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You searched for subject:(Professional challenges experiences). Showing records 1 – 3 of 3 total matches.

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University of Windsor

1. EBHALEME, IBHADE. Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study.

Degree: M. Ed., Education, 2019, University of Windsor

Canada is a multicultural country, and its classrooms and teachers reflect this reality. However, many immigrant teachers struggle when adjusting to Canada’s cultural and pedagogical environment. This is especially true of Nigerian-trained teachers in Southwestern Ontario’s secondary schools, whose experiences provide important insights into this issue. The current study focuses on Nigerian-trained teachers, how these teachers react to and handle such challenges and how these experiences affect their professional lives. This study uses a sample of five intermediate teachers (Grade seven to ten), who have three to five years of Canadian experience in the profession and had obtained their teaching certification from their country of origin. It uses an interpretivist approach to collect data through in-depth interviews and reflective journals maintained by participants over a three-month period. This study revealed how these challenges vary with respect to cultural differences in the classroom, curriculum implementation, qualifications and discipline. Thus, it provided a comprehensive understanding of the experiences of Nigerian-trained teachers in Ontario. Advisors/Committee Members: Andrew Allen.

Subjects/Keywords: Integration; Nigeria/Canadian education system; Nigerian-trained teachers; Professional challenges/experiences; Southwestern Ontario schools; Education

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

APA (6th Edition):

EBHALEME, I. (2019). Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/7679

Chicago Manual of Style (16th Edition):

EBHALEME, IBHADE. “Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study.” 2019. Masters Thesis, University of Windsor. Accessed July 17, 2019. https://scholar.uwindsor.ca/etd/7679.

MLA Handbook (7th Edition):

EBHALEME, IBHADE. “Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study.” 2019. Web. 17 Jul 2019.

Vancouver:

EBHALEME I. Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study. [Internet] [Masters thesis]. University of Windsor; 2019. [cited 2019 Jul 17]. Available from: https://scholar.uwindsor.ca/etd/7679.

Council of Science Editors:

EBHALEME I. Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada: A Case Study. [Masters Thesis]. University of Windsor; 2019. Available from: https://scholar.uwindsor.ca/etd/7679


University of Saskatchewan

2. Lindo, Curline. Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools.

Degree: 2012, University of Saskatchewan

There is much to be gained from the experiences of women who have advanced to the principalship in primary and secondary schools. This thesis is a feminist highlight of the experiences of five Jamaican women principals, who believe that despite the challenges they face, they have made great strides in their jobs. Through their adoption of collaborative leadership, care and ‘mothering’, and religious resilience strategies, they show how they have been able to thwart gender and leadership stereotypes. These women principals are motivated by experiences of reward and resilience. The women principals related their experiences through single interviews. Their experiences were discussed under the following themes: women as leaders, mentoring and professional development, the need for male role models, rewards and support, challenges, gendered experiences, motivation to enter and remain in the principalship and how their views of effective leadership impact their jobs. Advisors/Committee Members: St. Denis, Verna, Miller, Dianne.

Subjects/Keywords: women principals' experiences; Jamaican schools; women as leaders; male role models; feminization; gendered experiences; rewards & support; challenges; mentoring & professional development; motivation

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

APA (6th Edition):

Lindo, C. (2012). Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2012-06-471

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

Chicago Manual of Style (16th Edition):

Lindo, Curline. “Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools.” 2012. Thesis, University of Saskatchewan. Accessed July 17, 2019. http://hdl.handle.net/10388/ETD-2012-06-471.

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

MLA Handbook (7th Edition):

Lindo, Curline. “Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools.” 2012. Web. 17 Jul 2019.

Vancouver:

Lindo C. Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools. [Internet] [Thesis]. University of Saskatchewan; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10388/ETD-2012-06-471.

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

Council of Science Editors:

Lindo C. Voices from the principalship : The experiences of five women who are principals in Jamaican primary and secondary schools. [Thesis]. University of Saskatchewan; 2012. Available from: http://hdl.handle.net/10388/ETD-2012-06-471

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

3. Buck, Tracy. Examining the experiences of secondary school teachers with rural videoconference courses.

Degree: 2016, Athabasca University

This case study explored the experiences of secondary school teachers teaching a videoconference course simultaneously in four rural schools in one school district. The exploration encompassed positive experiences, challenges, and the personal attributes of the teachers that contributed to their success. Six teachers with experience teaching videoconference courses in rural schools completed an individual questionnaire and participated in a follow-up interview. The results of this study comprise a description of the experience of being a rural videoconference teacher in a particular school district, as well as a list of teacher attributes that participants identified as contributing to their success as videoconference teachers.

2016-06

Advisors/Committee Members: Moisey, Susan (Internal) (Faculty of Education, Centre for Distance Education), Montgomerie, Craig (External) (Mentat Consulting Services Ltd), Hoven, Debra (Faculty of Education, Centre for Distance Education).

Subjects/Keywords: Videoconference; Secondary School; Teachers; Rural school; Case study; Professional development; Technology; Relationships; Building community; Description; Teaching experience; Novice teachers; Personal attributes; Teaching skills; Pedagogy; Positive experiences; Challenges; Synchronous

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

APA (6th Edition):

Buck, T. (2016). Examining the experiences of secondary school teachers with rural videoconference courses. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/204

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

Chicago Manual of Style (16th Edition):

Buck, Tracy. “Examining the experiences of secondary school teachers with rural videoconference courses.” 2016. Thesis, Athabasca University. Accessed July 17, 2019. http://hdl.handle.net/10791/204.

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

MLA Handbook (7th Edition):

Buck, Tracy. “Examining the experiences of secondary school teachers with rural videoconference courses.” 2016. Web. 17 Jul 2019.

Vancouver:

Buck T. Examining the experiences of secondary school teachers with rural videoconference courses. [Internet] [Thesis]. Athabasca University; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10791/204.

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

Council of Science Editors:

Buck T. Examining the experiences of secondary school teachers with rural videoconference courses. [Thesis]. Athabasca University; 2016. Available from: http://hdl.handle.net/10791/204

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

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