Дисертації з теми "Teacher educators Victoria Evaluation"
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Phillips, Joshua C. "Retaining Rural Educators| Characteristics of Teacher Retention Practices of Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729528.
Повний текст джерелаThe purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.
Bakar, Sharifah Bee Aboo. "An evaluation of college-based staff development programmes for teacher educators in Malaysia." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244899.
Повний текст джерелаPeterson, Amber Dahlen. "Expectations of Automaticity in Beginning Instrumental Music Educators." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333632062.
Повний текст джерелаNielsen, Bryon. "An Investigation of Educators' Perceptions of the Influence of a Teacher Evaluation System on Student Learning." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7327.
Повний текст джерелаBernard, Cara Faith. "Ensemble educators, administrators, and evaluation| support, survival, and navigating change in a high-stakes environment." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704455.
Повний текст джерелаThis study examined the ways in which mid-career ensemble directors and administrators (some with musical and some without musical background) described the effect of implementing standardized teacher evaluations on their practices and perspectives. Participants described the application and critique of the evaluation tools, particularly the Danielson Framework for Teaching, on their process and pedagogy. There is little information on how in-service teachers—specifically ensemble directors—locate themselves in their practice and how they articulate their process and pedagogy. There is also little literature on mid-career teachers, both in identity formation and self-reflection. Mid-career ensemble educators who have an established professional identity may find imbalance in light of the new policies, and have to negotiate and manage the contemporary evaluation systems predominantly designed for English and Math. Further, if supervisors do not understand what learning and assessment processes look like in a middle or high school band, orchestra, or chorus setting, they might try to evaluate with criteria that apply to a social studies or chemistry class. Without critically reflecting on how these evaluations affect pedagogy and process, educators may fall into routines of trying to reach a particular benchmark, instead of imagining ways to engage with their students.
A phenomenological interview approach was used to solicit the participants’ voices and to allow their narratives to describe their lived experiences with teacher evaluation in ensembles. The participants’ personal and shared narratives help to better explain and navigate the changing waves of educational policy. Data collection involved interviews and document review of the contemporary evaluation systems, in particular, the Danielson Framework for Teaching. Data analysis uncovered themes of conflicting identities in the classroom, misaligned interpretations of student-centered learning, as well as discourses based on location and the privileges associated with place. Teachers negotiated their performer/conductor and educator selves; administrators negotiated their leader and educator selves.
This study found that the Danielson evaluative tool, when poorly implemented in an ensemble setting, is faulted and lacks content validity. Additionally, while ensembles function rather traditionally in public schools, embracing a more open rehearsal pedagogy with conductor as facilitator may help to assure more student-centered learning.
Dutton, Shari R. "Change in Perceived Teacher Self-Efficacy of Agricultural Educators After a Greenhouse Management Workshop." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/21.
Повний текст джерелаWilkins, Ilene E. "Effects of a bonus on quality improvement for pre-school classroom educators." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4562.
Повний текст джерелаID: 029050491; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 136-155).
Ed.D.
Doctorate
Education
Palumbo, Jill. "ASSESSING ARTS EDUCATORS: HOW THE PERFORMANCES OF PUBLIC AND PRIVATE HIGH SCHOOL ART TEACHERS ARE ASSESSED IN VIRGINIA." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3204.
Повний текст джерелаLinn, Brenda Marian. "In the wake of reading wars: cognitive psychologists' and teacher educators' familiarity with and evaluation of cognitive reading research." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114151.
Повний текст джерелаCette étude explorait la nature et l'étendue de l'écart entre la perspective de la psychologie et celle de l'éducation en ce que concerne l'acte de lire. Quinze psychologues cognitivistes et 17 professeurs des sciences de l'éducation recrutés en Angleterre et en Amérique du Nord ont répondu à des questions ouvertes concernant la littéritie et l'alphabetisation et les politiques éducatives, avant de lire dix mises en situation de recherche tirées d'études germinales sur la lecture. Pour chacun de ces mises en situation, les participants ont indiqué selon une échelle Likert la probabilité et la portée scientifique d'un résultat donné; ils en ont également évoqué des interprétations théoriques ou pratiques. Les réponses aux questions ouvertes ont été analysées en fonction de thèmes récurrents et de points de divergence en ce qui concernait l'idéologie, l'épistémologie et des considérations sociales. Les cotes prédictives et les cotes de portée scientifique ont été comparées à l'aide d'analyses MANOVA et ANOVA à sens unique pour chaque mise en situation. Les interprétations théoriques et pratiques évoquées par les deux groupes ont également été comparées. Les réponses aux questions ouvertes ont démontré un consensus quasi-total quant à la nature et la valeur de la littéritié ainsi que l'opinion qu'il soit inopportun que le gouvernement dicte des approches à l'enseignement de la lecture. Les deux groupes se rejoignaient également sur l'intérêt des mises en situation de recherche; ils prédisaient néanmoins des résultats contraires l'un à l'autre lorsqu'il s'agissait de données qui ne s'enlignaient pas avec une interprétation psycholinguistique de l'acte de lire. Les deux groupes ont également évoqué des interprétations différentes des résultats prévus. La plupart des pédagogues prévoyaient la mise en évidence d'une différence entre la lecture donnant accès au sens d'un texte et le décodage; les psychologues cognitivistes interprétaient la lecture donnant accès au sens comme dépendante d'un traitement orthographique et phonologique complet. Des raisons possibles pour l'écart entre la perspective de la psychologie et celle de l'éducation sont proposées.
Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.
Повний текст джерелаHackworth, Ruth M. "Radiation Science Educators' Perception of Obstacles in the Use of Critical Thinking." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1262120623.
Повний текст джерелаHarvey, Loretta Woolum. "Clinical Educators' Perceptions of an Extended Clinical Field Experience: A Mixed Methods Case Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou153276735684428.
Повний текст джерелаThair, Micheal J. "The responsiveness of an Australian science teacher professional development program to the needs of local and developing country science educators." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1595.
Повний текст джерелаKantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.
Повний текст джерелаThair, Micheal J. "The responsiveness of an Australian science teacher professional development program to the needs of local and developing country science educators." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10398.
Повний текст джерелаparticipants from Australian and Indonesian who have completed a science education postgraduate program in Western Australia at the Science and Mathematics Education Centre (SMEC) located at Curtin University of Technology in Western Australia. These two groups were chosen because between 1988 and 1995 they were the predominant nationalities participating in SMEC programs. The research methodology and use of quantitative and qualitative research instruments was in keeping with the holistic conceptual framework adopted for the study and follows recent trends in teacher professional development research which have seen a broadening of research methodologies. The instruments used included a postal questionnaire, classroom observation schedule and structured interviews.The research findings indicated that the Indonesians have different needs to their Australian counterparts in terms of their professional, personal and social development. These differences included the Indonesians' strong beliefs in and use of didactic and formal teaching methodologies, limitations in Indonesian classrooms on the introduction of new teaching activities, a more centralised and formal education system in Indonesia in contrast to the increasing autonomy seen in Australia, and a more flexible teacher professional development approach in Australia focussing on personal development, as opposed to the curriculum and assessment focus seen in Indonesia. In addition, there are vast differences between the Indonesian and Australian education systems and these differences were seen to reinforce many of the different beliefs and practices between the Indonesian and Australian participants.The study suggests that the Australian participants are able to implement teaching approaches and theoretical frameworks included in their postgraduate studies at SMEC; however, the conclusions highlight the ++
limitations of expecting that this can occur for developing country participants. In examining approaches in overcoming these limitations, it was concluded that a range of minor interventions or modifications to program design and content would be insufficient and a number of key indicators were identified that point to the responsiveness of programs for developing country participants. These indicators included the need for host institutions to be fully conversant with the classrooms and social contexts of developing country participants, constructivist pedagogical approaches to program design, planning and implementation, and the necessary flexibility to maintain academic rigour in postgraduate science education programs while incorporating unfamiliar education notions and frameworks from developing countries.
Mims, Pamela J. "Preliminary Results of The Teacher Support Project: Increasing Self-Efficacy and Reducing Attrition of Special Educators." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/179.
Повний текст джерелаTaylor, Brigid S. "SCORING RELIABILITY BY EARLY CHILDHOOD EDUCATORS ON A CURRICULUM BASED ASSESSMENT." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/64.
Повний текст джерелаIileka, Ottilie. "An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003527.
Повний текст джерелаYang, Li-Ju, and 楊麗珠. "The Study of Taichung City Elementary School Educators’ Perspectives on Teacher Evaluation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/26738269950597446919.
Повний текст джерела臺中師範學院
國民教育研究所
94
The Study of Taichung City Elementary School Educators’ Perspectives on Teacher Evaluation Advisor: Ying-Hsin Yang,Ph.D. Author:Li-Ju Yang Abstract The purpose of this study was to investigate the perspectives of elementary school educators in Taichung City on teacher evaluation. As to research methodology, literature review was conducted to investigate theories and relevant studies pertaining to elementary school teacher evaluation, and a questionnaire survey was also applied to understand the current implementation of teacher evaluation in Taichung City elementary schools, as well as the educators’ attitudes and opinions on the content of the evaluation, possible difficulties, and solutions. Research subjects were educators in the 60 public elementary schools in Taichung City. A total of 550 questionnaires were circulated. 478 of the 484 returned were valid, making the valid response rate 86.9%. The data collected from the questionnaire survey were processed and analyzed through various statistic methods, frequency distribution, percentage, mean, standard deviation, Chi-square, t-test, One-way ANOVA, and etc. Based on the above-mentioned purposes and methodology, the results are as follows: 1. The current evaluations on the teachers in Taichung City elementary schools primarily based on Regulations for Evaluating Teacher Performance in Public Schools and approved by most of the elementary school educators, except in the aspect of the limit on generalized evaluations and insufficient exercise of the evaluation functions. 2. Educators in Taichung City elementary schools possessed positive attitudes toward the implementation of teacher evaluations. 3. Comparisons of the educators’ opinions on the content of teacher evaluations: (1) Educators in Taichung City elementary schools shared positive opinions on the purpose of teacher evaluation and agreed that formative purposes are primary, and summative purposes are secondary. (2) Educators in Taichung City elementary schools possessed positive approval for the items, including “teaching professional knowledge”, “class management and counseling knowledge”, “professional development and advanced studies.” (3) As to the implementation of teacher evaluations, educators in Taichung City elementary schools demonstrated that self-evaluation should be the first priority, followed by school personnel evaluation. (4) Educators in Taichung City elementary schools agreed that the materials to be evaluated should be mainly based on teacher self-evaluation and teacher interviews. (5) Educators in Taichung City elementary schools shared positive approval for the plenitude of the administrative process in the current teacher evaluation system. (6) Educators in Taichung City elementary schools highly supported the method of public citation or awarding. (7) As to the measures for inadequate evaluation results, Educators in Taichung City elementary schools paid more attention to the assistance provided by the school, the formative purpose of helping teacher improve. (8) Educators in Taichung City elementary schools shared consensus on the difficulties encountered in the teacher evaluations, especially “the lack of a set of objective and fair teacher evaluation tool”, “possible insufficiency in time and human resource during the implementation of teacher evaluation”, “the lack of legal sources for teacher evaluation”. (9) Educators in Taichung City elementary schools shared consensus on strategies to solve difficulties encountered in teacher evaluation, especially in the aspects that “an objective and fair evaluation tool should be should be studied and set up” and “regulations for the implementation of teacher evaluation should be studied and set up”. 4. Educators in Taichung City elementary schools with different background variables had different attitudes toward the implementation of teacher evaluation. 5. Educators in Taichung City elementary schools with different background variables had different opinions on the content of teacher evaluation. 6. Educators in Taichung City elementary schools with different background variables had different opinions on the possible difficulties encountered during the implementation of teacher evaluation. 7. Educators in Taichung City elementary schools with different background variables had different opinions on solutions to the possible difficulties encountered during the implementation of teacher evaluation. Key-words: educators in elementary schools, teacher evaluation
Chitera, Nancy. "Discourse practices of mathematics teacher educators in initial teacher training colleges in Malawi." Thesis, 2010. http://hdl.handle.net/10539/7574.
Повний текст джерелаTseng, Yu-Fen, and 曾毓芬. "A Study on the Evaluation of Teacher Professional Development for Junior High School Educators in Taoyuan County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/10997199011177356247.
Повний текст джерела銘傳大學
教育研究所碩士在職專班
102
The purpose of this study is to explore junior high school educators in Taoyuan County participated in the evaluation of teacher professional development. The study took junior high schools in Taoyuan County as research range, using the number of the teachers of these schools as mother group, stratified sampling at random was conducted, questionnaire method was used to make the research, 695 pieces of questionnaires were handed out, and 593 valid pieces were received. The data are analyzed by using descriptive statistics, T-test, and one-way ANOVA. The results of this study are shown as follows: 1. Junior high school educators in Taoyuan County perceptions of evaluation of teacher professional development are strongly positive. 2. There are partially significant distinction in the evaluation of teacher professional development according to different backgrounds. 3. Junior high school educators who have participated in evaluation have higher evaluation recognition than those who haven’t taken part in evaluation. Based on the above findings, it offers some suggestions about the implementation of the evaluation of teacher professional development for educational administrative authorities, schools, and teachers.
Shixiong, Gao, and 高士雄. "Views on Teacher Professional Development Evaluation for Elementary and Junior High School Special Educators in Yunlin County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/w66646.
Повний текст джерела國立臺東大學
進修部暑期特教碩士班
98
Views on Teacher Professional Development Evaluation for Elementary and Junior High School Special Educators in Yunlin County Gao Shixiong Abstract In this paper, through literature analysis and the self - survey &auot;Views on Teacher Professional Development Evaluation for Elementary and Junior High School Special Educators in Yunlin County&auot; as the research tool, sampling 276 special educators and recovering 252 as valid. The questionnaire data were analyzed by average, t-test, one-way ANOVA. To explore ways of promoting the professional of special educators. Sort out the research results and discussions, the major findings were as follows: 1.The impact of special educators to participate in Teacher Professional Development Evaluation factors, the highest extent of the impact are evaluation and mentor teacher with or without professional. 2.The teachers with different years of special education, positions, school type, special education background, schools and individual teachers whether or not to participate, affect the level of participation had the existence of significant differences. 3.The feasibility of evaluation and mentor teacher, county or special education counseling corporation for the highest. 4.The teachers with different teacher positions, special education background , classes of special education, individual teachers whether or not to participate, affect the level of participation had the existence of significant differences. 5.The development of special educators to participate in evaluation indicator, a total of four for 14 teacher professional standards. According to the research results, the researcher provided suggestions for the related units and the follow-up study. Keywords
Kigozi, Benon. "An evaluation of music education on elementary schools in Buganda : a way forward." Thesis, 2008. http://hdl.handle.net/2263/27984.
Повний текст джерелаThesis (DMus)--University of Pretoria, 2008.
Music
unrestricted
黃福賢. "A Study of Hsinchu County Elementary School Educators About Their Participation in the Tentative Teacher Professional Development Evaluation Program." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/41684062687855323170.
Повний текст джерела國立新竹教育大學
教育學系碩士班
97
Abstract The purpose of this study was to understand Hsinchu county elementary school educators’ opinions about their participation in the tentative teacher professional development evaluation program at their own school which they had participated for two or three years. A survey questionnaire to all the participants and interviews with selected elementary school principals, responsible directors, and classroom teachers were used to collect the data. Survey data were analyzed statistically by percentage and chi-square test; and interview data were analyzed qualitatively. The main findings of the study are as follows: 1. A majority of the elementary school educators supported the formative purpose of teacher professional development evaluation program. “curriculum planning and teaching” and “class management and guidance” were the two evaluation dimensions most valued. 2. A majority of the elementary school educators selectively adopted evaluation criteria developed by scholars and their own school staff. 3. Most of the schools used teacher self-evaluation checklist and classroom teaching observation to collect evaluation data, and most of the elementary school educators favored classroom teaching observation to be a main tool of evaluation. 4. Peer-evaluation was used as a main method of evaluation at most Hsinchu county elementary schools. Teacher’s classroom performance was observed and evaluated by a fellow teacher instead of an evaluation team. 5. Generally, a pre- and a post-evaluation conference were held for the individual teacher being evaluated. 6. Most of the mentor teachers who were selected as evaluators interacted with fellow teachers receiving evaluation in a way of observing their classroom performance and giving feedback. 7. Most of the elementary school educators’ knowledge of teacher professional development evaluation program was acquired from teacher evaluation seminars and workshops sponsored by Hsinchu County Bureau of Education 8. Most of the schools encouraged poor performance teachers to attend relative enhancing courses. 9. In order to smoothly implement teacher evaluation program, most elementary schools provided in-school Workshop on Evaluation Knowledge and Skills and other acceptable team forming of evaluator-evaluatee 10. The difficulties encountered by most of the schools in evaluation were “difficulty in arranging meeting time for discussion” and “no specific professional guidance was given to the evaluated teachers after evaluation.” Based on the findings, several suggestions were offered.
Lo, Kuo-Chi, and 羅國基. "A Study of the Elementary School Educators’ Opinions on the Experimental Teacher Professional Development Evaluation Project in Miaoli-Hsinchu Area." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68761713675983079258.
Повний текст джерела國立新竹教育大學
人資處學校行政碩士班
95
The study was to investigate the experimental elementary school educators’ opinions on the experimental teacher professional development evaluation project in Miaoli-Hsinchu area, including the contents, the implementations, the difficulties, the strategies, the effects, and the ideal types of teacher professional development evaluation. Based on the collected and analytic documents, “Questionnaire for current implementation situation of teacher professional development evaluation toward the experimental elementary and high school educators in Miaoli-Hsinchu area” was designed for the object of the study. This study randomly samples 611 subjects from the elementary and high schools in Miaoli-Hsinchu area. A total of 355 questionnaires were returned (response rate 58.1%) and 337 were evaluated as valid (valid rate 95.9%). The methodology of the study included the frequency percentage method, chi square test and other statistical methods, along with the interview. The results of the study were as follows: I. The experimental elementary school educators’ opinions on the contents of teacher professional development evaluation 1. Most educators considered teacher professional development evaluation “a formative evaluation.” 2. Most educators believed that the functions of teacher professional development evaluation were to enhance the instructional quality, promote the teacher professional development, encourage teachers’ self reflection and increase peer professional interactions. II. The current situation of the teacher professional development evaluation in the experimental elementary school 1. Half the educators participated in the evaluation, but less than 60%. 2. Most educators first participated in “primary evaluator course”, and then “planning advance-knowledge course.” 3. After taking the training courses, most educators were satisfied with the training hours. 4. After taking the training courses, most educators believed that the training courses assisted in the follow-up evaluation. 5. Before participating in teacher professional development evaluation, most educators agreed that there were sufficient announcement and training at school. 6. Most educators had full understanding of the contents of the experimental teacher professional development evaluation project. 7. Most experimental elementary school educators believed that the purpose of school’s application for the teacher professional development evaluation was to stimulate teachers’ professional growth and enhance their instructional quality. 8. Most educators mainly chose the aspect of “curriculum design and instruction”, and then “classroom management and counseling.” 9. Most members of teacher professional development evaluation team possessed the qualification on basis of the Ministry of Education, but “the directors” and “the teacher organization representatives or the teacher representatives” were highly supported by the majority. 10. For the teacher professional development evaluators, most participants mainly chose to cooperate with “teachers taught the same subject or the same grade.” 11. The references of the criteria for the teacher professional development evaluation were mainly from “the Ministry of Education website of teacher professional development evaluation”, and then “the evaluation criteria of the education bureau.” 12. Most schools accepted the opinions from the teachers and inter school evaluation team on the criteria of teacher professional development evaluation. 13. About the evaluation tools, most educators chose to “fill out the school self-evaluation form ” and “ make the classroom observation with the same subject teacher or the same grade teacher.” III. The difficulties and strategies of the teacher professional development evaluation in the experimental elementary school 1. The difficulties encountered were “extra workload”, “evaluator shortage ”, and “insufficient fund from the government.” 2. To overcome the difficulties, most educators first adopted the strategy of “constantly communicating with teachers”, and then “planning further education and encouraging teachers to participate in.” IV. The effects of the teacher professional development evaluation in the experimental elementary school 1. Most educators were comfortable with the effects of the teacher professional development evaluation. 2. Most educators were satisfied with “having the experience of teacher professional development evaluation ”, and then “receiving the affirmation and feedback from the professional performance in teaching.” 3. With one year of the evaluation experience, most educators noticed the change in their teaching profession, first “capable of reflecting their own instruction ”, and then “willing to participate in the activities of teachers’ professional growth.” 4. The pros and cons on the subject of carrying on the evaluation were half and half, but most educators were willing to participate in the project. V. The experimental elementary school educators’ opinions on the ideal types of teacher professional development evaluation 1. Regarding the correlated policies to teacher professional development evaluation, most educators were agreed on “establishing the mentor teacher system” first, and then “training the teacher professional development evaluator.” 2. The educators’ decisions on the issue of receiving self-evaluation and school-evaluation once a year were half and half, but the pros were still the majority. 3. The most ideal ways to manage the evaluation reports were “private written notice”, and then “the opportunity to debate on the evaluation results”. 4. The most ideal ways to apply the evaluation reports were “the affirmation and feedback to great professional performance teachers”, and then “the opportunities provide to advance education on teachers’ needs.” Based on the conclusion, the study offered suggestions as references to the education administrations, school educators, teachers and future study.
Trytsman, Penelope. "Educators' experiences of an appraisal system in an independent school in KwaZulu-Natal." Thesis, 2005. http://hdl.handle.net/10413/1591.
Повний текст джерелаThesis (M.Ed.) - University of KwaZulu-Natal, 2005.
Hung, Shen Chang, and 洪聖昌. "A Study of the Knowledge and Opinions of Elementary School Educators About the Tentative Teacher Professional Development Evaluation Program in Miaoli County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/73773668009297148777.
Повний текст джерела國立新竹教育大學
教育學系碩士班
96
The purpose of this study was to understand the knowledge and opinions of elementary school educators in Miaoli county about the tentative teacher professional development evaluation program in their own school which they had participated for one year. A survey questionnaire and interviews with selected elementary school principals, student academic affairs directors, and classroom teachers were used to collect the data. Survey data were analyzed statistically by percentage and chi-square test; and interview data were analyzed qualitatively. The main findings of the study are as follows: 1. A majority of the elementary school educators supported the formative purpose of teacher professional development evaluation program, and accepted evaluation criteria developed by their own school. However, they split their opinions in half about whether or not Miaoli County Educational Bureau should develop a set of county-wide evaluation criteria for schools. 2. Most of the schools used teacher self-evaluation checklist and classroom teaching observation to collect evaluation data, and most of the elementary school educators favored classroom teaching observation to be a main approach of evaluation in the future. 3. “Curriculum planning and teaching” and “class management and guidance” were the two evaluation dimensions most valued. 4. Normally, 2 to5 teachers and 1parent were nominated as school evaluation group members. Teacher’s classroom performance was observed and evaluated by a fellow teacher from the same grade. 5. Most of the elementary school educators had attended the evaluation workshops sponsored by Miaoli County Educational Bureau before they participated the tentative teacher professional development evaluation program. 6. Generally, a pre- and a post-evaluation conferences were held in evaluation process. 7. School evaluation group would privately give the evaluated teachers the results in written format. 8. The difficulties encountered by most of the schools in evaluation were “ Overload of teachers generated by the tentative evaluation program weakened teachers’ willingness to participate the tentative program again. ”, “Short of resources for evaluation on the part of schools made the program not so easy to be implemented. ” and “ No specific professional guidance was provided to the evaluated teachers after evaluation.” Based on the findings, several suggestions are offered.
Govindasamy, Sharon. "Teacher training as prerequisite for quality early childhood development programmes in South Africa." Diss., 2010. http://hdl.handle.net/10500/4228.
Повний текст джерелаTeacher Education
M.Ed. (Didactics)
Mays, Tony John. "From policy to practice: an evaluation of the Unisa National Professional Diploma in Education from the perspective of social critical theory." Diss., 2004. http://hdl.handle.net/10500/1431.
Повний текст джерелаEducational Studies
M.Ed. (Didactics)
(10730865), Scott Tecumseh Thorne. "TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION." Thesis, 2021.
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