Дисертації з теми "Teacher professional studies"
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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
Повний текст джерелаBibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
John, Peter David. "The teacher educator's experience : case studies of practical professional knowledge." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/8d0e711e-50c8-4439-b2af-01d368d88703.
Повний текст джерелаHirtz, Janine Renee Marie. "Teacher professional development and communities of practice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.
Повний текст джерелаKolosey, Connie. "Assist Principals' Perspectives on Professional Learning Conversations for Teacher Professional Growth." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3188.
Повний текст джерелаSweat, Ashley Dawn. "What is the Nature of the Professional Practice of Artist-Teachers? Four Case Studies." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/art_design_theses/3.
Повний текст джерелаHopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.
Повний текст джерелаAyubayeva, Nazipa. "Teacher collaboration for professional learning : case studies of three schools in Kazakhstan." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/273675.
Повний текст джерелаThacker, Emma Sowards. "Smooth Sailing Through Stormy Seas? High School Social Studies Teachers Navigating Their Informal Professional Learning." UKnowledge, 2014. http://uknowledge.uky.edu/edsc_etds/1.
Повний текст джерелаWilson, Adrianne G. "Understanding the Cultivation of Teacher Leadership in Professional Learning Communities." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3410.
Повний текст джерелаHong, Hyeri. "Social studies educators' professionalism in an age of high stakes accountability : examining teacher-level and school-level characteristics and testing policy associated with teacher authority in the secondary social studies classroom." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1337.
Повний текст джерелаExton, Virginia Norris. "A Qualitative Case Study of Developing Teacher Identity among American Indian Secondary Teachers from the Ute Teacher Training Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/181.
Повний текст джерелаWan, Lisa Chi Yan. "Implementation of Professional Learning Communities at the Progressive Academy of Southeast Asia." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749206.
Повний текст джерелаThere is a large body of research that suggests the concept of a professional learning community (PLC) can promote improved student learning by increasing collective teacher capacity to meet the diverse learning needs of students (Reeves, 2016; Battersby & Verdi, 2013; Marzano & DuFour, 2011; Fullan 2010, Senge, 2006; Morrissey, 2000; Hord, 1997). Many schools have implemented PLCs around the world. Despite the well-documented benefits of PLCs, there is inconsistency to the extent with which PLCs are implemented within schools and districts. The purpose of this study was to (a) understand how the elementary division at Progressive Academy of Southeast Asia (PASA), an independent private school, has implemented PLCs; (b) learn about promising practices utilized by high performing PLCs to promote teacher collaboration and high productivity; and (c) understand barriers confronted by PLCs during the PLC process. A qualitative research design was used to understand the implementation process through focus group discussions. Focus group discussions were conducted with all grade levels, kindergarten to grade 5 in the elementary division. Ten themes emerged from the study (1) an alignment of belief in the mission and vision and purpose of PLCs by faculty and administration, (2) the elementary school has implemented systems and structures to support the PLC process, (3) there is a collaborative culture for the PLC process, (4) collective responsibility for student learning is still at its infancy stage, (5) PLCs are results oriented and have clearly established SMART goals that align with the elementary school’s strategic plan, (6) instructional assistants are a strong system of support for learning for students, (7) trust is a key to high performing PLCs, (8) there is a low level of trust in some PLCs, (9) there is a transient faculty, and (10) there are an overwhelming number of initiatives that require the time of PLCs at the school.
Kerl, Mary Ann. "Online Professional Development for College Faculty to Support Dyslexic Students| A Multiple Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975404.
Повний текст джерелаThe topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model. The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants? responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing.
Earley, Penelope M. "Federal attention to teacher certification and licensure : two policy case studies /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10022007-145344/.
Повний текст джерелаSchulte, Rebecca Lynn. "Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1028.
Повний текст джерелаWallace, Susan Larson. "Performance of school-age children of prenatal cocaine exposure: Five case studies." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618653.
Повний текст джерелаBrinkley, Tassi Fite. "A Case Study of a University's Remedial Program for Passing the Praxis I." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1774.
Повний текст джерелаHunter, Nancee. "Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2701.
Повний текст джерелаBell, Katrina. "TEACHER, TUTOR, SCHOLAR, ADMINISTRATOR: PREPARATION FOR AND PERCEPTIONS OF GRADUATE WRITING CENTER WORK." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1620.
Повний текст джерелаPell, David. "The role of the professional tutor within the Oxford University Department of Educational Studies' internship scheme for Post-Graduate Certificate of Education students." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296062.
Повний текст джерелаSorensen, Katie. "Is Social Studies Being Taught?: A Study of One District." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1000.
Повний текст джерелаLarson, Angela. "Factors affecting educator participation in professional development activities through the use of a microblog." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162032.
Повний текст джерелаExamining teacher participation in collaborative microblogging activities may offer insight into creating alternative options for effective professional development. In this sequential explanatory mixed methods study, educators’ opinions of their use of a microblogging tool, Twitter, will be examined to determine what factors affect their participation in professional development activities using the microblogging tool, Twitter. The overall guiding question for this study will be, Why do educators participate in voluntary professional development opportunities, specifically in Twitter-supported professional learning networks?
This study will contribute to the existing body of research in the areas of professional development, professional learning networks, educator’s motivation to learn, informal learning, online learning, and social media. Social media, specifically the microblogging tool Twitter, will be examined for its potential to act as an alternative mode of dissemination for educator professional development, as well as its potential for creating informal professional learning networks. Data sources for this study will include: surveys and interview questions. This information may be useful for future creation of more effective professional development opportunities. Findings from this study may be useful for researchers, educators, administrators, and developers of professional development opportunities.
Pavlak, Christina M. "On being a writing teacher: Exploring three middle grade teachers' experiences with a literacy initiative in an urban Catholic school." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3179.
Повний текст джерелаThough writing is an essential life skill (National Commission on Writing, 2003, 2004, 2005), time spent writing in classrooms across the US is brief (Applebee and Langer, 2006; Applebee and Langer, 2011; Graham and Perin, 2007; National Commission on Writing, 2003). Furthermore, writing achievement of English learners (ELs) who represent nearly five million US students (Mather and Foxen, 2010) is often lower than other sub-groups (Fry, 2007, 2008). As such, using case study research (Stake, 2000, 2003) this study explored three sixth-eighth-grade teachers' experiences with an initiative to enhance writing instruction through the use of systemic functional linguistics (SFL), an approach that emphasizes writing for multiple purposes and the explicit teaching of language (Christie and Derewianka, 2008; Derewianka, 1990, 1999). SFL-informed instruction is an emerging strategy used to enhance the writing of ELs in US schools (see Brisk, Hodgson-Drysdale, and O'Connor, 2011; Brisk and Zisselsberger, 2010; Gebhard, et al., 2007; Schleppegrell and Go, 2007). A key argument of this ethnographic study is that the shape of the degree to which these three teachers took up a new way of teaching writing can be explained along a series of continua, consisting of the following five dimensions: cultivation of caring relationships with students, recognition of the needs of ELs, view of writing, commitment to professional growth, and commitment to collaboration and a number of related sub-dimensions. Another finding relates to the affective dimensions of teaching and learning, attention to which appeared to enhance teachers' enactment of SFL. Implications of these findings benefit teacher educators and professional development providers committed to enhancing writing instruction in US schools and speak to the field of educational reform more broadly by offering insight into multiple dimensions that influence teachers' uptake of a change endeavor
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Al-Khatib, Amal Jamal. "A case study of an early childhood minority teacher and how she formed her professional identity." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618938.
Повний текст джерелаThis qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher's professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers.
Rutgers, Linda. "Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71912.
Повний текст джерелаIncludes bibliography
ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead innovative and appropriate literacy instruction in schools. Schools can benefit from suitable continuous professional development strategies that have the potential to build the leadership capacity of literacy teachers to sustain literacy improvement efforts. Coaching has proven to be an effective development strategy in the business sector and in the field of sport. However, the field of coaching in the educational context is under-explored in research in South Africa. Coaching is a situated practice, which is aimed at the learning and development of individuals within a specific context. Coaching is an on-going professional development strategy for teachers and leaders as opposed to traditional one-shot professional development activities such as workshops or training sessions. There is a need for evidence-based research on alternative professional development strategies, such as coaching. In this research study the researcher argued that coaching has the potential to provide a more effective and sustainable capacity-building strategy for the continuous professional development of teacher leaders. It argued further that the recognition of their own capacity as teacher leaders can empower teachers to take ownership of decision-making for on-going literacy improvement in schools. The specific context for coaching in this study was the professional development of literacy teachers as leaders for the improvement of literacy teaching and learning. In the absence of a suitable coaching model, the Integrated Capacity Coaching model and a coaching programme were purposefully designed by the researcher for the development of literacy teachers as leaders in this study. Cognitive coaching, peer coaching and coaching circles were incorporated as coaching methods in the coaching programme. This study was designed to determine what can be learnt from using coaching as a professional development strategy within the formal structures of the school and its current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build internal leadership capacity for literacy improvement in schools. This study is significant because the outcome of the study extended the existing body of knowledge and evidence-based research on coaching in the educational context. The implementation of these findings could lead to improvements in the nature and characteristics of future continuous professional development of literacy teachers as leaders to sustain literacy improvement in schools. The proposed model shows potential as a capacity-building coaching model for the education sector, but further research is needed to determine the impact of this coaching model and the coaching approach in different school contexts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwyssisteem benodig geletterdheidsonderwysers met die kapasiteit om leiding te gee ten opsigte van innoverende en toepaslike geletterdheidsonderrig in skole. Skole kan voordeel trek uit toepaslike voortgesette professionele ontwikkelingstrategieë wat die potensiaal toon om leierskapkapasiteit in onderwysers te bou met die doel om die verbetering van geletterdheid te volhou. Dit is bewys dat afrigting ’n effektiewe ontwikkelingstrategie in die besigheidsektor en op sportgebied is. Navorsing in die veld van afrigting in die onderwyssektor is egter onderverken. Afrigting is ’n gesitueerde praktyk wat gerig is op die leer en ontwikkeling van indiwidue in ’n spesifieke konteks. Afrigting wat as ’n voortgesette professionele ontwikkelingstrategie vir onderwysers en leiers beskou word, verskil van tradisionele “enkele geleenthede” van professionele ontwikkeling soos werkswinkels en opleidingsessies. Daar is ’n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos afrigting vir professionele ontwikkeling. In hierdie navorsingstudie argumenteer die navorser dat afrigting potensieel ’n meer effektiewe en volhoubare kapasiteitsboustrategie vir die professionele ontwikkeling van onderwysers as leiers blyk te wees. Daar word verder geargumenteer dat onderwysers bemagtig kan word om eienaarskap te neem van besluite oor die verbetering van geletterdheidsvlakke in die skool indien hulle bewus word van hul kapasiteit as onderwyserleiers. Die spesifieke konteks vir afrigting in hierdie studie was die professionele ontwikkeling van geletterdheidsonderwysers as leiers ter verbetering van geletterdheidsonderrig. In die afwesigheid van ’n toepaslike afrigtingsmodel is ’n toepaslike model vir afrigting, naamlik die Geïntegreerde Kapasiteitsafrigtingsmodel en ’n toepaslike afrigtingsprogram deur die navorser ontwikkel. Hierdie model is spesifiek ontwikkel vir die afrigting van geletterdheidsonderwysers as leiers in die studie. Kognitiewe afrigting, portuurafrigting en afrigtingsirkels is as afrigtingsmetodes in die model geïnkorporeer. Die studie is ontwerp om binne die formele strukture en huidige beperkinge in die skool te bepaal wat geleer kan word indien afrigting as professionele ontwikkelingstrategie gebruik word. Die bevindinge het ’n aantal positiewe leerinsigte oor afrigting as ’n voortgesette professionele ontwikkelingstrategie getoon en om leierskapkapasiteitvir die verbetering van geletterdheid in skole te bou. Die studie is betekenisvol, want die uitkoms van die studie sal die bestaande kennis en bewysgebaseerde navorsing oor afrigting in die onderwyskonteks uitbrei. Die implementering van hierdie bevindinge kan lei tot die verbetering van die aard en kenmerke van voortgesette professionele ontwikkeling vir geletterdheidsonderwysers as leiers, om die volhoubaarheid van geletterdheidsverbetering in skole te verseker. Die voorgestelde model toon potensiaal as ’n kapasiteitsbou-afrigtingsmodel vir die onderwyssektor, maar verdere navorsing is nodig om die impak van hierdie afrigtingsmodel en die afrigtingsbenadering in verskillende skoolkontekste te ondersoek.
Shea, James. "Pre-service teachers' social media usage to support professional development : a communities of practice analysis." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622490.
Повний текст джерелаBrooks, Clare M. "Enhancing science teaching in an elementary school : a case study of a school-initiated teacher professional development program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34534.pdf.
Повний текст джерелаCall, Hadyn Bowen. "A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7443.
Повний текст джерелаJooste, Susina M. "A curriculum framework for continuing professional development in culinary studies." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/645.
Повний текст джерелаRogers, Montra L. "The Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies Instruction." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/74.
Повний текст джерелаExley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.
Повний текст джерелаMain, Susan. "Enhancing teaching through professional learning: Case studies of professional learning to improve reading instruction for Year 2 students with reading difficulties in one Australian state." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1397.
Повний текст джерелаCampbell, Carol L. "Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2072.
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 джерелаExley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.
Повний текст джерелаMinarik, Darren William. "Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86382.
Повний текст джерелаPh. D.
Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.
Повний текст джерелаLittle, Camille Jacqueline. "Elementary Teacher Knowledge of and Practices for Teaching Reading to African American Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3902.
Повний текст джерелаBan, Ruth. "Community of practice as community of learners : how foreign language teachers understand professional and language identities." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001637.
Повний текст джерелаAnderson, Ingrid Mari. "Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2080.
Повний текст джерелаLang, Ii Thomas Raymond. "An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE)." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4119.
Повний текст джерелаWorkman, Wendy Taylor. "Identifying Social Studies Content Embedded inElementary Basal Readers." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2576.
Повний текст джерелаHiggins-Linder, Melissa M. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.
Повний текст джерелаBlankenship, Rebecca J. "Using Virtual Environments as Professional Development Tools for Pre-Service Teachers Seeking ESOL Endorsement." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3576.
Повний текст джерелаJohnson-Ferguson, Melita Sutton. "Identifying Strategies of Culturally Relevant and Developmentally Appropriate Instructional Practices for African American Prekindergarten Children through Individualized Preservice and In-Service Professional Development for Early Childhood Administrators and Educators." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746496.
Повний текст джерелаThe purpose of this qualitative research study was to explore how instructors became aware of culturally relevant teaching (CRT) and developmentally appropriate practices (DAP) that support African American students’ academic achievement. The Grounded Theory approach was used to uncover themes from the individual interviews of African American preschool directors, teachers, and assistant teachers of African American pre-kindergarten children in Los Angeles County. The interview questions identified the source of information for creating a culturally relevant and developmentally appropriate classroom environment and instructional practices. The literature review identified the benefits of a high-quality preschool experience for African American children. A high-quality learning environment and the consistent implementation of research-based instructional practices are created and sustained by culturally competent teachers who receive ongoing professional development and access to quality resources. The literature showed that African American teachers expressed concerns about the universal aspect of DAP for all children, leading teachers to adapt their practices to meet the cultural and developmental needs of the children. The key findings for the source of information for creating a CRT environment and instructional practices identified personal experiences, other preschool programs, multicultural workshops, multicultural resource books, and child development classes. The literature review and study findings supported the connection between the belief in DAP and the implementation of DAP in the classroom. The key findings for the source of information for creating a DAP environment and instructional practices were child development classes, trial and error, DAP workshops, and other preschool teachers. An additional finding was the challenge participants experienced when attempting to discern between creating the classroom environment and identifying instructional practices to implement the curriculum. The conclusions drawn from the study were that preschool directors, teachers, and assistant teachers used personal experiences as the primary source information for creating a CRT and DAP environment and implementing CRT and DAP instructional practices. Lastly, the disconnect between the culture of the students, real-life classroom experiences and child development classes, multicultural workshops, and multicultural resources impact the quality and consistency of implementation of CRT and DAP in the classroom.
Bohman, Paul Ryan. "Teaching Accessibility and Design-For-All in the Information and Communication Technology Curriculum: Three Case Studies of Universities in the United States, England, and Austria." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1369.
Повний текст джерелаKerstyn, Christine. "Teachers' mathematics preparation and eighth grade student mathematics achievement can an integrated learning system provide support when teachers' professional preparation is limited? /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000233.
Повний текст джерелаHeuvel, Lisa L. "Teaching at the interface: Curriculum and pedagogy in a teachers' institute on Virginia Indian history and cultures." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539791817.
Повний текст джерелаSpeicher, Stephanie L. "Building Community Using Experiential Education with Elementary Preservice Teachers in a Social Studies Methodology Course." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6642.
Повний текст джерелаCavedon, Carolina Christmann. "The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2075.
Повний текст джерела