapa ett väl fungerande övergångsarbete och sammarbete.
Beaird, Marilyn Miller. "The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2221/.
Повний текст джерела