Дисертації з теми "Teacher and instructor development"
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Binks, Emily Suzanne. "An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85925.
Повний текст джерелаEasley, Arnold Thomas. "The personality traits of wilderness leadership instructors at NOLS: the relationship to perceived instructor effectiveness and the development of self-concept in students." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54286.
Повний текст джерелаPh. D.
Downes, Dawn M. "Designing evaluation tools for the Differentiated Instruction Staff Development Initiative." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 264 p, 2007. http://proquest.umi.com/pqdweb?did=1253510301&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Повний текст джерелаSoderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.
Повний текст джерелаHauck, Nancy. "Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1343.
Повний текст джерелаMcCannell, Alexandera. "Teaching the intangible : how early childhood teacher education instructors "teach" relational development." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/56225.
Повний текст джерелаEducation, Faculty of
Graduate
Semon, Sarah R. "Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003137.
Повний текст джерелаShumway, Jill Brown. "Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2257.
Повний текст джерелаChoi, Ho Jung. "Intersecting literacy beliefs and practices with heritage and non-heritage learners' instruction: a case study of a novice Korean language instructor." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3061.
Повний текст джерелаBu, Xun. "An investigation of the relationships between professional development, teacher efficacy and teacher stress among teachers in Shanghai public primary schools." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/1.
Повний текст джерелаRuben, Barbara. "Nurturing the Development of Teacher Change Agents Within a Teacher Education Program." PDXScholar, 2004. http://pdxscholar.library.pdx.edu/open_access_etds/1991.
Повний текст джерелаAlhammouri, Ahmad Mahmoud Abed Alfattah. "Professional Development in Mathematical Modeling: Teacher Engagement, Teacher Knowledge, and Classroom Implementation." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1527243404147734.
Повний текст джерелаVanderbilt, Kathi L. "Online Professional Development: An Analysis of Instructor Beliefs and Instructional Strategies for the Facilitation of Learning with Adult Educators." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-06082008-150947/.
Повний текст джерелаTitle from file title page. Mary B. Shoffner, committee chair; Wanjira Kinuthia, Nancy J. Brown, Dana L. Fox, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references (p. 233-256).
Zheng, Huiling Diona. "Evidence-based practices : reading comprehension instruction and teacher self-efficacy." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021726/.
Повний текст джерелаStoube, Deanna Mariea Floy. "The emergence and development of preservice teachers' professional belief systems about reading and reading instruction." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/267.
Повний текст джерелаChild, Angela R. "Explicit Instruction Elements in Core Reading Programs." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1176.
Повний текст джерелаBoyarko, Maria A. "ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.
Повний текст джерелаTitle from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).
Kostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.
Повний текст джерелаHong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.
Повний текст джерелаCannon, Carrie Anne. "Comparison of language arts scores between computerized and teacher differentiation of instruction." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267616.
Повний текст джерелаScholars have focused the majority of differentiated instruction research on the effect that differentiation has on student achievement, but have overlooked whether or not the delivery method makes a difference on student achievement. Research questions: Is there a significant difference in Language Arts fluency total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Is there a significant difference in Language Arts in comprehension total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Archival records (128) were examined from a (BOY) and (MOY) mClass Dibels Next and mClass Dibels TRC assessments. There was a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that received traditional instruction for growth focusing on fluency and it was determined through an independent samples t-test. There was not a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that receive traditional instruction for growth focusing on comprehension. The results of the inferential tests determined that the students that received their differentiation from the software program had significantly higher growth results than their counterparts that received the differentiation from their classroom teachers in the area of fluency. For the area of comprehension, there was not a significant difference between the two groups.
Teter, Richard B. "The development of a pre-service teacher evaluation database." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4216.
Повний текст джерелаMoreland, Kelly A. "Rhetorical Embodied Performance in/as Writing Instruction: Practicing Identity and Lived Experience in TA Education." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555331063154356.
Повний текст джерелаHobson, Beverly Ann. "Teacher Perceptions of Evaluation as an Agent for Teacher Growth and Improvement of Instruction." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1221.
Повний текст джерелаClark, Lynn V. "Teacher professional development as a third space researcher and practitioner dialogues /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330782.
Повний текст джерелаTitle from PDF t.p. (viewed on Jul 22, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3842. Adviser: David J. Flinders.
Wong, Lai-ching Lillian, and 黃麗貞. "Innovation and change: information technologyand in-service teacher professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841161.
Повний текст джерелаCollier, Angela. "Approachability of Nursing Clinical Instructors: Psychometric Assessment of a Scale Development." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3350.
Повний текст джерелаGeilman, Amy Michelle. "A Challenging and Rewarding Process: Implementing Critical Literacy Instruction in a Middle School Classroom." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2246.
Повний текст джерелаBahadorani, Homeira. "Adult Language Instructors' Experiences Regarding Vocabulary Instruction and Synformy." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4833.
Повний текст джерелаCamaya, Claribel. "Teachers' perceptions of social skills instruction for children with autism spectrum disorders." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742176.
Повний текст джерелаThe purpose of this phenomenological study was to explore how educators describe their lived experiences with regard to addressing social skills challenges for children with ASD and what meaning can be derived from the experiences of those educators. Digitally recorded semistructured interviews were conducted with twelve educators working in school settings in Southern California. The participants held a variety of titles and all participants had at least six years of experience teaching social skills to children with ASD. Findings from this study resulted in five major thematic groups: (a) defining social skills; (b) how social skills are assessed; (c) program characteristics; (d) instructional and standardization challenges; and (e) critical factors. Study findings primarily indicated a need for a more structured approach to research due to the diversity within the ASD diagnosis and the complexity and broad nature of social skills. Two major recommendations for future research evolved from this study. First, future research should systematically explore the varying characteristics within the ASD population and how intervention strategies or intervention types impact the subpopulations within the ASD diagnosis. Finally, research should explore social motivation as a possible pivotal characteristic for successful social skills development and whether it is possible to cultivate motivation.
Ross, Linda S. "The impact of teacher leaders on mathematics instruction in grades 1 and 2." Youngstown State University / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996671255.
Повний текст джерелаWaters, Karen C. "A Clinical Practicum Experience to Prepare Teacher Candidates for Classroom Literacy Instruction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/863.
Повний текст джерелаJin, Huifen. "Teacher educators’ and pre-service teachers’ preparedness to use ICT: a Western Australian perspective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2269.
Повний текст джерелаThompson, Sarah E. "Development of a Teacher Identification Form of Student Interest in Mathematics." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/186.
Повний текст джерелаBuller, Jean Nanney. "The development of reading instruction competence in preservice teacher candidates during three stages of field experience in a university -based teacher preparation program." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2462.
Повний текст джерелаHogan, Norma, and Terryl Rock. "edTPA: Strategies and Supports for Teacher Candidates in Secondary Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3262.
Повний текст джерелаHollingshead, Barbara S. "The development and psychometric analysis of the conceptual level teacher behavior observation tool." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1096.
Повний текст джерелаWashington, Jeffery. "The Relationship Between Differentiated Instruction and 11th-Grade Students' Academic Performance." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5286.
Повний текст джерелаKennedy, Christopher S. "Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434.
Повний текст джерелаRakes, Lori. "Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5763.
Повний текст джерелаJones, Gail, Grant E. Gardner, Laura Robertson, and Sarah Robert. "Science Professional Learning Communities: Beyond a Singular View of Teacher Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/764.
Повний текст джерелаYan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
Повний текст джерелаBattle-Edwards, Amy. "An Examination of the Georgia Teacher Keys Effectiveness System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/102.
Повний текст джерелаHaughney, Kathryn Leigh. "Supporting Communicative Autonomy Through Academics| The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking." Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790451.
Повний текст джерелаThe present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and commThe present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and communication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student’s view of the intervention, and the classroom staff’s view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.unication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student’s view of the intervention, and the classroom staff’s view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.
White, Robert, Chih-Che Tai, Karin Keith, and Renee Rice Moran. "Teacher Effectiveness: Improving Education in a Faltering America." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1020.
Повний текст джерелаSpittler, Marc M. "The Antecedents and Consequences of Teacher Professional Discretion Over Curriculum and Instruction| A Grounded Theory Inquiry." Thesis, University of Central Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10666339.
Повний текст джерелаWith the ever-changing requirements of a secondary level of education and the application of standardized testing criteria to determine proficiency in mastery of the subject matter, the attempt to create a standard and acceptable curriculum for all school sites has left the control of the schools. Now classrooms are scrambling for focus, guidance and support with curriculum development and implementation. Over the last three decades, there have been numerous research studies that have examined the place of the classroom teacher in the process of creating curriculum for their classroom with mixed results. The efforts to reform secondary education, from the federal level to the local level, have shut out the local input from teachers and professionals in their particular fields as to what the curriculum in the classroom should be and left that decision to people outside the classroom environment.
This research study was conducted to derive a theory developed on the empirical basis of teacher input through the lens of the methodology of grounded theory. Its goal was to identify the underlying issues and problems associated with classroom teachers; input into local curriculum as well as the barriers to changing the prevailing thought of classroom teachers on curriculum. Classroom teachers from two separate academic subject matters that are currently being taught at the middle school level were interviewed and their responses were coded using the classical grounded theory methodology and processes.
The resulting research shows that the involvement of classroom teachers is considered a benefit to the local curriculum development, regardless of experience in the classroom or length of service as a teacher. While most teachers feel that their input is paramount to learning in their particular classroom, teachers admit that they lack the skills to effectively create curriculum for implementation. It is in this manner that teachers strive to do what is best for their students; however, in some cases they lack the support and direction from the district, state or federal level. Knowing the issue as it appears to the classroom teacher, the creation, implementation and execution of locally created curriculum would be and is met with great resistance due to the adherence to the prevailing thoughts on curriculum development at the state of federal level and the need to comply with and execute the curriculum within the existing frameworks.
Further studies in looking at the existence of and use of locally teacher created and implemented curriculum, in different state or regional areas, would contribute to a better and clearer understanding of the particular issues that surround and deal with teacher involvement in the classroom curriculum decision making process. It is believed that the use of the grounded theory model as a methodological research tool provides a pathway for all interested parties to be open and candid about the issue and provide a better introspective look at the issues at hand.
Belnap, Jason Knight. "Putting TAs into Context: Understanding the graduate mathematics teaching assistant." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1238%5F1%5Fm.pdf&type=application/pdf.
Повний текст джерелаRock, Terryl. "How edTPA Supports TEAM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3265.
Повний текст джерелаEksi, Gul. "An Assessment Of The Professional Development Needs Of English Language Instructors Working At A State University." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612808/index.pdf.
Повний текст джерелаl M.S., Department of Educational Sciences Supervisor: Assist. Prof. Dr. Yesim Ç
apa Aydin December 2010, 88 pages The main purpose of this study was to assess the professional development needs of the English language instructors working at a state university in Istanbul. Ninety-two instructors teaching preparatory classes constituted the population of the study. Within that needs assessment, the instructors&rsquo
perceptions of professional development, the most common professional development activities instructors practice, factors that hindered instructors from attending professional development activities, the most difficult skill to teach and assess, the areas of teaching English where instructors needed a professional development program, and the instructors&rsquo
preferences for delivery methods and formats of the professional development programs were identified. This study also examined the role of year of teaching experience, workload of the instructors, department the instructors graduated, and instructors&rsquo
perceptions of professional development programs in predicting the professional development needs of the instructors. Findings indicated that participants had positive perceptions of professional development. The most common professional development activity type was found to be &ldquo
Sharing experiences with colleagues.&rdquo
The most important factor which hindered participants from attending professional development was determined as &ldquo
inconvenient date/time.&rdquo
The most difficult skill to teach and to assess was reported as &ldquo
Writing.&rdquo
It was found out that the area where the degree of need was the highest was &ldquo
New theories and practices of English language teaching.&rdquo
Most of the participants reported that they preferred professional development activities to be optional workshops at their own institutions. A trainer or an expert from an outside institution was the most preferred speaker type. Findings also showed that instructors preferred sessions which took up to 60 minutes, held on weekday mornings once a month. The result of the regression analyses indicated that only year of teaching experience was significant in predicting professional development needs of the instructors. Year of teaching experience was negatively correlated with the needs indicating that as the teachers got more experience, their degree of professional development needs decreased.
Aubrey, Richard H. "Moral Purposes of Successful Teachers." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2879.
Повний текст джерелаJones, Gail M., Laura Robertson, Grant E. Gardner, Sharon Dotger, and Margaret R. Blanchard. "Differential Use of Elementary Science Kits." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/763.
Повний текст джерела