subject:( Teachers)

University of Tasmania

1. 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

Porteus JA. Identity spaces : narratives of being and becoming a teacher. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2021 Feb 27]. 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

Brock University

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

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

URL: http://hdl.handle.net/10464/1348

► 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

Dennis KP. Teacher survival : staying alive in the job of teaching . [Internet] [Thesis]. Brock University; 1997. [cited 2021 Feb 27]. 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

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 27, 2021. 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. 27 Feb 2021.

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 2021 Feb 27]. 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

Boston University

4. 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

Minaert WA. The development of a standard health examination for teachers. [Internet] [Doctoral dissertation]. Boston University; 1960. [cited 2021 Feb 27]. 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

Montana State University

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

Degree: PhD, 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)

▼ 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 teachers' abilities in teaching with technology. It is grounded in the understanding that if teachers are to effectively integrate technology into their instruction, they need to integrate their knowledge of content, pedagogy and technology, instead of viewing these components as separate entities. Current efforts to develop TPACK in pre-service teachers have tended to focus on experiences in either a methods course or an educational technology course. It is admittedly difficult to adequately address technology, pedagogy and content in a single college course. Therefore, this study proposes using three courses that are offered in collaboration, a mathematics teaching methods course, a technology-intensive content-rich mathematical modeling course, and a practicum course, to study the development of connections between technology, content and pedagogy. For this multiple case study, TPACK changes in five pre-service teachers were tracked during a period of about 15 weeks. Data were collected using a TPACK survey, teaching philosophy statements, lesson plans, student teaching episodes, and weekly instructor meeting notes. A detailed analysis of the results demonstrates that the development of pre-service teachers' mathematics TPACK is complex, and there are a number of factors that are at play, such as the pre-service teachers' prior experiences with technology, their mathematical backgrounds and their beliefs about the use of technology in mathematics instruction. Assessing the development of TPACK in pre-service teachers is complicated by the fact that the available model for mathematics teachers' TPACK was developed using observations of in-service mathematics teachers. Advisors/Committee Members: Chairperson, Graduate Committee: Elizabeth Burroughs, Maurice J. Burke (co-chair) (advisor).

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. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1910

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. Doctoral Dissertation, Montana State University. Accessed February 27, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1910.

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. 27 Feb 2021.

Vancouver:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Internet] [Doctoral dissertation]. Montana State University; 2012. [cited 2021 Feb 27]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910.

Council of Science Editors:

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

Montana State University

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

Degree: EdD, 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. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/911

Chicago Manual of Style (16^th Edition):

Bergmann, Donna Mae. “A study of adjunct faculty.” 2011. Doctoral Dissertation, Montana State University. Accessed February 27, 2021. https://scholarworks.montana.edu/xmlui/handle/1/911.

MLA Handbook (7^th Edition):

Bergmann, Donna Mae. “A study of adjunct faculty.” 2011. Web. 27 Feb 2021.

Vancouver:

Bergmann DM. A study of adjunct faculty. [Internet] [Doctoral dissertation]. Montana State University; 2011. [cited 2021 Feb 27]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/911.

Council of Science Editors:

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

University of Canterbury

7. Murray, Megan Nicolle. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.

Degree: Master of Teaching and Learning, Education, 2013, University of Canterbury

URL: http://dx.doi.org/10.26021/9396

► This study investigated associate teachers and student teachers perspectives of ‘successful’ mentoring. It aimed to understand how a group of associate teachers, who had been… (more)

▼ This study investigated associate teachers and student teachers perspectives of ‘successful’ mentoring. It aimed to understand how a group of associate teachers, who had been identified as being successful, viewed their role, looking at what it was that they specifically did that they felt made them successful when mentoring student teachers. It then compared these perspectives with those of a group of student teachers. The aim of the comparison was to establish any agreements or contradictions between the associate teachers’ and the student teachers’ perspectives about ‘successful’ associate teachers. An additional aim was to establish knowledge of particular professional development experiences that the associate teachers of this study felt had positively impacted on their practice as mentors. Four ‘successful’ associate teachers, as identified by their visiting lecturers from within the University of Canterbury, College of Education, and five student teachers who were enrolled at the same university in one of the primary programmes at the time of the study, were interviewed regarding their perspectives. The data revealed three conceptual themes as being relevant to ‘successful’ mentoring of student teachers: acquiring professional knowledge, becoming a professional through practice – teaching the student teacher, and building professional relationships. Findings of this study suggest that pivotal to ‘successful’ mentoring is the establishment of a successful working relationship between the associate teacher and the student teacher. The study identified that the mentoring relationship is more likely to be viewed as being ‘successful’ if associate teachers demonstrate certain knowledge, dispositions and practices when mentoring student teachers. Findings also highlighted the vital role that communication plays in supporting this relationship, not only between the associate teacher and the student teacher, but also the significant impact that effective communication on behalf of the initial teacher education provider has. The findings of this study calls for a review into the way that initial teacher education providers communicate with associate teachers, suggesting that providers should introduce a face to face element to communication. What became apparent through this study was the conclusion that there were excellent examples of ‘successful’ associate teachers, including those that were interviewed for this study, who were mentoring student teachers. Initial teacher education providers need to draw from this wealth of knowledge by increasing the opportunities where they facilitate discussions between themselves and associate teachers, in order to ensure that they are supporting the professional growth of their student teachers. It is my hope that the findings of this study will help to inform initial teacher education providers about the mentoring of their student teachers and hopefully result in improved outcomes for student teachers in the future.

Subjects/Keywords: mentoring; student teachers; associate teachers

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APA (6^th Edition):

Murray, M. N. (2013). Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9396

Chicago Manual of Style (16^th Edition):

Murray, Megan Nicolle. “Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.” 2013. Masters Thesis, University of Canterbury. Accessed February 27, 2021. http://dx.doi.org/10.26021/9396.

MLA Handbook (7^th Edition):

Murray, Megan Nicolle. “Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives.” 2013. Web. 27 Feb 2021.

Vancouver:

Murray MN. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. [Internet] [Masters thesis]. University of Canterbury; 2013. [cited 2021 Feb 27]. Available from: http://dx.doi.org/10.26021/9396.

Council of Science Editors:

Murray MN. Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives. [Masters Thesis]. University of Canterbury; 2013. Available from: http://dx.doi.org/10.26021/9396

Rutgers University

8. 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2021 Feb 27]. 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 Hong Kong

9. Ip, Pauline. Attributes of a quality teacher.

Degree: 2008, University of Hong Kong

URL: http://hdl.handle.net/10722/56133

Subjects/Keywords: Teachers.

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APA (6^th Edition):

Ip, P. (2008). Attributes of a quality teacher. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/56133

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):

Ip, Pauline. “Attributes of a quality teacher.” 2008. Thesis, University of Hong Kong. Accessed February 27, 2021. http://hdl.handle.net/10722/56133.

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

MLA Handbook (7^th Edition):

Ip, Pauline. “Attributes of a quality teacher.” 2008. Web. 27 Feb 2021.

Vancouver:

Ip P. Attributes of a quality teacher. [Internet] [Thesis]. University of Hong Kong; 2008. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10722/56133.

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

Council of Science Editors:

Ip P. Attributes of a quality teacher. [Thesis]. University of Hong Kong; 2008. Available from: http://hdl.handle.net/10722/56133

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

Oregon State University

10. 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 27, 2021. 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. 27 Feb 2021.

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 2021 Feb 27]. 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

11. 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

Morlan MA. Relationships between western state vocational homemaking supervisors and teachers. [Internet] [Masters thesis]. Oregon State University; 1953. [cited 2021 Feb 27]. 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 Tasmania

12. 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

Grady N. The development, implementation and evaluation of an in-service program for teachers. [Internet] [Thesis]. University of Tasmania; 1985. [cited 2021 Feb 27]. 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

13. 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 27, 2021. 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. 27 Feb 2021.

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 2021 Feb 27]. 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

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

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 27, 2021. 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. 27 Feb 2021.

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 2021 Feb 27]. 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

15. 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

Hunt JAA. The preparation of primary school teachers in France since World War II. [Internet] [Thesis]. University of Tasmania; 1977. [cited 2021 Feb 27]. 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

16. 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

McKay K. Teacher stress coping strategies : implications for schools. [Internet] [Thesis]. University of Tasmania; 1991. [cited 2021 Feb 27]. 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

17. 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 27, 2021. 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. 27 Feb 2021.

Vancouver:

McGrath JD. Collaborative teaching partnerships: towards cycles for success in supporting new teachers. [Internet] [Masters thesis]. University of Newcastle; 2012. [cited 2021 Feb 27]. 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

Addis Ababa University

18. Akberet, Birhane. Exploring Teachers’ Motivational Techniques Used in EFL Classroom and its impact on students learning: Medhanealem Preparatory School in Focus .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6725

► The aim of this study was to examine teachers motivational techniques used in EFL classroom at Medhanealem Preparatory school. An attempt has been made to… (more)

▼ The aim of this study was to examine teachers motivational techniques used in EFL classroom at Medhanealem Preparatory school. An attempt has been made to search out motivational techniques that were practical by English teachers. The result of the study was believed to be helpful for English teachers and students of the school. Participants of the study consisted of 25 English teachers and 126 grade eleven students of this school. The study used a questionnaire survey as the main tool of data collection. There were two questionnaires: one for the teacher and a parallel one for the student. The students’ questionnaire was translated to Amharic to reduce ambiguity and teachers and students questionnaire was piloted. After the pilot study, the main study was conducted. The questionnaire was followed-up by interview with teachers and classroom observation for further input. The questionnaire data were analyzed using percentage and the interview and classroom observation data were analyzed using frequencies and qualitative description. Results from teachers’ questionnaire which was about the perception of the importance of motivational techniques to teach EFL classroom indicated that most of the teachers reported that establishing good relationship with the students; showing eagerness for teaching; encouraging the students to use English inside and outside the classroom, making tasks interesting and enjoyable and increasing the students’ self-confidence were very important items for teaching EFL. The results of the frequency of using motivational techniques to teach EFL showed that the majority of the teachers tried to apply techniques like helping the students to develop realistic personal goals; encouraging them to use English both inside and outside the classroom; establishing good relationship with their students; showing their eagerness for teaching; creating a supportive classroom atmosphere and making tasks challenging most of the time. The questionnaire data also showed some of the teachers have neglected techniques like letting the students suggest classroom ground rules; monitoring the students progress and giving them written comments; asking for the students interest and building them into a course and making tasks challenging and practical. The reasons might be large class size and orientation problem to apply the techniques. Besides, to strengthen the questionnaire data, interview and observation were used and the interview result showed that teachers most of the time used techniques like creating supportive atmosphere in the classroom; relating the lesson and the text to students’ real life situation; giving positive and descriptive feedback; giving individual and group works; showing them eagerness for teaching and appreciating them orally. In general, the effect of using these motivational techniques was to help the students to participate freely, to help them to successfully achieve their goals and to increase their interest toward the subject. Additionally, the… Advisors/Committee Members: Tamene Kitila (PhD) (advisor).

Subjects/Keywords: English teachers

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

APA (6^th Edition):

Akberet, B. (2012). Exploring Teachers’ Motivational Techniques Used in EFL Classroom and its impact on students learning: Medhanealem Preparatory School in Focus . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6725

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):

Akberet, Birhane. “Exploring Teachers’ Motivational Techniques Used in EFL Classroom and its impact on students learning: Medhanealem Preparatory School in Focus .” 2012. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6725.

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

MLA Handbook (7^th Edition):

Akberet, Birhane. “Exploring Teachers’ Motivational Techniques Used in EFL Classroom and its impact on students learning: Medhanealem Preparatory School in Focus .” 2012. Web. 27 Feb 2021.

Vancouver:

Akberet B. Exploring Teachers’ Motivational Techniques Used in EFL Classroom and its impact on students learning: Medhanealem Preparatory School in Focus . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6725.

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

Council of Science Editors:

Akberet B. Exploring Teachers’ Motivational Techniques Used in EFL Classroom and its impact on students learning: Medhanealem Preparatory School in Focus . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6725

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

University of Tasmania

19. Neuendorf, Laevai I M. Inservice education of teachers in secondary schools in Papua New Guinea.

Degree: 1991, University of Tasmania

URL: https://eprints.utas.edu.au/21012/1/whole_NeuendorfLaevaiIM1992_thesis.pdf

► This study examines the in-service education of teachers in Papua New Guinea with specific reference to secondary teachers. The purpose of the study was to… (more)

▼ This study examines the in-service education of teachers in Papua New Guinea with specific reference to secondary teachers. The purpose of the study was to investigate the nature, objectives, operation and perceived outcomes of inservice education in Papua New Guinea in relation to current theories on ISE and to suggest fruitful directions for the future. The research methodology adopted was that of descriptive and analytical research using the questionnaire and interview as the principal data gathering devices. This was supported by archival data obtained from National Department of Education records, Provincial Education Office records and University and College records. The survey population consisted of 236 teachers in 13 provincial high schools in three selected provinces, educational administrators in key policy making and policy implementation levels, and teacher educators in pre-service and in-service education. The research framework was derived from the literature on inservice education in which theoretical perceptions and assumptions relevant to in-service education were reviewed. This was followed by an examination of assumptions and underlying issues relevant to developing countries. The main findings are: that the purposes and aims of inservice education need to be. clarified and its roles made clear within the context of secondary education and education in general in PNG; that a greater emphasis heeds to be made of group-oriented and whole staff-oriented strategies and procedures and to encourage schools to try out the problem-solving approach to ISE; that ISE content shoulcl equally take into account the needs of individual teachers, groups and whole staff and the needs of the system; that a mixture of strategies and procedures should be used in ISE; that school and provincial ISE structures need to be reassessed if ISE is to be effective and efficient at the school and provincial levels; that the scope of externally-directed course-based programs of ISE needs to be widened to include more group-oriented perspectives; that ISE should enable teachers to reflect more on the tasks of teaching and its consequences upon student learning; that universities and colleges of education need to take More responsibility for inservice education; that more financial resources are required to support SBISE and SFISE; that increased attention is needed to monitor the effectiveness of ISE activities and programs and the efficiency of schools, the province and the system in the management and support of ISE.

Subjects/Keywords: Teachers

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APA (6^th Edition):

Neuendorf, L. I. M. (1991). Inservice education of teachers in secondary schools in Papua New Guinea. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21012/1/whole_NeuendorfLaevaiIM1992_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):

Neuendorf, Laevai I M. “Inservice education of teachers in secondary schools in Papua New Guinea.” 1991. Thesis, University of Tasmania. Accessed February 27, 2021. https://eprints.utas.edu.au/21012/1/whole_NeuendorfLaevaiIM1992_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):

Neuendorf, Laevai I M. “Inservice education of teachers in secondary schools in Papua New Guinea.” 1991. Web. 27 Feb 2021.

Vancouver:

Neuendorf LIM. Inservice education of teachers in secondary schools in Papua New Guinea. [Internet] [Thesis]. University of Tasmania; 1991. [cited 2021 Feb 27]. Available from: https://eprints.utas.edu.au/21012/1/whole_NeuendorfLaevaiIM1992_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:

Neuendorf LIM. Inservice education of teachers in secondary schools in Papua New Guinea. [Thesis]. University of Tasmania; 1991. Available from: https://eprints.utas.edu.au/21012/1/whole_NeuendorfLaevaiIM1992_thesis.pdf

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

20. Mutale, Harriet. School Managers, Teachers, and Pupils' Opinions of effective Teachers in Selected High Schools of Lusaka Urban District.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/494

► This study investigated school managers, teachers, and pupils' opinions of effective teachers in selected high schools of Lusaka urban district. Random sampling was used to… (more)

▼ This study investigated school managers, teachers, and pupils' opinions of effective teachers in selected high schools of Lusaka urban district. Random sampling was used to select the seven high schools. Data was collected using questionnaires,semistructured interviews, Focus Group Discussions and observations. The data collected were both quantitative and qualitative. Quantitative data was analyzed using a computer programme called excel to generate percentages. Qualitative data was analyzed by coding and grouping the emerging themes into categories.The study specifically examined the following research questions; 1. What were school managers and pupils' opinions of effective teachers? 2. How did school managers and pupils differentiate between effective and noneffective teachers 3. What were school managers' ideas about classroom management of effective teachers? 4. Were teachers able to identify effective teachers among themselves?The findings of the study revealed that effective teachers taught well and produced the best results in schools. They were sharp (intelligent), well qualified and were role models. They were punctual for work, attended to all their classes and did not waste their time chatting.According to the study, both male and female teachers were effective, the question of gender did not affect them. Age did affect teacher effectiveness but there was also some evidence that in each age group there were effective and non-effective teachers. While experience generally helped to make some teachers more effective, to some extent it made others relax in their teaching as they thought that they knew everything about teaching. On the methods of teaching, the study established that a combination of teacher and child-centred methods promoted effective teaching. However, pupils felt that the explanation method (where a teacher spends time expanding on points or giving details on the topic) was more effective than any other. The study, in addition,found that the school climate contributed to teacher effectiveness but as far as pupils were concerned, it did not. The study also revealed the following characteristics in effective teachers: hard-work,self disciplined, consistent behaviour, co-cooperativeness, willingness to learn from others, encouragement and helpful.The study further found that activities that encouraged effectiveness in class included preparation of lessons, organization of the individual lesson, time management,adequate class control, demonstration of knowledge of material while teaching, as well as willingness to guide the pupils.The findings of the study on the characteristics of the bad teacher were that, he or she failed to communicate in class, told stories or kept revising the work done earlier,reported late to school, failed to prepare the lessons and was generally lazy. The bad teacher also used abusive language, was hot tempered and had favourites among pupils.The study concluded that, whether one was teaching in a government, mission or private school, his or her…

Subjects/Keywords: Effective Teachers

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APA (6^th Edition):

Mutale, H. (2011). School Managers, Teachers, and Pupils' Opinions of effective Teachers in Selected High Schools of Lusaka Urban District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/494

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):

Mutale, Harriet. “School Managers, Teachers, and Pupils' Opinions of effective Teachers in Selected High Schools of Lusaka Urban District.” 2011. Thesis, University of Zimbabwe. Accessed February 27, 2021. http://dspace.unza.zm/handle/123456789/494.

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

MLA Handbook (7^th Edition):

Mutale, Harriet. “School Managers, Teachers, and Pupils' Opinions of effective Teachers in Selected High Schools of Lusaka Urban District.” 2011. Web. 27 Feb 2021.

Vancouver:

Mutale H. School Managers, Teachers, and Pupils' Opinions of effective Teachers in Selected High Schools of Lusaka Urban District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Feb 27]. Available from: http://dspace.unza.zm/handle/123456789/494.

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

Council of Science Editors:

Mutale H. School Managers, Teachers, and Pupils' Opinions of effective Teachers in Selected High Schools of Lusaka Urban District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/494

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

21. Parks, MC. Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose.

Degree: 2018, University of Tasmania

URL: https://eprints.utas.edu.au/29710/1/Parks_whole_thesis.pdf

► Commencing pre-service teachers enter initial teacher education programs with diverse preconceptions, understandings, beliefs and values about the teaching profession. A complex mix of personal, professional… (more)

▼ Commencing pre-service teachers enter initial teacher education programs with diverse preconceptions, understandings, beliefs and values about the teaching profession. A complex mix of personal, professional and contextual factors shape their perceptions about the challenges and rewards associated with teaching. These, in turn, influence their development and preparation for the classroom. Contemporary framings of initial teacher education emphasise the importance of interrupting and disrupting pre-service teachers’ preconceptions while helping them to develop more informed perspectives through critical engagement with theory and the practical realities of classroom teaching. Pre-service teachers’ motivations and aspirations are essential to this process, as they provide the enthusiasm and momentum for reconceptualising perceptions about themselves, the profession, and the lived experience of classroom practitioners. This study investigated the effects of new theoretical knowledge and practical applications of this knowledge on pre-service teachers’ perceived preparedness for classroom teaching. Their changing perceptions were investigated to examine evolving responses to theoretical and practical components of their initial teacher education program, from commencement to completion. This study utilised a modified case study employing a mixed method design involving the collection of both qualitative and quantitative data, collected through questionnaires, semi-structured interviews, classroom observations and participants’ journal entries. These data revealed parallels between Tasmanian pre-service teachers and other cohorts represented in the literature. Through the contextual lens of the participants’ demographic and preferential profiles, a variety of extrinsic, intrinsic and altruistic motivators were identified within the deeply personal and philosophical drivers for creating change in their own lives and careers. Equally, a change in emphasis, from the pragmatic considerations of the nature of teachers’ work to an altruistic view of the contributions to be made through teaching was evident in the narratives of the participants. Additionally, the opportunity to embody and enact lifelong learning was exposed as a particularly motivating aspect of the teaching profession. Significantly, further analysis emphasised that these pre-service teachers approaching transition into the profession had embarked on a process of continual recalibration of themselves in order to align with the priorities of the profession. As such, they described the quality of their initial teacher preparation in relation to the influence that their learning contexts had had on them, and how these had created the impetus for change. For some, this presented a particular level of challenge, highlighting perceptions about disconnections between stakeholders working within initial teacher preparation and those supporting beginning teaching. This study is both unique and significant in that it contributes to the limited body of knowledge about…

Subjects/Keywords: Beginning teachers; pre-service teachers; career-change teachers; graduate teachers

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APA (6^th Edition):

Parks, M. (2018). Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/29710/1/Parks_whole_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):

Parks, MC. “Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose.” 2018. Thesis, University of Tasmania. Accessed February 27, 2021. https://eprints.utas.edu.au/29710/1/Parks_whole_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):

Parks, MC. “Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose.” 2018. Web. 27 Feb 2021.

Vancouver:

Parks M. Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2021 Feb 27]. Available from: https://eprints.utas.edu.au/29710/1/Parks_whole_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:

Parks M. Pre-service teachers’ evolving perceptions and responses to teaching : changing career to find meaning and purpose. [Thesis]. University of Tasmania; 2018. Available from: https://eprints.utas.edu.au/29710/1/Parks_whole_thesis.pdf

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

Boston University

22. Mahoney, William M. A study to determine the differences in the personal characteristics and certain judgment capacities of effective and ineffective primary, intermediate, and secondary-school teachers.

Degree: EdD, Education, 1957, Boston University

URL: http://hdl.handle.net/2144/24483

Subjects/Keywords: Teachers

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APA (6^th Edition):

Mahoney, W. M. (1957). A study to determine the differences in the personal characteristics and certain judgment capacities of effective and ineffective primary, intermediate, and secondary-school teachers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/24483

Chicago Manual of Style (16^th Edition):

Mahoney, William M. “A study to determine the differences in the personal characteristics and certain judgment capacities of effective and ineffective primary, intermediate, and secondary-school teachers.” 1957. Doctoral Dissertation, Boston University. Accessed February 27, 2021. http://hdl.handle.net/2144/24483.

MLA Handbook (7^th Edition):

Mahoney, William M. “A study to determine the differences in the personal characteristics and certain judgment capacities of effective and ineffective primary, intermediate, and secondary-school teachers.” 1957. Web. 27 Feb 2021.

Vancouver:

Mahoney WM. A study to determine the differences in the personal characteristics and certain judgment capacities of effective and ineffective primary, intermediate, and secondary-school teachers. [Internet] [Doctoral dissertation]. Boston University; 1957. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2144/24483.

Council of Science Editors:

Mahoney WM. A study to determine the differences in the personal characteristics and certain judgment capacities of effective and ineffective primary, intermediate, and secondary-school teachers. [Doctoral Dissertation]. Boston University; 1957. Available from: http://hdl.handle.net/2144/24483

Boston University

23. Steeves, Frank Leslie. A summary of the thesis: a study of the characteristics of local teachers' associations in New England and New York state.

Degree: EdD, Education, 1949, Boston University

URL: http://hdl.handle.net/2144/6313

Subjects/Keywords: Teachers

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APA (6^th Edition):

Steeves, F. L. (1949). A summary of the thesis: a study of the characteristics of local teachers' associations in New England and New York state. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/6313

Chicago Manual of Style (16^th Edition):

Steeves, Frank Leslie. “A summary of the thesis: a study of the characteristics of local teachers' associations in New England and New York state.” 1949. Doctoral Dissertation, Boston University. Accessed February 27, 2021. http://hdl.handle.net/2144/6313.

MLA Handbook (7^th Edition):

Steeves, Frank Leslie. “A summary of the thesis: a study of the characteristics of local teachers' associations in New England and New York state.” 1949. Web. 27 Feb 2021.

Vancouver:

Steeves FL. A summary of the thesis: a study of the characteristics of local teachers' associations in New England and New York state. [Internet] [Doctoral dissertation]. Boston University; 1949. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2144/6313.

Council of Science Editors:

Steeves FL. A summary of the thesis: a study of the characteristics of local teachers' associations in New England and New York state. [Doctoral Dissertation]. Boston University; 1949. Available from: http://hdl.handle.net/2144/6313

Boston University

24. Thistle, Everett G. An investigation of plans for teacher evaluation.

Degree: EdD, Education, 1954, Boston University

URL: http://hdl.handle.net/2144/8734

Subjects/Keywords: Teachers

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APA (6^th Edition):

Thistle, E. G. (1954). An investigation of plans for teacher evaluation. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/8734

Chicago Manual of Style (16^th Edition):

Thistle, Everett G. “An investigation of plans for teacher evaluation.” 1954. Doctoral Dissertation, Boston University. Accessed February 27, 2021. http://hdl.handle.net/2144/8734.

MLA Handbook (7^th Edition):

Thistle, Everett G. “An investigation of plans for teacher evaluation.” 1954. Web. 27 Feb 2021.

Vancouver:

Thistle EG. An investigation of plans for teacher evaluation. [Internet] [Doctoral dissertation]. Boston University; 1954. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2144/8734.

Council of Science Editors:

Thistle EG. An investigation of plans for teacher evaluation. [Doctoral Dissertation]. Boston University; 1954. Available from: http://hdl.handle.net/2144/8734

Michigan State University

25. Nickerson, Donald Hull. A survey of the distribution of personality types and related interests among competent teachers in advantaged and disadvantaged settings.

Degree: EdD, 1966, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:43314

Subjects/Keywords: Teachers

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APA (6^th Edition):

Nickerson, D. H. (1966). A survey of the distribution of personality types and related interests among competent teachers in advantaged and disadvantaged settings. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:43314

Chicago Manual of Style (16^th Edition):

Nickerson, Donald Hull. “A survey of the distribution of personality types and related interests among competent teachers in advantaged and disadvantaged settings.” 1966. Doctoral Dissertation, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:43314.

MLA Handbook (7^th Edition):

Nickerson, Donald Hull. “A survey of the distribution of personality types and related interests among competent teachers in advantaged and disadvantaged settings.” 1966. Web. 27 Feb 2021.

Vancouver:

Nickerson DH. A survey of the distribution of personality types and related interests among competent teachers in advantaged and disadvantaged settings. [Internet] [Doctoral dissertation]. Michigan State University; 1966. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:43314.

Council of Science Editors:

Nickerson DH. A survey of the distribution of personality types and related interests among competent teachers in advantaged and disadvantaged settings. [Doctoral Dissertation]. Michigan State University; 1966. Available from: http://etd.lib.msu.edu/islandora/object/etd:43314

Michigan State University

26. Childs, John Williams. A study of the belief systems of administrators and teachers in innovative and non-innovative school districts.

Degree: PhD, College of Education, 1965, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:43978

Subjects/Keywords: Teachers

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APA (6^th Edition):

Childs, J. W. (1965). A study of the belief systems of administrators and teachers in innovative and non-innovative school districts. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:43978

Chicago Manual of Style (16^th Edition):

Childs, John Williams. “A study of the belief systems of administrators and teachers in innovative and non-innovative school districts.” 1965. Doctoral Dissertation, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:43978.

MLA Handbook (7^th Edition):

Childs, John Williams. “A study of the belief systems of administrators and teachers in innovative and non-innovative school districts.” 1965. Web. 27 Feb 2021.

Vancouver:

Childs JW. A study of the belief systems of administrators and teachers in innovative and non-innovative school districts. [Internet] [Doctoral dissertation]. Michigan State University; 1965. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:43978.

Council of Science Editors:

Childs JW. A study of the belief systems of administrators and teachers in innovative and non-innovative school districts. [Doctoral Dissertation]. Michigan State University; 1965. Available from: http://etd.lib.msu.edu/islandora/object/etd:43978

Michigan State University

27. Bocks, William Michael. The relationship of teacher characteristics to belief changes following introduction of non-promotion research evidence.

Degree: EdD, College of Education, 1966, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:43802

Subjects/Keywords: Teachers

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APA (6^th Edition):

Bocks, W. M. (1966). The relationship of teacher characteristics to belief changes following introduction of non-promotion research evidence. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:43802

Chicago Manual of Style (16^th Edition):

Bocks, William Michael. “The relationship of teacher characteristics to belief changes following introduction of non-promotion research evidence.” 1966. Doctoral Dissertation, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:43802.

MLA Handbook (7^th Edition):

Bocks, William Michael. “The relationship of teacher characteristics to belief changes following introduction of non-promotion research evidence.” 1966. Web. 27 Feb 2021.

Vancouver:

Bocks WM. The relationship of teacher characteristics to belief changes following introduction of non-promotion research evidence. [Internet] [Doctoral dissertation]. Michigan State University; 1966. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:43802.

Council of Science Editors:

Bocks WM. The relationship of teacher characteristics to belief changes following introduction of non-promotion research evidence. [Doctoral Dissertation]. Michigan State University; 1966. Available from: http://etd.lib.msu.edu/islandora/object/etd:43802

Michigan State University

28. Snyder, Clinton A. Variations in expectations for the teacher roles : as related to general and specific roles, expectation categories, and social distance.

Degree: PhD, Department of Sociology and Anthropology, 1997, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:44126

Subjects/Keywords: Teachers

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APA (6^th Edition):

Snyder, C. A. (1997). Variations in expectations for the teacher roles : as related to general and specific roles, expectation categories, and social distance. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:44126

Chicago Manual of Style (16^th Edition):

Snyder, Clinton A. “Variations in expectations for the teacher roles : as related to general and specific roles, expectation categories, and social distance.” 1997. Doctoral Dissertation, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:44126.

MLA Handbook (7^th Edition):

Snyder, Clinton A. “Variations in expectations for the teacher roles : as related to general and specific roles, expectation categories, and social distance.” 1997. Web. 27 Feb 2021.

Vancouver:

Snyder CA. Variations in expectations for the teacher roles : as related to general and specific roles, expectation categories, and social distance. [Internet] [Doctoral dissertation]. Michigan State University; 1997. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:44126.

Council of Science Editors:

Snyder CA. Variations in expectations for the teacher roles : as related to general and specific roles, expectation categories, and social distance. [Doctoral Dissertation]. Michigan State University; 1997. Available from: http://etd.lib.msu.edu/islandora/object/etd:44126

Michigan State University

29. Kirk, Treva Bennington. Behaviors of teachers new to a building in relation to the climate of the school and the dogmatism of the teacher.

Degree: EdD, Department of Administrative and Educational Services, 1965, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:44848

Subjects/Keywords: Teachers

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APA (6^th Edition):

Kirk, T. B. (1965). Behaviors of teachers new to a building in relation to the climate of the school and the dogmatism of the teacher. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:44848

Chicago Manual of Style (16^th Edition):

Kirk, Treva Bennington. “Behaviors of teachers new to a building in relation to the climate of the school and the dogmatism of the teacher.” 1965. Doctoral Dissertation, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:44848.

MLA Handbook (7^th Edition):

Kirk, Treva Bennington. “Behaviors of teachers new to a building in relation to the climate of the school and the dogmatism of the teacher.” 1965. Web. 27 Feb 2021.

Vancouver:

Kirk TB. Behaviors of teachers new to a building in relation to the climate of the school and the dogmatism of the teacher. [Internet] [Doctoral dissertation]. Michigan State University; 1965. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:44848.

Council of Science Editors:

Kirk TB. Behaviors of teachers new to a building in relation to the climate of the school and the dogmatism of the teacher. [Doctoral Dissertation]. Michigan State University; 1965. Available from: http://etd.lib.msu.edu/islandora/object/etd:44848

Michigan State University

30. Stewart, James Douglas, 1934-. The teacher as moral adviser.

Degree: PhD, Department of Secondary Education and Curriculum, 1974, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:35862

Subjects/Keywords: Teachers

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APA (6^th Edition):

Stewart, James Douglas, 1. (1974). The teacher as moral adviser. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:35862

Chicago Manual of Style (16^th Edition):

Stewart, James Douglas, 1934-. “The teacher as moral adviser.” 1974. Doctoral Dissertation, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:35862.

MLA Handbook (7^th Edition):

Stewart, James Douglas, 1934-. “The teacher as moral adviser.” 1974. Web. 27 Feb 2021.

Vancouver:

Stewart, James Douglas 1. The teacher as moral adviser. [Internet] [Doctoral dissertation]. Michigan State University; 1974. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:35862.

Council of Science Editors:

Stewart, James Douglas 1. The teacher as moral adviser. [Doctoral Dissertation]. Michigan State University; 1974. Available from: http://etd.lib.msu.edu/islandora/object/etd:35862

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Open Access Theses and Dissertations