subject:( Teachers)

Brock University

1. Dennis, Kim Phillips. Teacher survival : staying alive in the job of teaching .

Degree: Department of Graduate and Undergraduate Studies in Education, 1997, Brock University

► This study presents information gathered during personal interviews with dynamic and capable teachers in the areas of preparedness for teaching, teaching concerns, survival skills and… (more)

Subjects/Keywords: Teachers; Teachers; Teachers

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APA (6^th Edition):

Dennis, K. P. (1997). Teacher survival : staying alive in the job of teaching . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dennis, Kim Phillips. “Teacher survival : staying alive in the job of teaching .” 1997. Thesis, Brock University. Accessed February 25, 2020. http://hdl.handle.net/10464/1348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dennis, Kim Phillips. “Teacher survival : staying alive in the job of teaching .” 1997. Web. 25 Feb 2020.

Vancouver:

Dennis KP. Teacher survival : staying alive in the job of teaching . [Internet] [Thesis]. Brock University; 1997. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10464/1348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dennis KP. Teacher survival : staying alive in the job of teaching . [Thesis]. Brock University; 1997. Available from: http://hdl.handle.net/10464/1348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

2. Porteus, Julie Ann. Identity spaces : narratives of being and becoming a teacher.

Degree: 2010, University of Tasmania

URL: https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf

► In this research the process of becoming and being a teacher has been explored by seeking to understand the ways in which practical experiences in… (more)

▼ In this research the process of becoming and being a teacher has been explored by seeking to understand the ways in which practical experiences in schools and classrooms shape the identity of beginning teachers. The experiences documented in this research focussed on a particular area within the Arts curriculum: educational drama. The underlying themes of experience, identity and knowledge created a framework to uncover the evolving identity of those participants involved in the study. The literature highlights the complex nature of becoming a teacher and confirms that teacher identity is dynamic, evolving and subject to change as a result of experience. Knowledge, in the form of approaches and responses to pedagogy, was also found to be shaped by and through experience. Narratives were recognised as the most effective means to document experience, knowledge and identity. From the literature, the concept of liminal identity spaces was developed for this research as a means to understand the ways in which the self as teacher is confronted and altered as a result of experiential teaching moments. The research process involved an ongoing collaboration with 10 pre-service teachers as they undertook practicum placements during their 3rd and 4th years of a four-year teacher education program and continued into their first year as qualified teachers. The research adopted a narrative inquiry methodology as a means to document the participants' experiences across time and place. These narratives of experience became the conduit for understanding what shaped the participants' emerging teacher identity. As these beginning teachers entered schools and classrooms they described moving into spaces where they confronted issues related to self as teacher. These spaces were created by factors related to context, relationships and knowledge. It was from within these spaces that the participants sought to understand themselves as educators. These spaces were filled with an array of dichotomous alternatives, challenges, disappointments, enchantments and confirmations. In enhancing understanding of such a space, this research has ultimately contributed to the theoretical and practical knowledge of the process of forming a teacher identity.

Subjects/Keywords: Teacher orientation; Teachers; First year teachers; Teachers

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APA (6^th Edition):

Porteus, J. A. (2010). Identity spaces : narratives of being and becoming a teacher. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Porteus, Julie Ann. “Identity spaces : narratives of being and becoming a teacher.” 2010. Thesis, University of Tasmania. Accessed February 25, 2020. https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Porteus, Julie Ann. “Identity spaces : narratives of being and becoming a teacher.” 2010. Web. 25 Feb 2020.

Vancouver:

Porteus JA. Identity spaces : narratives of being and becoming a teacher. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2020 Feb 25]. Available from: https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Porteus JA. Identity spaces : narratives of being and becoming a teacher. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

3. Short, Megan Mary. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.

Degree: 2010, University of Tasmania

URL: https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf

► This thesis presents an examination of the beliefs held by pre-service and in-service teachers in relation to teaching grammar and their construct of teacher knowledge… (more)

▼ This thesis presents an examination of the beliefs held by pre-service and in-service teachers in relation to teaching grammar and their construct of teacher knowledge and explores how their beliefs about grammar and knowledge might impact upon their identities as teachers. This study is located within current debates about literacy education which has recently included discussion on: standards of literacy education in Australia; the most appropriate pedagogical approach for the teaching of grammar; community concern regarding the need for a 'back to basics' approach for literacy education and the quality of teacher knowledge and practice. Applications for practice for both pre-service and in-service teachers are considered. The study utilised a mixed methods approach, gathering both qualitative and quantitative data from two separate cohorts. Qualitative data was gained from electronic bulletin board responses (pre-service teacher cohort) and from semi-structured interviews (in-service teacher cohort). Quantitative data for both pre-service and in-service teacher cohorts was from a nearly identical 38 item Likert-style questionnaire. Analysis of the qualitative data proceeded from a constructivist approach utilising grounded theory coding strategies, critical discourse analysis and thematic analysis. The quantitative data was analysed using the computerised statistical analysis package SPSS in order to develop frequency distributions, which were subsequently discussed. In this study, beliefs are considered to be the filter through which experience is understood, reflected upon and transformed into teaching practice. An exploration of the teachers' personal and pedagogical beliefs about grammar led to subsequent investigations into their beliefs about teacher knowledge and the process of becoming a teacher. Findings indicate that there are differences between pre-service and inservice teachers' belief systems. Pre-service teachers' beliefs about grammar tend to be informed by their own schooling experiences of grammar and a belief that grammar is characterised by prescriptive rules. As many of the pre-service teachers recalled little explicit grammar teaching, the prospect of teaching grammar induces anxiety and trepidation at the prospect of including grammar in their own teaching practice. Findings suggest that in-service teachers have both knowledge of grammar from their own schooling experience and substantial teaching experience to draw upon. Their belief systems, therefore, tend to be shaped by the existence of foundational primary beliefs that serve as organising principles for their grammar teaching. In exploring the beliefs that both pre-service and in-service teachers have of grammar teaching, links between teachers' beliefs and teaching practice were identified. The findings also suggest that there are complex linkages between teacher belief, teacher knowledge and the construction of a teacher's professional identity.

Subjects/Keywords: Grammar; Literacy; Student teachers; Teachers

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APA (6^th Edition):

Short, M. M. (2010). Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Short, Megan Mary. “Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.” 2010. Thesis, University of Tasmania. Accessed February 25, 2020. https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Short, Megan Mary. “Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.” 2010. Web. 25 Feb 2020.

Vancouver:

Short MM. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2020 Feb 25]. Available from: https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Short MM. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

4. Mudzimiri, Rejoice. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.

Degree: College of Letters & Science, 2012, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1910

► The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service… (more)

Subjects/Keywords: Student teachers.; Mathematics teachers.

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APA (6^th Edition):

Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1910

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1910.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Web. 25 Feb 2020.

Vancouver:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

5. Bergmann, Donna Mae. A study of adjunct faculty.

Degree: College of Education, Health & Human Development, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/911

► Adjunct faculty who teach part-time comprise about half the professoriate, making them essential to the operation of academic programs. On campuses which utilize adjunct faculty… (more)

Subjects/Keywords: College teachers.; Teachers, Part-time.

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APA (6^th Edition):

Bergmann, D. M. (2011). A study of adjunct faculty. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/911

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bergmann, Donna Mae. “A study of adjunct faculty.” 2011. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/911.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bergmann, Donna Mae. “A study of adjunct faculty.” 2011. Web. 25 Feb 2020.

Vancouver:

Bergmann DM. A study of adjunct faculty. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/911.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bergmann DM. A study of adjunct faculty. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/911

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston University

6. Minaert, Walter A. The development of a standard health examination for teachers.

Degree: EdD, Education, 1960, Boston University

URL: http://hdl.handle.net/2144/19796

Subjects/Keywords: Teachers; Teachers

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APA (6^th Edition):

Minaert, W. A. (1960). The development of a standard health examination for teachers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/19796

Chicago Manual of Style (16^th Edition):

Minaert, Walter A. “The development of a standard health examination for teachers.” 1960. Doctoral Dissertation, Boston University. Accessed February 25, 2020. http://hdl.handle.net/2144/19796.

MLA Handbook (7^th Edition):

Minaert, Walter A. “The development of a standard health examination for teachers.” 1960. Web. 25 Feb 2020.

Vancouver:

Minaert WA. The development of a standard health examination for teachers. [Internet] [Doctoral dissertation]. Boston University; 1960. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/2144/19796.

Council of Science Editors:

Minaert WA. The development of a standard health examination for teachers. [Doctoral Dissertation]. Boston University; 1960. Available from: http://hdl.handle.net/2144/19796

Rutgers University

7. Pilitsis, Vicky Kathryn, 1979-. Exploring preservice teachers' development of awareness of student thinking.

Degree: PhD, Education, 2014, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/

►

Numerous reports have emphasized the need to engage students with the practices of scientific inquiry, specifically model-based inquiry in which students develop models to explain… (more)

Subjects/Keywords: Teachers – Training of; Student teachers

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APA (6^th Edition):

Pilitsis, Vicky Kathryn, 1. (2014). Exploring preservice teachers' development of awareness of student thinking. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45410/

Chicago Manual of Style (16^th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Doctoral Dissertation, Rutgers University. Accessed February 25, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

MLA Handbook (7^th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Web. 25 Feb 2020.

Vancouver:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2020 Feb 25]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

Council of Science Editors:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/

University of Georgia

8. Harrison, Rebecca Sutphin. An interview study of rural elementary teachers of the gifted and their perceptions of professional development and training experiences.

Degree: EdD, Educational Psychology, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/harrison_rebecca_s_200808_edd

► The focus of this study is training for teachers in rural gifted education classrooms and the perceptions of four gifted teachers in rural northeast Georgia… (more)

Subjects/Keywords: Gifted Teachers

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APA (6^th Edition):

Harrison, R. S. (2008). An interview study of rural elementary teachers of the gifted and their perceptions of professional development and training experiences. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harrison_rebecca_s_200808_edd

Chicago Manual of Style (16^th Edition):

Harrison, Rebecca Sutphin. “An interview study of rural elementary teachers of the gifted and their perceptions of professional development and training experiences.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/harrison_rebecca_s_200808_edd.

MLA Handbook (7^th Edition):

Harrison, Rebecca Sutphin. “An interview study of rural elementary teachers of the gifted and their perceptions of professional development and training experiences.” 2008. Web. 25 Feb 2020.

Vancouver:

Harrison RS. An interview study of rural elementary teachers of the gifted and their perceptions of professional development and training experiences. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/harrison_rebecca_s_200808_edd.

Council of Science Editors:

Harrison RS. An interview study of rural elementary teachers of the gifted and their perceptions of professional development and training experiences. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/harrison_rebecca_s_200808_edd

University of Georgia

9. Bolen, Susan Hare. Peer observation and learning community as instructional supports: beginning teachers' perspectives.

Degree: PhD, Elementary Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd

► The purpose of this study was to develop deeper understandings about what happened when peer observation and a learning community were offered as an instructional… (more)

▼ The purpose of this study was to develop deeper understandings about what happened when peer observation and a learning community were offered as an instructional support experience for beginning teachers. The researcher wanted to know what beginning teachers thought about peer observation and learning community and if these supports made a difference for them. To achieve this purpose, there was a primary question. What can we learn about supporting beginning teachers when they participate in peer observations and a learning community? To be able to answer this primary question, the following secondary questions guided data collection and analysis. What are teacher perspectives about peer observation and learning community as instructional supports? What are teacher perspectives about what they have learned about themselves in this process? What understandings do participants develop about teaching and learning based on their experiences with peer observation and a learning community? What are teacher perspectives about how these experiences have affected their students? This study was conducted at one elementary school in Georgia. Six first, second, and third year teachers were recruited as participants. Each participant observed a peer each month, attended a monthly learning community meeting, wrote in a journal, and was interviewed twice. Based on case study as the primary methodological design, datum was identified and collected following a systematic and integrated process. As a participant observer in this study, the researcher scheduled and facilitated monthly learning community sessions, conducted individual interviews with participants (once in November and once in February), wrote reflectively in a journal, and posed questions about her own practice. The major findings from this study included three propositions. First, beginning teachers can be self-directed in their own professional learning. The participants exhibited a motivation to learn and followed through with their professional learning. Second, collegial, professional relationships provide instructional support to beginning teachers. Because the participants connected personally and professionally, they were able to discuss issues of practice that were important to them. Third, beginning teachers can embrace reflective practice. Because participants became more reflective, they gained perspective about their work and their students while making shifts in practice. Advisors/Committee Members: Sally Zepeda.

Subjects/Keywords: Beginning Teachers

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APA (6^th Edition):

Bolen, S. H. (2009). Peer observation and learning community as instructional supports: beginning teachers' perspectives. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd

Chicago Manual of Style (16^th Edition):

Bolen, Susan Hare. “Peer observation and learning community as instructional supports: beginning teachers' perspectives.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd.

MLA Handbook (7^th Edition):

Bolen, Susan Hare. “Peer observation and learning community as instructional supports: beginning teachers' perspectives.” 2009. Web. 25 Feb 2020.

Vancouver:

Bolen SH. Peer observation and learning community as instructional supports: beginning teachers' perspectives. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd.

Council of Science Editors:

Bolen SH. Peer observation and learning community as instructional supports: beginning teachers' perspectives. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd

University of Georgia

10. Weber, John J. Post-secondary science students’ conceptions of randomness and entropy.

Degree: PhD, Mathematics Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd

► Thermodynamics and entropy are important aspects of secondary physical science. The molecular approach to thermodynamics provides insight into how the random motion of molecules results… (more)

▼ Thermodynamics and entropy are important aspects of secondary physical science. The molecular approach to thermodynamics provides insight into how the random motion of molecules results in regular properties of substances. The purpose of this research was to understand post-secondary science students’ conceptions of randomness and entropy and how they integrated these concepts. The Probabilistic Thinking Framework of Jones, Langrall, Mooney and Thornton and the Attribution of Randomness Framework of Metz were used as a theoretical framework to construct how the participants used the concepts of probability and randomness in their discussion of entropy. Case studies focused on eight post-secondary science students while enrolled in a science education methods course. Four semi-structured interviews and a questionnaire informed the case studies. Qualitative analyses of the data used the constant comparative method. Three key findings resulted from the analysis of the data. First, a new method of measuring the complexity of two-dimensional grids was proposed. This new measure expands on the measure proposed by Klinger and Salingaros by including specific characteristics of the grids identified by the participants. Second, the participants exhibited subjective or transitional conceptions of probability and sample space. The findings demonstrated that they did not make any connections between probability and sample space with randomness. Third, the participants had an incomplete or instrumental knowledge of entropy. They did not make any connections between the underlying molecular properties and the measure of entropy. Based on these findings, it has been suggested that secondary science teacher education programs include statistics and entropy in the science education curriculum or as part of a science education methods course. It is important for science teacher educators to emphasize the connection between molecular behavior and macroscopic properties. Finally, it is important for textbook publishers to consider carefully how textbooks represent molecular systems. Advisors/Committee Members: Denise S. Mewborn.

Subjects/Keywords: Preservice teachers

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APA (6^th Edition):

Weber, J. J. (2009). Post-secondary science students’ conceptions of randomness and entropy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd

Chicago Manual of Style (16^th Edition):

Weber, John J. “Post-secondary science students’ conceptions of randomness and entropy.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd.

MLA Handbook (7^th Edition):

Weber, John J. “Post-secondary science students’ conceptions of randomness and entropy.” 2009. Web. 25 Feb 2020.

Vancouver:

Weber JJ. Post-secondary science students’ conceptions of randomness and entropy. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd.

Council of Science Editors:

Weber JJ. Post-secondary science students’ conceptions of randomness and entropy. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd

University of Georgia

11. Berry, Tammye Nisewonger. Uniting the stories of new and veteran educators: case study narratives of expectations and experiences.

Degree: PhD, Elementary Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/berry_tammye_n_201005_phd

► This is a descriptive qualitative study using narrative inquiry to build upon research on mentoring and support for practicing teachers to advance how we think… (more)

▼ This is a descriptive qualitative study using narrative inquiry to build upon research on mentoring and support for practicing teachers to advance how we think about retention. Each participant offers a specific case for consideration. Guided by the conceptual framework of Dewey’s focus on experiences, this study has the potential to shed light on new and veteran rural educators by listening to their combined voices. The significance resides in the viewing of their ‘lived expectations’ and ‘lived experiences’ through a constructivist’s lens of what the participants expected teaching to be like, what they experienced and are experiencing, and what the opportunity to reflect together meant to their practice. By providing a space for individual voices to be heard and honored, the study focused on the research question: What do new and veteran teachers have to say to us about their expectations and experiences in teaching? In a rural Georgia community, seven participants were purposely selected based on years of experience as teachers, new and veteran. Data collection included lists of expectations, individual open-ended interviews, focus groups, and reflections collected over an eight-month period. Throughout the inquiry process, narrative analysis was used in re-telling their storied educational experiences. The analysis and findings made visible the differences in these new and veteran teachers’ expectations and indicated similarities in the teachers’ experiences regardless of age or experience level, while acknowledging the bond with their community. Two proposals were made: (1) the new and veteran teachers’ expectations of being a teacher were different; (2) these rural teachers had a background with a rural community or an attachment to the rural community in which they taught; acknowledged the supportive and challenging characteristics of experiences with people in rural communities; and, talked about similar educational experiences. As a result, this study contributes to the knowledge base in teaching and mentoring. The similar experiences in this study, despite the years of experience, require us to think more about ‘teacher’ as a role with very little variance. This study is a touchstone text for considerations regarding teacher preparation, retention, and how we think about mentoring. Advisors/Committee Members: Betty Bisplinghoff.

Subjects/Keywords: New teachers

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APA (6^th Edition):

Berry, T. N. (2010). Uniting the stories of new and veteran educators: case study narratives of expectations and experiences. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/berry_tammye_n_201005_phd

Chicago Manual of Style (16^th Edition):

Berry, Tammye Nisewonger. “Uniting the stories of new and veteran educators: case study narratives of expectations and experiences.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/berry_tammye_n_201005_phd.

MLA Handbook (7^th Edition):

Berry, Tammye Nisewonger. “Uniting the stories of new and veteran educators: case study narratives of expectations and experiences.” 2010. Web. 25 Feb 2020.

Vancouver:

Berry TN. Uniting the stories of new and veteran educators: case study narratives of expectations and experiences. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/berry_tammye_n_201005_phd.

Council of Science Editors:

Berry TN. Uniting the stories of new and veteran educators: case study narratives of expectations and experiences. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/berry_tammye_n_201005_phd

University of Georgia

12. Pavich, Melanie Roseanne. Martha Schofield and the construction of a woman's autonomous life: 1858-1870.

Degree: PhD, Social Foundations of Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/pavich_melanie_r_201005_phd

► Martha Schofield was a Quaker, a teacher, and a woman who came of age at the beginning of the Civil War. She began teaching in… (more)

Subjects/Keywords: Freedmen’s teachers

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APA (6^th Edition):

Pavich, M. R. (2010). Martha Schofield and the construction of a woman's autonomous life: 1858-1870. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/pavich_melanie_r_201005_phd

Chicago Manual of Style (16^th Edition):

Pavich, Melanie Roseanne. “Martha Schofield and the construction of a woman's autonomous life: 1858-1870.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/pavich_melanie_r_201005_phd.

MLA Handbook (7^th Edition):

Pavich, Melanie Roseanne. “Martha Schofield and the construction of a woman's autonomous life: 1858-1870.” 2010. Web. 25 Feb 2020.

Vancouver:

Pavich MR. Martha Schofield and the construction of a woman's autonomous life: 1858-1870. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/pavich_melanie_r_201005_phd.

Council of Science Editors:

Pavich MR. Martha Schofield and the construction of a woman's autonomous life: 1858-1870. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/pavich_melanie_r_201005_phd

University of Georgia

13. Causey, Kelly Katherine Nagle. Principals’ perspectives of the issues and barriers of working with marginal teachers.

Degree: EdD, Educational Leadership, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd

► The purpose of this study was to examine the perspectives of five elementary principals related to the issues and barriers they have encountered when working… (more)

▼ The purpose of this study was to examine the perspectives of five elementary principals related to the issues and barriers they have encountered when working with marginal teachers. Moreover, this study sought to determine the perspectives that elementary principals hold about working with marginal teachers, the issues and barriers elementary principals experience within their own buildings and as they worked with central office personnel in handling issues related to marginal teaching, and the types of supports that elementary principals received from central office personnel when working with marginal teachers. An open-ended, inductive qualitative approach was used to gain the perspectives of five elementary principals from one large, urban school system in the state of Georgia. The interview questions were semi-structured. The greatest barrier the principals encountered in working with marginal teachers was the difficulty in getting the marginal teachers themselves to admit and understand the problems they were experiencing. The greatest concern of the principals’ was the impact on the students and the suffering that the students endured at the hands of marginal teachers. The personal toll on the principals was significant as they worked with marginal teachers. The data showed that the principals perceived their greatest support from central office personnel to actually be the building level coaches that had been trained by and were supported by the central office. The principals’ responses indicated that their greatest need in the way of support from central office personnel was the development of a more specific protocol to follow when working with marginal teachers. Due to the highly sensitive and confidential nature of the topic, many of the responses the principals provided were contradictory. In addition, the principals had difficulty articulating the differences between marginal and incompetent teachers. Advisors/Committee Members: Sally Zepeda.

Subjects/Keywords: Marginal teachers

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APA (6^th Edition):

Causey, K. K. N. (2010). Principals’ perspectives of the issues and barriers of working with marginal teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd

Chicago Manual of Style (16^th Edition):

Causey, Kelly Katherine Nagle. “Principals’ perspectives of the issues and barriers of working with marginal teachers.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd.

MLA Handbook (7^th Edition):

Causey, Kelly Katherine Nagle. “Principals’ perspectives of the issues and barriers of working with marginal teachers.” 2010. Web. 25 Feb 2020.

Vancouver:

Causey KKN. Principals’ perspectives of the issues and barriers of working with marginal teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd.

Council of Science Editors:

Causey KKN. Principals’ perspectives of the issues and barriers of working with marginal teachers. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd

University of Georgia

14. Lee, Jeehae. What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths.

Degree: PhD, Elementary Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd

► In spite of the increasing need for more teachers from similar cultural and linguistic backgrounds with English Language Learners in the U.S. schools, there has… (more)

▼ In spite of the increasing need for more teachers from similar cultural and linguistic backgrounds with English Language Learners in the U.S. schools, there has been little research on the experiences of immigrant teachers. Moreover, the majority of existing research studies of immigrant teachers were conducted outside the United States such as Australia, Canada, Great Britain, and Israel. Compared to these other countries, however, the United States has not been active in producing research on immigrant teachers and exploring the implications of this line of research for the field of teacher education. The purpose of this study is to examine the lived experiences of three multilingual and multicultural immigrant teachers as they work as certified teachers in the U.S. public schools. A phenomenological research methodology was used as a philosophical approach for this dissertation study. Phenomenology studies these experiences as experienced from the first person point of view. Phenomenological interviews, initial bridling statement and bridling journal entries were used for data collection of the study. For data analysis, the whole-part-whole analysis was used. This study found that the immigrant teachers experienced sociocultural challenges due to the cultural differences, prejudices, and their lack of cultural capital of the host society. The immigrant teachers coped with their challenges using educational resources (e.g., professional learning), religion, social networks, and personal dispositions (e.g., dealing with angry parents, conflicts with colleagues, and the lack of instructional support). The immigrant teachers demonstrated strengths such as multilingual ability, international teaching experiences, professionalism, continuing self-improvement, keeping good relationships with school administrators, leadership, passion for teaching, and tenacity. The immigrant teachers had positive experiences when they were appreciated and recognized as a competent teacher by their colleagues, school administrators, students’ parents, and their students. This study highlighted the immigrant teachers’ qualities using the Yosso’s six forms of capital and also suggested “leadership capital” to be added onto Yosso’s six forms of capital. The study concludes with implications for school administrators, professional development, teacher education programs at university, parents/students/teachers, and immigrant teachers. Advisors/Committee Members: Kyunghwa Lee.

Subjects/Keywords: Immigrant teachers

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APA (6^th Edition):

Lee, J. (2010). What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd

Chicago Manual of Style (16^th Edition):

Lee, Jeehae. “What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd.

MLA Handbook (7^th Edition):

Lee, Jeehae. “What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths.” 2010. Web. 25 Feb 2020.

Vancouver:

Lee J. What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd.

Council of Science Editors:

Lee J. What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd

University of Georgia

15. Dubois, Shannon Lynne. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.

Degree: PhD, Science Education, 2014, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd

► The dissertation includes three studies that all contribute to understanding the experiences of beginning science teachers. The first chapter provides an overview of the context… (more)

Subjects/Keywords: beginning teachers

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APA (6^th Edition):

Dubois, S. L. (2014). A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd

Chicago Manual of Style (16^th Edition):

Dubois, Shannon Lynne. “A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.” 2014. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd.

MLA Handbook (7^th Edition):

Dubois, Shannon Lynne. “A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.” 2014. Web. 25 Feb 2020.

Vancouver:

Dubois SL. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd.

Council of Science Editors:

Dubois SL. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd

University of Georgia

16. Abney, Angel Rowe. Elementary preservice teachers' working models of children's mathematics.

Degree: PhD, Mathematics Education, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd

► Four elementary preservice teachers participated in a field-based mathematics methods course about children’s mathematics with respect to numbers and operations and discussed an Experiential Model… (more)

▼ Four elementary preservice teachers participated in a field-based mathematics methods course about children’s mathematics with respect to numbers and operations and discussed an Experiential Model of Children’s Counting and Whole Number Development proposed by Steffe, Von Glasersfeld, Richards, and Cobb (1983). Each participant worked one-on-one with a child for eight weeks. The purpose of the study was to investigate the working model that each preservice teacher constructed of her child’s mathematics and how her model informed her instructional decisions during the field experience. Data were collected in the form of interviews, videos and observations of the field experience sessions, and course products. The data were analyzed using qualitative case study methods, including micro-analysis (Strauss & Corbin, 1998). The activities in which the preservice teachers engaged during the course were specifically designed so that the preservice teachers would learn to listen to and learn from children and think about how the children’s mathematics informed their instructional decisions. Thus, this course provided the necessary context for my study in that it made it likely that the preservice teachers would attempt to construct and use models of children’s mathematics. I found that the participants engaged in a Mathematics Teaching Cycle similar to that described by Simon (1997). Each participant constructed a model of the child’s mathematics based on her interpretation of the experiential model from class. They then used their working models of their children’s mathematics to determine learning goals and eventually designed or chose activities to meet those learning goals. In order to continuously inform the preservice teacher’s working model and to extend her child’s mathematics she asked many questions, which were classified as probing, prompting, and prodding. Through learning the mathematics of children, the participants also learned mathematics for themselves, including learning to reason strategically rather than rely on traditional algorithms. The participants also saw the need to redefine their conception of what it means to teach mathematics. Advisors/Committee Members: Patricia S. Wilson.

Subjects/Keywords: Preservice Teachers

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APA (6^th Edition):

Abney, A. R. (2007). Elementary preservice teachers' working models of children's mathematics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd

Chicago Manual of Style (16^th Edition):

Abney, Angel Rowe. “Elementary preservice teachers' working models of children's mathematics.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd.

MLA Handbook (7^th Edition):

Abney, Angel Rowe. “Elementary preservice teachers' working models of children's mathematics.” 2007. Web. 25 Feb 2020.

Vancouver:

Abney AR. Elementary preservice teachers' working models of children's mathematics. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd.

Council of Science Editors:

Abney AR. Elementary preservice teachers' working models of children's mathematics. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd

University of Georgia

17. Rich, Peter Jacob. The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions.

Degree: PhD, Instructional Technology, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd

► Instructional decision making, claimed to be the basic or most important teaching skill, has been the subject of much research and debate, yielding decision-making models,… (more)

▼ Instructional decision making, claimed to be the basic or most important teaching skill, has been the subject of much research and debate, yielding decision-making models, expert/novice teacher thinking comparisons and understandings of teacher judgment, among a multitude of other insights. Yet, as important a skill as instructional decision-making was thought to be, most studies failed to account for practical utility, doing little to actually shape the way teachers learn and practice their skill. Recent developments in video annotation tools, however, have made the process of systematically recording oneÕs own teaching and analyzing instructional decisions available to practitioners. These tools have made possible the collection and analysis of video and other evidence related to specific teaching performances. Video annotation tools provide alternative approaches to analyzing instructional decisions at a time when state and federal agencies are clamoring for increased evidence of teacher quality. This dissertation is a compilation of journal-ready manuscripts written with the intent of furthering the understanding that can be gained from using the Video Analysis Tool to help preservice teachers analyze, assess, and adapt their own practices. The first article is a theoretical framework and review of the literature available on the use of video annotation tools in teacher education. The second article is a case study of 3 preservice teachersÕ first experience in using the video analysis tool during a 4-week internship experience. The third article, also a case study, examines the experience of 4 preservice teachers from the same cohort during a later student teaching experience. Finally, the fourth article is a detailed analysis of the content of the student teachersÕ Video Analysis Tool comments. The purpose of these studies is to further understand how preservice teachers use evidence-based methods and tools to systematically progress toward professional instructional decisions in their planning, enactment and adaptations of these plans. Advisors/Committee Members: Michael J. Hannafin.

Subjects/Keywords: preservice teachers

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APA (6^th Edition):

Rich, P. J. (2007). The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd

Chicago Manual of Style (16^th Edition):

Rich, Peter Jacob. “The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020. http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd.

MLA Handbook (7^th Edition):

Rich, Peter Jacob. “The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions.” 2007. Web. 25 Feb 2020.

Vancouver:

Rich PJ. The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 25]. Available from: http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd.

Council of Science Editors:

Rich PJ. The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd

Texas A&M University

18. Dixon, Shantina Rayford. A study of parental involvement and school climate: Perspective from the middle school.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-3070

► This study examines school level differences on different dimensions of teacherrated parent involvement and school climate while adjusting for age, gender, ethnicity, how certified, and… (more)

▼ This study examines school level differences on different dimensions of teacherrated parent involvement and school climate while adjusting for age, gender, ethnicity, how certified, and number of years teaching. Two hundred twenty-four elementary teachers from existing data and 178 teachers at the middle school level provided information on their perceptions of parent involvement and school climate. Elementary school teachers were recruited from districts located in Texas and California. Middle school teachers were recruited from suburban school districts located in Southeast and Southwest Texas. Teachers rated questions on the parent involvement and school climate surveys as either: strongly agree, agree, disagree, or strongly disagree. The nine research hypotheses generated for this study were partially supported by the data. As predicted, there was a difference between elementary and middle schools on how they perceive school climate. The data also supported the hypothesis that both Title I and non-Title I middle schools would find parent centers important for getting parents involved. Experience and school level also predicted how teachers perceived school climate. However, contrary to prediction, there were no significant differences between elementary and middle school teachers on how they perceived parent involvement. There also were no significant differences between elementary and middle school on the parent involvement scale when age, ethnicity, gender, school level, experience, and how certified were used as moderating variables. The same can be said for school climate when age, gender, ethnicity, and how certified were used as moderating variables. Several questions were analyzed separately between Title I and non-Title I middle schools and there were no differences for Title I status. Overall, current results indicated similarities between elementary and middle teachers. Similarities also existed between Title I and non-Title I middle school teachers. Explanations, implications for practice, and future research are discussed. Advisors/Committee Members: Riccio, Cynthia (advisor), Ash, Michael (committee member), Fournier, Constance (committee member), Stanley, Christine (committee member).

Subjects/Keywords: Teachers; Education

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APA (6^th Edition):

Dixon, S. R. (2009). A study of parental involvement and school climate: Perspective from the middle school. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dixon, Shantina Rayford. “A study of parental involvement and school climate: Perspective from the middle school.” 2009. Thesis, Texas A&M University. Accessed February 25, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dixon, Shantina Rayford. “A study of parental involvement and school climate: Perspective from the middle school.” 2009. Web. 25 Feb 2020.

Vancouver:

Dixon SR. A study of parental involvement and school climate: Perspective from the middle school. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon SR. A study of parental involvement and school climate: Perspective from the middle school. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

19. Standish, Hilary A. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1099

► This qualitative study explored the experiences of African American educators who worked in two communities in Texas during the years 1954 to 1975. The goal… (more)

▼ This qualitative study explored the experiences of African American educators who worked in two communities in Texas during the years 1954 to 1975. The goal was to document the educators? perceptions of teaching in segregated schools, their recollections of how the desegregation process was implemented in their districts, and their perceptions regarding teaching in desegregated schools. College Station schools desegregated in 1966, and Bryan schools desegregated in 1971. The study considered the years 1954 to 1975. A purposive sample of eleven African American teachers was interviewed. The data was analyzed in two ways. Findings generated using the categorical content method of narrative analysis revealed the following: In Phase One, when participants worked in segregated schools, they had to deal with numerous hardships; yet they had a high sense of teacher efficacy, had high expectations for students, and were highly regarded in their roles as teachers. 2) In Phase Two, the Brown v. Board of Education ruling had no immediate impact on the communities? schools, although there were a series of arsons committed against African American schools that proved to be critical in bringing about desegregation. 3) In Phase Three, the participants were typically re-assigned or demoted; yet several factors made their work easier, although it became difficult to develop meaningful relationships with students and some students felt disconnected from the educational process. Narrative analysis using the holistic content method discerned three overarching patterns found across the collective body of data. They were a) double consciousness, b) an ethic of caring, and c) resiliency traits. In addition to the above findings, the model of an inverted rite of passage was developed to describe the African American educators? experiences in which participants underwent a process of change, over which they had little control. Desegregation compelled them to leave familiar settings, and to make personal and professional adjustments. In contrast to traditional rites of passage, the participants did not emerge from this process with new-found, elevated statuses. Instead, they occupied a socially ambiguous terrain as they joined predominantly White faculties at desegregated schools. Advisors/Committee Members: Larke, Patricia J. (advisor), Burlbaw, Lynn M. (committee member), Carter, Norvella P. (committee member), Clark, M. Carolyn (committee member).

Subjects/Keywords: desegregation; teachers

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APA (6^th Edition):

Standish, H. A. (2009). A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Standish, Hilary A. “A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.” 2009. Thesis, Texas A&M University. Accessed February 25, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Standish, Hilary A. “A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.” 2009. Web. 25 Feb 2020.

Vancouver:

Standish HA. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Standish HA. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

20. Harris, Janice J. Self-concept and teacher competency among female college students in a preschool-teacher training program.

Degree: MS, Family Life, 1981, Oregon State University

URL: http://hdl.handle.net/1957/42200

► The relationship between self-concept and teacher competency was examined among 29 female college students enrolled in a beginning-level practicum of a preschool-teacher training program. The… (more)

Subjects/Keywords: Teachers

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APA (6^th Edition):

Harris, J. J. (1981). Self-concept and teacher competency among female college students in a preschool-teacher training program. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/42200

Chicago Manual of Style (16^th Edition):

Harris, Janice J. “Self-concept and teacher competency among female college students in a preschool-teacher training program.” 1981. Masters Thesis, Oregon State University. Accessed February 25, 2020. http://hdl.handle.net/1957/42200.

MLA Handbook (7^th Edition):

Harris, Janice J. “Self-concept and teacher competency among female college students in a preschool-teacher training program.” 1981. Web. 25 Feb 2020.

Vancouver:

Harris JJ. Self-concept and teacher competency among female college students in a preschool-teacher training program. [Internet] [Masters thesis]. Oregon State University; 1981. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1957/42200.

Council of Science Editors:

Harris JJ. Self-concept and teacher competency among female college students in a preschool-teacher training program. [Masters Thesis]. Oregon State University; 1981. Available from: http://hdl.handle.net/1957/42200

Oregon State University

21. Morlan, Mary Alice. Relationships between western state vocational homemaking supervisors and teachers.

Degree: MS, Home Economics Education, 1953, Oregon State University

URL: http://hdl.handle.net/1957/51515

Subjects/Keywords: Teachers

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APA (6^th Edition):

Morlan, M. A. (1953). Relationships between western state vocational homemaking supervisors and teachers. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51515

Chicago Manual of Style (16^th Edition):

Morlan, Mary Alice. “Relationships between western state vocational homemaking supervisors and teachers.” 1953. Masters Thesis, Oregon State University. Accessed February 25, 2020. http://hdl.handle.net/1957/51515.

MLA Handbook (7^th Edition):

Morlan, Mary Alice. “Relationships between western state vocational homemaking supervisors and teachers.” 1953. Web. 25 Feb 2020.

Vancouver:

Morlan MA. Relationships between western state vocational homemaking supervisors and teachers. [Internet] [Masters thesis]. Oregon State University; 1953. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1957/51515.

Council of Science Editors:

Morlan MA. Relationships between western state vocational homemaking supervisors and teachers. [Masters Thesis]. Oregon State University; 1953. Available from: http://hdl.handle.net/1957/51515

University of Hong Kong

22. 葉寶蓮; Ip, Pauline. Attributes of a quality teacher.

Degree: MEd, 2008, University of Hong Kong

URL: Ip, P. [葉寶蓮]. (2008). Attributes of a quality teacher. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4255425 ; http://dx.doi.org/10.5353/th_b4255425 ; http://hdl.handle.net/10722/56133

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Teachers.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

葉寶蓮; Ip, P. (2008). Attributes of a quality teacher. (Masters Thesis). University of Hong Kong. Retrieved from Ip, P. [葉寶蓮]. (2008). Attributes of a quality teacher. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4255425 ; http://dx.doi.org/10.5353/th_b4255425 ; http://hdl.handle.net/10722/56133

Chicago Manual of Style (16^th Edition):

葉寶蓮; Ip, Pauline. “Attributes of a quality teacher.” 2008. Masters Thesis, University of Hong Kong. Accessed February 25, 2020. Ip, P. [葉寶蓮]. (2008). Attributes of a quality teacher. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4255425 ; http://dx.doi.org/10.5353/th_b4255425 ; http://hdl.handle.net/10722/56133.

MLA Handbook (7^th Edition):

葉寶蓮; Ip, Pauline. “Attributes of a quality teacher.” 2008. Web. 25 Feb 2020.

Vancouver:

葉寶蓮; Ip P. Attributes of a quality teacher. [Internet] [Masters thesis]. University of Hong Kong; 2008. [cited 2020 Feb 25]. Available from: Ip, P. [葉寶蓮]. (2008). Attributes of a quality teacher. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4255425 ; http://dx.doi.org/10.5353/th_b4255425 ; http://hdl.handle.net/10722/56133.

Council of Science Editors:

葉寶蓮; Ip P. Attributes of a quality teacher. [Masters Thesis]. University of Hong Kong; 2008. Available from: Ip, P. [葉寶蓮]. (2008). Attributes of a quality teacher. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4255425 ; http://dx.doi.org/10.5353/th_b4255425 ; http://hdl.handle.net/10722/56133

University of Tasmania

23. Grady, NB. The development, implementation and evaluation of an in-service program for teachers.

Degree: 1985, University of Tasmania

URL: https://eprints.utas.edu.au/19526/1/whole_GradyNevilleBrian1985_thesis.pdf

► THE PURPOSE OF THE DISSERTATION The dissertation's purpose is to describe and judge the development, implementation and outcomes of a particular in-service training program for… (more)

Subjects/Keywords: Teachers

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APA (6^th Edition):

Grady, N. (1985). The development, implementation and evaluation of an in-service program for teachers. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/19526/1/whole_GradyNevilleBrian1985_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grady, NB. “The development, implementation and evaluation of an in-service program for teachers.” 1985. Thesis, University of Tasmania. Accessed February 25, 2020. https://eprints.utas.edu.au/19526/1/whole_GradyNevilleBrian1985_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grady, NB. “The development, implementation and evaluation of an in-service program for teachers.” 1985. Web. 25 Feb 2020.

Vancouver:

Grady N. The development, implementation and evaluation of an in-service program for teachers. [Internet] [Thesis]. University of Tasmania; 1985. [cited 2020 Feb 25]. Available from: https://eprints.utas.edu.au/19526/1/whole_GradyNevilleBrian1985_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grady N. The development, implementation and evaluation of an in-service program for teachers. [Thesis]. University of Tasmania; 1985. Available from: https://eprints.utas.edu.au/19526/1/whole_GradyNevilleBrian1985_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

24. Gardner, Caroline Jane. Teaching the teachers : an examination of an inservice program and its effects in the classroom.

Degree: 1996, University of Tasmania

URL: https://eprints.utas.edu.au/19637/1/whole_GardnerCarolineJane1996_thesis.pdf

► An expectation of professional teachers is that inservice education is undertaken, on an on-going basis. This is particularly important at a time when society is… (more)

▼ An expectation of professional teachers is that inservice education is undertaken, on an on-going basis. This is particularly important at a time when society is undergoing major technological, social, economic or cultural changes, which requires teachers to play new and expanded roles. Policy direction in Australia, the United Kingdom and the United States of America has led to school-based management, which, in a large part, means that inservice programs are budgeted for, and managed by, individual schools. It would seem important to ensure that the resources directed to professional development from school budgets are used for inservice models and implementation processes which achieve intended outcomes in terms of improved quality of teaching and learning, The purpose of this study was to conduct an indepth investigation of a commercially provided inservice program that enjoyed a positive reputation among teachers and which was in high demand by schools. No record could be found of a critical analysis of commercial inservice programs prior to this study. It was considered valuable to scrutinise closely a particular program in order to identify the qualities which made it popular, and how teachers utilised skills and knowledge presented in the workshop sessions. An inservice program, Teaching for Effective Learning, developed and presented by a private Australian education consultant, Dr. Julia Atkin was the focus of this study. Using document analysis and observations the study first examined the relationship between the theory and practice of the inservice program, and between the conceptual structure of the program and the literature on teaching and learning. Secondly, the study examined the impact of the inservice program in terms of implementation in schools. A naturalistic inquiry was deemed appropriate for the study of implementation, using interviews, a questionnaire, observations of teachers in their classrooms, teacher journals and student work, as data gathering methods. Three groups of teachers, initially comprising a group of forty-six, who represented all those who had attended the Teaching for Effective Learning workshops in Tasmania between 1991 and 1993 were used in the study. Data were analysed in terms of a final group of thirty-one. Results indicated that the Teaching for Effective Learning workshops were held in high regard, as was Atkin as a presenter. However it was found that the theoretical underpinning of the workshops, Atkin's Framework for Effective Teaching, while in print and in presentation, encompasses most dimensions found in the literature on teaching and learning, did not provide adequate structures for teachers to be able to fully implement it in the classroom. Problems of transfer of skills and knowledge learned in the workshops was compounded by a lack of administrative or collegial support for those attempting implementation. There was a high level of transfer of at least three strategies taught in the workshop, though there were…

Subjects/Keywords: Teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gardner, C. J. (1996). Teaching the teachers : an examination of an inservice program and its effects in the classroom. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/19637/1/whole_GardnerCarolineJane1996_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gardner, Caroline Jane. “Teaching the teachers : an examination of an inservice program and its effects in the classroom.” 1996. Thesis, University of Tasmania. Accessed February 25, 2020. https://eprints.utas.edu.au/19637/1/whole_GardnerCarolineJane1996_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gardner, Caroline Jane. “Teaching the teachers : an examination of an inservice program and its effects in the classroom.” 1996. Web. 25 Feb 2020.

Vancouver:

Gardner CJ. Teaching the teachers : an examination of an inservice program and its effects in the classroom. [Internet] [Thesis]. University of Tasmania; 1996. [cited 2020 Feb 25]. Available from: https://eprints.utas.edu.au/19637/1/whole_GardnerCarolineJane1996_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gardner CJ. Teaching the teachers : an examination of an inservice program and its effects in the classroom. [Thesis]. University of Tasmania; 1996. Available from: https://eprints.utas.edu.au/19637/1/whole_GardnerCarolineJane1996_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

25. Cowley, Trudy Mae. Teacher relocation and teaching quality : an examination of the impact of teacher relocation on teachers, their work and their quality of teaching.

Degree: 1999, University of Tasmania

URL: https://eprints.utas.edu.au/19713/1/whole_CowleyTrudyMae1999_thesis.pdf ; https://eprints.utas.edu.au/19713/2/whole_CowleyTrudyMae1999Vol2_thesis.pdf

► Since the introduction of a transfer policy for Tasmanian state school teachers in 1994, many teachers have been required to relocate between schools throughout the… (more)

▼ Since the introduction of a transfer policy for Tasmanian state school teachers in 1994, many teachers have been required to relocate between schools throughout the state. Teachers' placements have been reviewed after five (or sometimes three) years in order to provide equity of staffing in all schools, including those in isolated locations and low socio-economic areas. In addition, teachers have continued to be relocated due to promotion. The focus of this study was to determine the impact of relocation, whether it be due to the Transfer Policy or promotion, on teachers, their work and their quality of teaching. To provide a theoretical framework for the part of the research concerned with teacher quality, models of the development of teacher expertise and the high quality teacher were developed from the literature, principally from the work on teacher expertise conducted by Berliner and colleagues. In comparison to the extensive literature on teacher expertise and teacher quality, minimal research has been conducted in the area of teacher relocation, and most of this has focused on the reasons for teacher relocation and its implications for staffing. However, a handful of international studies have investigated the outcomes of teacher transfer, but mostly these have been small, qualitative studies based solely on interview data. Only one study (Bullough & Baughman, 1995a) was found which combined the two areas of teacher expertise and teacher relocation—it involved a case study of one teacher. Therefore, in-depth research into the interactions between teacher relocation and teacher quality was warranted and has been provided by this study. There were two phases to this study—a mainly qualitative phase (phase I) and a mainly quantitative phase (phase II). Phase I involved case studies of seven relocated teachers. The case studies included teacher observations, teacher interviews, teacher self-ratings and student surveys conducted both prior to and subsequent to relocation. The data collected during phase I provided a framework for the study and were used to inform the development of the questionnaire which was used in phase II of the study. Tasmanian state school teachers who relocated either due to promotion or the Transfer Policy in 1995/96 or 1996/97 were surveyed in phase II. A response rate of 65 percent (n=360) was achieved and represented approximately one-third of the target population. Thus, the study involved in-depth coverage of the research focus in phase I and broad coverage in phase II. Consequently, the findings of the research were reliable, valid and generalisable. The results of the study indicated relocation impacts on teachers, their work and their quality of teaching in various ways dependent upon individual teachers and their circumstances. Many changes in context occur upon relocation, including changes in school environment and culture (eg, location, student demographic), changes in teachers' professional lives (eg, grade level, subject area) and changes…

Subjects/Keywords: Teachers

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APA (6^th Edition):

Cowley, T. M. (1999). Teacher relocation and teaching quality : an examination of the impact of teacher relocation on teachers, their work and their quality of teaching. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/19713/1/whole_CowleyTrudyMae1999_thesis.pdf ; https://eprints.utas.edu.au/19713/2/whole_CowleyTrudyMae1999Vol2_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cowley, Trudy Mae. “Teacher relocation and teaching quality : an examination of the impact of teacher relocation on teachers, their work and their quality of teaching.” 1999. Thesis, University of Tasmania. Accessed February 25, 2020. https://eprints.utas.edu.au/19713/1/whole_CowleyTrudyMae1999_thesis.pdf ; https://eprints.utas.edu.au/19713/2/whole_CowleyTrudyMae1999Vol2_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cowley, Trudy Mae. “Teacher relocation and teaching quality : an examination of the impact of teacher relocation on teachers, their work and their quality of teaching.” 1999. Web. 25 Feb 2020.

Vancouver:

Cowley TM. Teacher relocation and teaching quality : an examination of the impact of teacher relocation on teachers, their work and their quality of teaching. [Internet] [Thesis]. University of Tasmania; 1999. [cited 2020 Feb 25]. Available from: https://eprints.utas.edu.au/19713/1/whole_CowleyTrudyMae1999_thesis.pdf ; https://eprints.utas.edu.au/19713/2/whole_CowleyTrudyMae1999Vol2_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cowley TM. Teacher relocation and teaching quality : an examination of the impact of teacher relocation on teachers, their work and their quality of teaching. [Thesis]. University of Tasmania; 1999. Available from: https://eprints.utas.edu.au/19713/1/whole_CowleyTrudyMae1999_thesis.pdf ; https://eprints.utas.edu.au/19713/2/whole_CowleyTrudyMae1999Vol2_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

26. Hunt, J A(James Athol),1930-. The preparation of primary school teachers in France since World War II.

Degree: 1977, University of Tasmania

URL: https://eprints.utas.edu.au/20058/1/whole_HuntJamesAthol1977_thesis.pdf

► This thesis explores the background to, and the development of, France's primary teacher preparation institutions in the period from 1946 to 1975. The study begins… (more)

▼ This thesis explores the background to, and the development of, France's primary teacher preparation institutions in the period from 1946 to 1975. The study begins with an analysis of the traditional and the current attitudes of the French to the nation's primary schools and to those who teach in them (the instituteurs). A brief survey of the history of French primary education follows, with an indication of the importance of the training colleges (the ecoles normales) in this development. The growth of the ecoles normales is traced from their first establishment in the early years of the nineteenth century to the basic laws regulating their organisation, voted in the 1880's, and up to the period following their reestablishment after World War II. The first main section of the thesis then examines in detail the patterns of organisation of these institutions as they were in the period of more than twenty years from 1946 to the Student Revolution in May 1968. The extreme stability of their structure, despite very great changes in many other areas of education in France, is considered, and the gradually increasing stresses affecting this stability are outlined. The problems posed by the need to employ ever increasing numbers of uncertificated teachers (the remplacants), and the efforts made to provide for their effective training, are described. There follows an attempt to define the underlying factors which were in due course to lead to the radical reformation of the traditional patterns of primary teacher preparation. Some of these factors date from the early years of the twentieth century, but it was only in the mid- 1960's that they were considered carefully and developed into a coherent policy for change, largely at two important educational congresses, in Caen and Amiens, in 1966 and 1968. Some important experimental work in the ecoles normales themselves at this time is also outlined. The Student Revolution of May 1968 is considered as the catalyst for major changes which occurred from that year onwards. These changes are set out in great detail, with specific reference to the exact way in which each came about. The age of entry, the length and nature of the courses offered, and the patterns of organisation within the colleges all underwent considerable modification in a very short period of time. The importance of in-service education for primary teachers was recognised and an effective structure for its provision was developed. A specific training course for lecturers was also set: up. An attempt is made in this section of the thesis to analyse the nature of the social and economic background of the students following these developments: this is based in large part on a survey conducted by the writer in a number of the ecoles normales in 1975. The thesis concludes with a brief account of some characteristic ecoles normales and with a summary of some aspects of the patterns of primary teacher preparation in France which seem likely to undergo further reform in the…

Subjects/Keywords: Teachers

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APA (6^th Edition):

Hunt, J. A. A. (1977). The preparation of primary school teachers in France since World War II. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20058/1/whole_HuntJamesAthol1977_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hunt, J A(James Athol),1930-. “The preparation of primary school teachers in France since World War II.” 1977. Thesis, University of Tasmania. Accessed February 25, 2020. https://eprints.utas.edu.au/20058/1/whole_HuntJamesAthol1977_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hunt, J A(James Athol),1930-. “The preparation of primary school teachers in France since World War II.” 1977. Web. 25 Feb 2020.

Vancouver:

Hunt JAA. The preparation of primary school teachers in France since World War II. [Internet] [Thesis]. University of Tasmania; 1977. [cited 2020 Feb 25]. Available from: https://eprints.utas.edu.au/20058/1/whole_HuntJamesAthol1977_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hunt JAA. The preparation of primary school teachers in France since World War II. [Thesis]. University of Tasmania; 1977. Available from: https://eprints.utas.edu.au/20058/1/whole_HuntJamesAthol1977_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Tasmania

27. McKay, KI. Teacher stress coping strategies : implications for schools.

Degree: 1991, University of Tasmania

URL: https://eprints.utas.edu.au/20329/1/whole_McKayIan1992_thesis.pdf

► This research examines the interdependence between schools' profiles of education, teacher stress and the coping strategies that teachers use. Education profiles are considered in terms… (more)

▼ This research examines the interdependence between schools' profiles of education, teacher stress and the coping strategies that teachers use. Education profiles are considered in terms of schools' effectiveness, efficiency, equity, flexibility, quality control, support and vision factors. The stress profile comprises the sources, intensities, and frequencies of stress experienced by teachers. The coping profile is constructed by categorising and determining the success or otherwise of the strategies teachers employ when they encounter difficulties associated with their work. School profiles encompass the education, stress and coping profiles. Comparisons are made between the profiles of nine randomly-selected schools within the Tasmanian Department of Education and the Arts. An analysis of other research into stress and coping in the U.S.A., U.K., Canada, and Australia focuses on the research methodologies used in those studies and the means by which data was obtained. The research design for this study incorporates a between-method verification of data and is based upon the non-directional null hypothesis that there is no interdependence between a school's education, stress, and coping profiles. It is a null hypothesis in that it implies that: • the coping strategies employed by teachers do not significantly differ from one school to another, regardless of the schools' stress and education profiles; • a school's education profile is independent of the sources, intensities and frequencies of stress experienced by teachers; and • the frequency and intensity of stress experienced is not reflected in the coping strategies teachers use. The limitations and assumptions of the current research are also described with acknowledgement of problems that arise in ascertaining the reliability of responses deriving from, and the validity of questions contained within, research instruments. Data have been obtained by means of observations; diaries; individual interviews with school principals, assistant principals, and teachers; group interviews with students; and questionnaires. Both qualitative and quantitative methods of data analysis are used when comparing school profiles and in ascertaining the extent of interdependence between education, stress and coping profiles. It has been ascertained that a school's education profile can be compared with those of other schools, that there is a correlation between stress sources and education profiles and that stress frequencies and intensities differ between schools. It has also been found that, although there is a degree of similarity across schools in the coping strategies employed, there is a significant distinction between the strategy efficacies as adjudged by teachers in the various schools.

Subjects/Keywords: Teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McKay, K. (1991). Teacher stress coping strategies : implications for schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20329/1/whole_McKayIan1992_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McKay, KI. “Teacher stress coping strategies : implications for schools.” 1991. Thesis, University of Tasmania. Accessed February 25, 2020. https://eprints.utas.edu.au/20329/1/whole_McKayIan1992_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McKay, KI. “Teacher stress coping strategies : implications for schools.” 1991. Web. 25 Feb 2020.

Vancouver:

McKay K. Teacher stress coping strategies : implications for schools. [Internet] [Thesis]. University of Tasmania; 1991. [cited 2020 Feb 25]. Available from: https://eprints.utas.edu.au/20329/1/whole_McKayIan1992_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McKay K. Teacher stress coping strategies : implications for schools. [Thesis]. University of Tasmania; 1991. Available from: https://eprints.utas.edu.au/20329/1/whole_McKayIan1992_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Newcastle

28. McGrath, Jason David. Collaborative teaching partnerships: towards cycles for success in supporting new teachers.

Degree: MEdSt, 2012, University of Newcastle

URL: http://hdl.handle.net/1959.13/931645

►

Masters Research - Master of Educational Studies (MEdSt)

New teachers enter the profession facing all the challenges of learning to teach (Feiman-Nemser, 2001) at a… (more)

▼

Masters Research - Master of Educational Studies (MEdSt)

New teachers enter the profession facing all the challenges of learning to teach (Feiman-Nemser, 2001) at a time when teaching is becoming more complex and is under significant reform (Istance, 2001; Brooks and Scott, 2000; Dinham, 2000; Hargreaves, 1997, 1994). In response, educational systems are looking at ways to better support new teachers which can increase their retention within the profession (eg. Johnson 2006; OECD, 2005; Smith and Ingersoll, 2004; Ramsey, 2000) and sustain positive views about their work (eg. Wang, Odell and Schwille, 2008; Goddard and Goddard, 2006; Feiman-Nemser, 2001). There is an increasing focus on professional development and teacher collaboration in general (eg. Thomas, 2005; MEXT, 2004; McLaughlin, 1997), with some researchers highlighting the particular benefits of mentoring for new teachers and supporting renewal of teaching practice across the profession (Le Cornu and Peters, 2005; Hargreaves and Fullan, 2000). An extensive review of the literature regarding induction, mentoring and team teaching underpins my theoretical development of a concept I term „Collaborative Teaching Partnerships‟ or CTPs as a way of supporting new professionals as they enter teaching. CTPs provide an opportunity for an experienced and new teacher to work on at least one shared class in a team teaching situation. Rather than the “sit, listen and reflect” (Long, 1997, p.115) approach of traditional mentoring processes, CTPs promote a process of joint planning, teaching and reflection. In addition to the conceptual development of CTPs, I also test them in practice using case study research. The hypothesis is that mentoring which takes place in the setting of the classroom utilising team teaching can: first, deepen and extend the potential benefits of mentoring that have been articulated in the literature and; second, address the some of the concerns which have also been raised about the limitations of mentoring. While team teaching has generally been investigated within the literature as a way of supporting improved student outcomes, or in pre-service training for teachers, this project seeks to specifically investigate the advantages for teachers during their induction into the profession. Through the review of literature, case study research, and by analysing questionnaire data collected from the same district as the case study school I identify a number of “negative spirals” or factors that were found to combine in a way that can compound the challenges for new teachers. Most importantly, findings from the research project demonstrate the potential to utilise effective support processes, including CTPs, to create “cycles for success”, a term I use to describe factors which can combine in a positive manner to create compounding benefits for new teachers. In a practical sense my research seeks to benefit individuals who have or might be involved in a CTP process. Academically, my research can influence the theoretical development of models for…

Advisors/Committee Members: University of Newcastle. Faculty of Education and Arts, School of Education.

Subjects/Keywords: mentoring; teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McGrath, J. D. (2012). Collaborative teaching partnerships: towards cycles for success in supporting new teachers. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/931645

Chicago Manual of Style (16^th Edition):

McGrath, Jason David. “Collaborative teaching partnerships: towards cycles for success in supporting new teachers.” 2012. Masters Thesis, University of Newcastle. Accessed February 25, 2020. http://hdl.handle.net/1959.13/931645.

MLA Handbook (7^th Edition):

McGrath, Jason David. “Collaborative teaching partnerships: towards cycles for success in supporting new teachers.” 2012. Web. 25 Feb 2020.

Vancouver:

McGrath JD. Collaborative teaching partnerships: towards cycles for success in supporting new teachers. [Internet] [Masters thesis]. University of Newcastle; 2012. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1959.13/931645.

Council of Science Editors:

McGrath JD. Collaborative teaching partnerships: towards cycles for success in supporting new teachers. [Masters Thesis]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/931645

Montana State University

29. Peters, Martha Cabell. Faculty collaborative dyads: profiles and productivity.

Degree: College of Education, Health & Human Development, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/9890

► Collaboration among faculty on research endeavors is becoming more common as the research problems being addressed are more complex and require differing skills and knowledge.… (more)

▼ Collaboration among faculty on research endeavors is becoming more common as the research problems being addressed are more complex and require differing skills and knowledge. Higher education institutions should be interested in understanding these collaborative relationship as a way to support and encourage them and to understand the culture and behavior of faculty. This study seeks to understand those collaborations by looking at the collaborative dyad of two faculty members as the unit of analysis. The purpose of this study is to investigate the relationship between research productivity and the demographic characteristics of faculty collaborative dyads. Using a survey methodology, data was gathered from tenured and tenure-track faculty at two research institutions about their primary research collaboration and the resultant productivity of this collaboration as measured by three outcome variables: (1) Intellectual Contributions - Published, (2) Presentations, and (3) Grants Awarded. The relationship between the demographic characteristics of gender, rank and discipline on the productivity of the dyad were studied with data gathered through an electronic survey to faculty at two institutions. A 34-item survey was distributed to 830 faculty and 207 usable surveys were received. Descriptive statistics and negative binomial regression were used to analyze the data. The results of negative binomial regression analysis of the data indicate that disciplinary homophily is significantly related to all measures of productivity while rank homophily is significantly related to Intellectual Contributions - Published and gender homophily is significantly related to Presentations. Overall, though the research supports the Similarity Attraction Paradigm theory in that homophilous dyads tend to be more productive than their heterophilous counterparts. This study adds to the growing body of knowledge about interdisciplinary collaboration, and specifically the micro-level characteristics of what productive collaborations look like. Recommendations for promoting such collaborations include mentoring of different ranks, and facilitating collaborations across disciplines that are more different from each other than would typically be found in a research collaboration. Advisors/Committee Members: Chairperson, Graduate Committee: Carrie B. Myers (advisor).

Subjects/Keywords: Research.; Teachers.

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APA (6^th Edition):

Peters, M. C. (2016). Faculty collaborative dyads: profiles and productivity. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9890

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Peters, Martha Cabell. “Faculty collaborative dyads: profiles and productivity.” 2016. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/9890.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Peters, Martha Cabell. “Faculty collaborative dyads: profiles and productivity.” 2016. Web. 25 Feb 2020.

Vancouver:

Peters MC. Faculty collaborative dyads: profiles and productivity. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9890.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Peters MC. Faculty collaborative dyads: profiles and productivity. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9890

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

30. Nyberg, Julia. Values and beliefs related to diversity amongst students being prepared as teachers.

Degree: EdD, Education, 2013, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798

► The belief that all children can succeed is an important attribute of successful teachers of diverse student populations (Ladson-Billings, 1994). NCATE specifies that teacher education… (more)

Subjects/Keywords: teachers; diversity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nyberg, J. (2013). Values and beliefs related to diversity amongst students being prepared as teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798

Chicago Manual of Style (16^th Edition):

Nyberg, Julia. “Values and beliefs related to diversity amongst students being prepared as teachers.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 25, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798.

MLA Handbook (7^th Edition):

Nyberg, Julia. “Values and beliefs related to diversity amongst students being prepared as teachers.” 2013. Web. 25 Feb 2020.

Vancouver:

Nyberg J. Values and beliefs related to diversity amongst students being prepared as teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Feb 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798.

Council of Science Editors:

Nyberg J. Values and beliefs related to diversity amongst students being prepared as teachers. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/320622/rec/7798

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Open Access Theses and Dissertations