subject:(Teacher Education)

University of Helsinki

1. Sothayapetch, Pavinee. A comparative study of science education at the primary school level in Finland and Thailand.

Degree: Department of Teacher Education, 2013, University of Helsinki

URL: http://hdl.handle.net/10138/42259

► This research aims to compare science education at the primary school level between Finland and Thailand. The study is divided into three sub-studies concerning: 1)… (more)

▼ This research aims to compare science education at the primary school level between Finland and Thailand. The study is divided into three sub-studies concerning: 1) a national science curricula analysis at primary school level based on the PISA scientific literacy framework;2) an analysis of science textbooks on the electric circuit lesson at grade 6; and 3) interviews with primary school teachers regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) on the electric circuit lesson at grade 6. These three sub-studies may reflect the holistic science education of the two countries in this comparative study between them. The main research methodology used in this study is the comparative approach and a content analysis technique was used in all three sub-studies. All textual and pictorial information from the science curricula at primary school level, including science textbooks, the electric circuit lesson and the teachers transliterations, were analysed following the inductive and deductive content analysis. Semi-structured interviews were employed for the collection of the interview data. Altogether, six experienced primary school teachers participated three Finnish teachers in Helsinki and three Thai teachers in Bangkok. In addition, a quantitative method was used to describe the findings from the qualitative approach through percentages, bar charts and a Pearson s chi-squared test. The main findings revealed that Finnish science education strongly emphasised conceptual knowledge (according to all three sub-studies) while the Thai science education emphasised procedural knowledge. For example, the Thai curriculum was closer to the PISA framework than was the Finnish curriculum. The Thai curriculum emphasised the scientific process and the Finnish curriculum focused on the concepts and contexts, rather than the process. The Thai textbooks emphasised procedural knowledge, while conceptual knowledge was emphasised mostly in the Finnish textbooks. Lastly, in the interviews the Finnish teachers emphasised the teaching of concepts through textbooks and computer materials. The Thai teachers emphasised the teaching and learning of procedural knowledge and consequently used more experimentation, along with authentic materials in the school laboratory. Both Finnish and Thai curriculum designers and textbook authors could apply the findings of this comparative research. In addition to the similarities and differences, the comparison revealed particular avenues that could be developed in science education. For example, curriculum planners and science educators, not only in Finland and Thailand but also in other countries in the future, may better recognize what should be emphasised in the science curriculum, especially from the perspective of the PISA Scientific Literacy Framework as the international student assessment. Furthermore, textbook authors may apply some of the comparative results of this research to produce high-quality textbooks based on a heightened awareness of the…

Subjects/Keywords: teacher Education; teacher Education

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APA (6^th Edition):

Sothayapetch, P. (2013). A comparative study of science education at the primary school level in Finland and Thailand. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/42259

Chicago Manual of Style (16^th Edition):

Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Doctoral Dissertation, University of Helsinki. Accessed February 17, 2019. http://hdl.handle.net/10138/42259.

MLA Handbook (7^th Edition):

Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Web. 17 Feb 2019.

Vancouver:

Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Internet] [Doctoral dissertation]. University of Helsinki; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10138/42259.

Council of Science Editors:

Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Doctoral Dissertation]. University of Helsinki; 2013. Available from: http://hdl.handle.net/10138/42259

2. Biggs, Amy M. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.

Degree: EdD, College of Education, 2009, Ashland University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

► The purpose of this study was to learn what teacher educators think is important in forming our future teaching force. This study showed that most… (more)

Subjects/Keywords: Teacher Education; teacher educators; teacher education program

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APA (6^th Edition):

Biggs, A. M. (2009). Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

Chicago Manual of Style (16^th Edition):

Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Doctoral Dissertation, Ashland University. Accessed February 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

MLA Handbook (7^th Edition):

Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Web. 17 Feb 2019.

Vancouver:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Feb 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

Council of Science Editors:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

University of Georgia

3. Kirk, Daniel John. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.

Degree: PhD, English Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd

► Teacher education is a global enterprise, and has far-reaching consequences throughout society. Student teachers find themselves working on two fronts; the university setting and the… (more)

Subjects/Keywords: Teacher Education

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APA (6^th Edition):

Kirk, D. J. (2008). Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd

Chicago Manual of Style (16^th Edition):

Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 17, 2019. http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.

MLA Handbook (7^th Edition):

Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Web. 17 Feb 2019.

Vancouver:

Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.

Council of Science Editors:

Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd

University of Georgia

4. Hubbard, Betty Potter. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.

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

URL: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd

► The primary purpose of this study was to investigate new perspectives forming as a result of the teacher education programs that have embraced new literacies… (more)

Subjects/Keywords: Teacher Education

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APA (6^th Edition):

Hubbard, B. P. (2009). A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd

Chicago Manual of Style (16^th Edition):

Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 17, 2019. http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.

MLA Handbook (7^th Edition):

Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Web. 17 Feb 2019.

Vancouver:

Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.

Council of Science Editors:

Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd

5. Benuzzi, Stacey. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.

Degree: 2015, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290

► By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, &… (more)

▼ By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, & Mathur, 2012). The need to educate and produce more STEM graduates is eminent, and research shows that the pipeline to prepare students for STEM fields begins in elementary school. Research also shows that many elementary teachers lack the pedagogical content knowledge (PCK) and confidence to teach STEM subjects (Dorph, Shields, Tiffany-Morales, Hartry, & McCaffrey, 2011). Meanwhile, opportunities for elementary teachers to develop their STEM PCK and confidence in teacher preparation programs or professional development are limited. To address this problem, programs like Raising the Bar for STEM Education in California are emerging. A yearlong case study utilizing both qualitative and quantitative methods was employed to examine the program’s effectiveness in preparing future elementary teachers to effectively teach STEM subjects through a STEM-rich, clinical, co-teaching model of student teaching. Data collection methods included qualitative interviews, observations through videotaped lessons, documents, and quantitative pre- and post-surveys. The key findings from this study include that the STEM-rich, clinical, co-teaching model of student teaching was successful in increasing pre-service teachers’ confidence and expanding their pedagogical knowledge of teaching inquiry-based lessons. Pre-service teachers were willing and excited to teach STEM subjects in their future elementary classrooms at the conclusion of the program. However, the growth in content knowledge and confidence was uneven among the four STEM content areas and there was a lack of integration. Based on the findings of this study, it is recommended that future STEM professional development programs emphasize the vital importance of STEM fields as the rationale for teaching STEM subjects; build pedagogical content knowledge; integrate STEM subjects through a focus on engineering; explicitly link STEM to Common Core State Standards and Next Generation Science Standards; design the STEM professional development around the characteristics of Adult Learning Theory; and foster reflective, collaborative communities of practice. Further recommendations for policy and research are presented and discussed.

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Benuzzi, S. (2015). Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3708290

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):

Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Thesis, California State University, Long Beach. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.

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

MLA Handbook (7^th Edition):

Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Web. 17 Feb 2019.

Vancouver:

Benuzzi S. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.

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

Council of Science Editors:

Benuzzi S. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290

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

6. Woods, Sean A. Classroom Management| Beginning Teachers' Perceptions of Preparedness.

Degree: 2016, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099

► Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the… (more)

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Woods, S. A. (2016). Classroom Management| Beginning Teachers' Perceptions of Preparedness. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027099

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):

Woods, Sean A. “Classroom Management| Beginning Teachers' Perceptions of Preparedness.” 2016. Thesis, Lindenwood University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.

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

MLA Handbook (7^th Edition):

Woods, Sean A. “Classroom Management| Beginning Teachers' Perceptions of Preparedness.” 2016. Web. 17 Feb 2019.

Vancouver:

Woods SA. Classroom Management| Beginning Teachers' Perceptions of Preparedness. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.

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

Council of Science Editors:

Woods SA. Classroom Management| Beginning Teachers' Perceptions of Preparedness. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099

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

7. Koch, Meg. University supervisors and culturally responsive teaching.

Degree: 2015, Lewis and Clark College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708

► Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The… (more)

▼ Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instructional practices. This dissertation research examined 12 White university supervisors. Prior to this study, supervisors participated in professional development offered by the college aimed at raising awareness of culturally responsive teaching. The professional development was part of Griffin, Watson, and Liggett’s (2014) initial study, and offered opportunities for supervisors to discuss topics of race, culture, ethnicity, class, and gender, and to engage in reading Gay’s (2010) text: Culturally Responsive Teaching: Theory, Research, and Practice. Griffin et al. collected data, including a pre- and post-survey, a November interview, and artifacts from the professional development. Their study established the starting point for this research. All 12 supervisors were interviewed following participation in the professional development. Findings indicated supervisors defined and described culturally responsive teaching by relying on elements congruent with the literature. Even when supervisors used language similar to Gay (2010), they held misconceptions and formed incomplete definitions about culturally responsive teaching. Other findings indicated supervisors lacked a clear vision in their role in supporting culturally responsive teaching. Lastly, supervisors used hegemonic understandings when talking about race and culture. The results of this study suggest supervisors need more opportunities to talk about race and culture, and their role in preparing culturally responsive teachers.

Subjects/Keywords: Teacher education

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

APA (6^th Edition):

Koch, M. (2015). University supervisors and culturally responsive teaching. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734708

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):

Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Thesis, Lewis and Clark College. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

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

MLA Handbook (7^th Edition):

Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Web. 17 Feb 2019.

Vancouver:

Koch M. University supervisors and culturally responsive teaching. [Internet] [Thesis]. Lewis and Clark College; 2015. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

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

Council of Science Editors:

Koch M. University supervisors and culturally responsive teaching. [Thesis]. Lewis and Clark College; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708

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

University of Cincinnati

8. van den Hoogenhof, Suzanne. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2012, University of Cincinnati

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265

► The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number… (more)

Subjects/Keywords: Teacher Education

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APA (6^th Edition):

van den Hoogenhof, S. (2012). Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265

Chicago Manual of Style (16^th Edition):

van den Hoogenhof, Suzanne. “Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.” 2012. Doctoral Dissertation, University of Cincinnati. Accessed February 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265.

MLA Handbook (7^th Edition):

van den Hoogenhof, Suzanne. “Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.” 2012. Web. 17 Feb 2019.

Vancouver:

van den Hoogenhof S. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. [Internet] [Doctoral dissertation]. University of Cincinnati; 2012. [cited 2019 Feb 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265.

Council of Science Editors:

van den Hoogenhof S. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. [Doctoral Dissertation]. University of Cincinnati; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265

University of Georgia

9. Zhang, Dongmei. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.

Degree: PhD, Science Education, 2016, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd

► The dissertation consists of three related studies focused on how to support middle-school prospective science teachers prepare for the latest science education standards-Next Generation Science… (more)

Subjects/Keywords: teacher education

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APA (6^th Edition):

Zhang, D. (2016). Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd

Chicago Manual of Style (16^th Edition):

Zhang, Dongmei. “Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.” 2016. Doctoral Dissertation, University of Georgia. Accessed February 17, 2019. http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd.

MLA Handbook (7^th Edition):

Zhang, Dongmei. “Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.” 2016. Web. 17 Feb 2019.

Vancouver:

Zhang D. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd.

Council of Science Editors:

Zhang D. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd

Arizona State University

10. Atkinson, Dr. Laura. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.

Degree: Curriculum and Instruction, 2015, Arizona State University

URL: http://repository.asu.edu/items/29700

► The majority of the teacher preparation programs in the US adhere to a traditional curriculum that includes foundational work, liberal arts classes, methods courses, and… (more)

Subjects/Keywords: Teacher education

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

APA (6^th Edition):

Atkinson, D. L. (2015). Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29700

Chicago Manual of Style (16^th Edition):

Atkinson, Dr Laura. “Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.” 2015. Doctoral Dissertation, Arizona State University. Accessed February 17, 2019. http://repository.asu.edu/items/29700.

MLA Handbook (7^th Edition):

Atkinson, Dr Laura. “Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.” 2015. Web. 17 Feb 2019.

Vancouver:

Atkinson DL. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2019 Feb 17]. Available from: http://repository.asu.edu/items/29700.

Council of Science Editors:

Atkinson DL. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29700

University of Pennsylvania

11. Cyr-Mutty, Paul B. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.

Degree: 2017, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630

► Many independent boarding schools have customarily hired significant numbers of novice faculty who are not certified teachers and who do not have significant teaching… (more)

▼ Many independent boarding schools have customarily hired significant numbers of novice faculty who are not certified teachers and who do not have significant teaching experience. Additionally, the time available to help such novice faculty learn about the many aspects of their jobs is quite limited. Therefore, the methods used to help novice faculty learn, while they already enacting their roles as educators, are important. As a result, this study examined the effectiveness of using school context based learning scenarios as a tool for teaching novice faculty at independent boarding schools. Specifically, the study tried to determine if such scenarios helped novice faculty feel greater self-efficacy and helped them to more effectively gain the benefits of their own experiential learning, thus acquiring more quickly the important knowledge of their craft that senior teachers developed through their own experiential learning. I theorized that this would ultimately lead to their achieving better educational outcomes with their students in all facets of their jobs. First, the researcher interviewed six master teachers from three different junior boarding schools to gather information about the key experiential learning events of successful teachers and then analyzed this data to identify common themes and types of experiences. These narrated, real experiences and the analyses of them were used as the basis for the construction of learning scenarios. These scenarios attempted to both highlight important concepts and approaches to working with adolescents that the master teachers felt they gleaned from the actual experiences and reflect the specific details of the independent boarding middle school where they were used. These scenarios were then read and discussed with the novice faculty at the school as part of their induction to life and work there over the course of a four-month period. To assess the impact of the use of scenarios, the researcher audio recorded, video taped and analyzed two of the scenario learning sessions; had the new faculty respond, in written form, to two scenarios; conducted a focus group with the new faculty, and administered a pre and post scenario learning experience self-efficacy scale.

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Cyr-Mutty, P. B. (2017). Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264630

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):

Cyr-Mutty, Paul B. “Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.” 2017. Thesis, University of Pennsylvania. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10264630.

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

MLA Handbook (7^th Edition):

Cyr-Mutty, Paul B. “Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.” 2017. Web. 17 Feb 2019.

Vancouver:

Cyr-Mutty PB. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630.

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

Council of Science Editors:

Cyr-Mutty PB. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. [Thesis]. University of Pennsylvania; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630

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

The George Washington University

12. Bravo, Lindsey Renee. Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences.

Degree: 2018, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10785017

► This research investigated the experiences of six elementary preservice teachers as they learned to teach writing during a language arts methods course where they… (more)

▼ This research investigated the experiences of six elementary preservice teachers as they learned to teach writing during a language arts methods course where they were immersed in a Writing Workshop. In addition, this study illuminates how five preservice teachers' experiences were transformative, according to Mezirow's theory of transformative learning (1991, 2000). A qualitative case study methodology was employed and data collection included three in-depth phenomenological interviews, observations of 13 course meetings, and documents written by participants as requirements of the course. First, participant data were analyzed inductively to describe each preservice teacher's experience. Across all cases, seven common categories of findings emerged: learning to write, start of course beliefs, course experiences, sharing writing, intern placement, course learning, and change in beliefs. Cross-case analysis revealed that preservice teachers experienced learning to teach writing through their beliefs about writing and themselves as writers; beliefs were informed by their prior experiences with writing, primarily K-12 school experiences. Strategies used by the instructor and course experiences - especially, ample opportunities to write, share writing, and take writing through the writing process - contributed to preservice teachers having more confidence in themselves as writers and less fears about writing. Five of the six preservice teachers had learning experiences that could be classified as transformative. Their transformation process included: 1) experiencing a disorienting dilemma sparked by an aspect of the course; 2) engaging in critical reflection to examine assumptions; 3) participating in discourse to better understand their experiences with writing; 4) trying out new ways of being a writer or writing teacher and gaining confidence in those new roles; and, 5) making plans to act on reframed perspectives of themselves as writers and writing teachers. This study concludes with a discussion of how the findings relate to the extant literature on learning to teach writing. In addition, the discussion suggests how using Mezirow's theory of transformative learning as a lens can enhance teacher educators' understandings, but also describes the five ways the researcher found using the framework problematic. Finally, recommendations for teacher educators are offered and future research topics are suggested.

Subjects/Keywords: Teacher education

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

APA (6^th Edition):

Bravo, L. R. (2018). Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785017

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):

Bravo, Lindsey Renee. “Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences.” 2018. Thesis, The George Washington University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10785017.

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

MLA Handbook (7^th Edition):

Bravo, Lindsey Renee. “Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences.” 2018. Web. 17 Feb 2019.

Vancouver:

Bravo LR. Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences. [Internet] [Thesis]. The George Washington University; 2018. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785017.

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

Council of Science Editors:

Bravo LR. Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences. [Thesis]. The George Washington University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785017

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

West Virginia University

13. Smith, Jason Jude. Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research.

Degree: PhD, Curriculum & Instruction/Literacy Studies, 2012, West Virginia University

URL: https://researchrepository.wvu.edu/etd/216

► In this study, I sought to understand how the preservice teachers I worked with, in a five year teacher education program, developed the perspectives and… (more)

▼ In this study, I sought to understand how the preservice teachers I worked with, in a five year teacher education program, developed the perspectives and practices necessary to engage in classroom research. I used the literature on classroom research and my own experiences to frame three research questions. I wondered how preservice teachers developed perspectives towards inquiry through preservice classroom research experiences. I also asked how these developing perspectives towards inquiry were manifested as preservice teachers engaged in classroom research. Finally, I asked what barriers and facilitators affected the development of students' developing perspectives towards inquiry. To answer these questions I examined essays written by 84 students at the conclusion of their preservice program. Making use of narrative analysis, I came to see these essays as the first chapter of a "Life-Long Narrative" that describes how each student developed as a teacher, with an emphasis on how they addressed the dilemmas of teacher practice and student learning they faced. Through this analysis, I also found that embedded in many students' essays were two additional types of narratives. Many students developed one or more "Inquiry Narratives" that outlined how students made use of reflection and action in an effort to resolve the dilemmas they faced. Some students also were able to integrate their teaching and research practice, thereby developing "Classroom Research Narratives" which described systematic and intentional study of new practices designed to address the needs of students. For all students, there were factors that served as barriers or facilitators to the development of perspectives towards inquiry, and some students were able to overcome the barriers they faced, while others were not. In reporting the findings of my analysis, I developed each narrative, its elements and how the presence of these elements allowed students to demonstrate sophisticated perspectives towards inquiry and an ability to manifest perspectives through systematic and intentional classroom research. I also provided evidence of the interconnectedness of these perspectives and practices, and considered the implications of my study for those who help to develop teacher-researchers. Advisors/Committee Members: Diane Yendol-Hoppey, Sharon B. Hayes, David T. Hoppey.

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Smith, J. J. (2012). Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research. (Doctoral Dissertation). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/216

Chicago Manual of Style (16^th Edition):

Smith, Jason Jude. “Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research.” 2012. Doctoral Dissertation, West Virginia University. Accessed February 17, 2019. https://researchrepository.wvu.edu/etd/216.

MLA Handbook (7^th Edition):

Smith, Jason Jude. “Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research.” 2012. Web. 17 Feb 2019.

Vancouver:

Smith JJ. Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research. [Internet] [Doctoral dissertation]. West Virginia University; 2012. [cited 2019 Feb 17]. Available from: https://researchrepository.wvu.edu/etd/216.

Council of Science Editors:

Smith JJ. Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research. [Doctoral Dissertation]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/216

West Virginia University

14. James, Kristi M. Factors that influence clinical placements for teacher candidates.

Degree: EdD, Learning Sciences and Human Development, 2014, West Virginia University

URL: https://researchrepository.wvu.edu/etd/249

► In 2010, President Barack Obama's administration committed to reevaluate funding streams for No Child Left Behind (NCLB). This effort supported state and local initiatives designed… (more)

Subjects/Keywords: Teacher education

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APA (6^th Edition):

James, K. M. (2014). Factors that influence clinical placements for teacher candidates. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/249

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):

James, Kristi M. “Factors that influence clinical placements for teacher candidates.” 2014. Thesis, West Virginia University. Accessed February 17, 2019. https://researchrepository.wvu.edu/etd/249.

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

MLA Handbook (7^th Edition):

James, Kristi M. “Factors that influence clinical placements for teacher candidates.” 2014. Web. 17 Feb 2019.

Vancouver:

James KM. Factors that influence clinical placements for teacher candidates. [Internet] [Thesis]. West Virginia University; 2014. [cited 2019 Feb 17]. Available from: https://researchrepository.wvu.edu/etd/249.

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

Council of Science Editors:

James KM. Factors that influence clinical placements for teacher candidates. [Thesis]. West Virginia University; 2014. Available from: https://researchrepository.wvu.edu/etd/249

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

Boston University

15. Susko, Dana M. Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.

Degree: EdD, Educational Media & Technology, 2015, Boston University

URL: http://hdl.handle.net/2144/13998

► This study explored the utilization of best practices surrounding content and delivery strategies for educational technology preparation of undergraduate preservice teachers within some of the… (more)

▼ This study explored the utilization of best practices surrounding content and delivery strategies for educational technology preparation of undergraduate preservice teachers within some of the top public U. S. institutions of higher education (IHEs). This study was needed due to the changing nature of technology, a critical need to better prepare preservice teachers, and mixed opinions on what should be included in their preparation. The respondents were representatives from 11 NCATE-accredited, public IHEs. The 54 participants included deans, teacher educators, librarians, instructional technology staff, and department heads. Data were collected through semi-structured interviews, surveys with selection and open-ended questions, and course syllabi related to technology. Data were analyzed using content analysis to review and code the documents, interview data, and survey data, which included constructing categories. The constant comparative method was used to determine emerging themes. Results revealed that the responding IHEs are preparing undergraduate preservice teachers to implement technology in their future classrooms both within and beyond required educational technology courses and that they are using many best practices and strategies as presented in the research literature and standards. However, only one of the 11 IHEs reported preservice teachers were required to take a technology course concurrently with a methods course, considered to be an important practice. Technology sandboxes were reported to be an effective way for preservice teachers to explore and learn about emerging digital tools, and meeting the challenge of the ever-changing nature of technology. Respondents reported challenges surrounding technology integration including a deadline to meet revised accreditation standards in spring 2016 as IHEs transition from NCATE to CAEP standards (CAEP, 2013). This study found IHEs are still facing historical challenges, such as varying technology dispositions among teacher educators, inservice teachers, preservice teachers, and institutional constraints. Some of the solutions to these challenges included the use of consultants to work with teacher educators and inservice teachers and preparation using digital tools outside of the required technology course. Implications of the results are discussed relative to the reported solutions of the IHEs, despite past and new challenges surrounding undergraduate technology preparation.

Subjects/Keywords: Teacher education

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

APA (6^th Edition):

Susko, D. M. (2015). Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/13998

Chicago Manual of Style (16^th Edition):

Susko, Dana M. “Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.” 2015. Doctoral Dissertation, Boston University. Accessed February 17, 2019. http://hdl.handle.net/2144/13998.

MLA Handbook (7^th Edition):

Susko, Dana M. “Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.” 2015. Web. 17 Feb 2019.

Vancouver:

Susko DM. Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2144/13998.

Council of Science Editors:

Susko DM. Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/13998

University of Florida

16. Thomas, Rachel Ann. Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2017, University of Florida

URL: http://ufdc.ufl.edu/UFE0050983

► Secondary teachers of writing are not well prepared to teach writing, and the average secondary student is not proficient in writing. Learning to write may… (more)

Subjects/Keywords: education – teacher

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APA (6^th Edition):

Thomas, R. A. (2017). Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050983

Chicago Manual of Style (16^th Edition):

Thomas, Rachel Ann. “Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers.” 2017. Doctoral Dissertation, University of Florida. Accessed February 17, 2019. http://ufdc.ufl.edu/UFE0050983.

MLA Handbook (7^th Edition):

Thomas, Rachel Ann. “Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers.” 2017. Web. 17 Feb 2019.

Vancouver:

Thomas RA. Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Feb 17]. Available from: http://ufdc.ufl.edu/UFE0050983.

Council of Science Editors:

Thomas RA. Writing Instruction For Students With Learning Disabilities A Grounded Theory Of Expert Middle School Language Arts Teachers. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0050983

17. Oliver, Aaron Keith. School Capital and Student Engagement| Does School Capital Matter?.

Degree: 2016, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

► School Capital has been shown to affect school setting, effectiveness and student achievement. Schools are a system within society that utilizes the social resources… (more)

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Oliver, A. K. (2016). School Capital and Student Engagement| Does School Capital Matter?. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

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):

Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10151108.

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

MLA Handbook (7^th Edition):

Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Web. 17 Feb 2019.

Vancouver:

Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Internet] [Thesis]. University of Redlands; 2016. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108.

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

Council of Science Editors:

Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Thesis]. University of Redlands; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

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

University of Rochester

18. Thurley, Julie A. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.

Degree: 2017, University of Rochester

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10699987

► Although family engagement has long been associated with positive outcomes, it is not easy to establish, particularly in urban classrooms. Teachers whose ethnic and… (more)

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Thurley, J. A. (2017). An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy. (Thesis). University of Rochester. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10699987

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):

Thurley, Julie A. “An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.” 2017. Thesis, University of Rochester. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10699987.

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

MLA Handbook (7^th Edition):

Thurley, Julie A. “An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.” 2017. Web. 17 Feb 2019.

Vancouver:

Thurley JA. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy. [Internet] [Thesis]. University of Rochester; 2017. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10699987.

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

Council of Science Editors:

Thurley JA. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy. [Thesis]. University of Rochester; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10699987

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

Punjabi University

19. Harwinder Kaur. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.

Degree: Education, 2012, Punjabi University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/10003

►

The research study entitled GROWTH AND DEVELOPMENT OF newlineTEACHER EDUCATION PROGRAMME IN PUNJAB WITH REFERENCE TOEXPANSION, QUALITY AND SOCIETAL NEEDS has been conducted to study… (more)

Subjects/Keywords: Education; Teacher Education

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APA (6^th Edition):

Kaur, H. (2012). Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. (Thesis). Punjabi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/10003

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):

Kaur, Harwinder. “Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.” 2012. Thesis, Punjabi University. Accessed February 17, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/10003.

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

MLA Handbook (7^th Edition):

Kaur, Harwinder. “Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.” 2012. Web. 17 Feb 2019.

Vancouver:

Kaur H. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. [Internet] [Thesis]. Punjabi University; 2012. [cited 2019 Feb 17]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/10003.

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

Council of Science Editors:

Kaur H. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. [Thesis]. Punjabi University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/10003

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

20. Schildts, Allison P. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.

Degree: 2015, Loyola Marymount University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001

► Teacher preparation programs are making concerted efforts to prepare practitioners to transform urban education. Current studies rely heavily on self-reported data with little to… (more)

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Schildts, A. P. (2015). Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3741001

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):

Schildts, Allison P. “Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.” 2015. Thesis, Loyola Marymount University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3741001.

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

MLA Handbook (7^th Edition):

Schildts, Allison P. “Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.” 2015. Web. 17 Feb 2019.

Vancouver:

Schildts AP. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. [Internet] [Thesis]. Loyola Marymount University; 2015. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001.

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

Council of Science Editors:

Schildts AP. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. [Thesis]. Loyola Marymount University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001

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

21. Renga, Ian Parker. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.

Degree: 2015, University of Colorado at Boulder

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632

► A great deal depends on preparing high quality teachers, and reformers of teacher preparation have recently drawn attention to the need for clearer delineations… (more)

Subjects/Keywords: Education; Teacher education

Record Details Similar Records Cite « Share

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APA (6^th Edition):

Renga, I. P. (2015). "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. (Thesis). University of Colorado at Boulder. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3743632

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):

Renga, Ian Parker. “"We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.” 2015. Thesis, University of Colorado at Boulder. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3743632.

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

MLA Handbook (7^th Edition):

Renga, Ian Parker. “"We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.” 2015. Web. 17 Feb 2019.

Vancouver:

Renga IP. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. [Internet] [Thesis]. University of Colorado at Boulder; 2015. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632.

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

Council of Science Editors:

Renga IP. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. [Thesis]. University of Colorado at Boulder; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632

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

22. Potvin, Ashley Seidel. Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design.

Degree: 2018, University of Colorado at Boulder

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10792364

► This dissertation examined the emotional and relational aspects of co-design, and how the co-design process for creating caring classrooms supported teacher learning. I drew… (more)

▼ This dissertation examined the emotional and relational aspects of co-design, and how the co-design process for creating caring classrooms supported teacher learning. I drew on key elements of improvement science, as a type of design-based implementation research, to understand teachers as learners and as experts. I elaborated two layers of theory to guide this study. First, I conceptualized caring in the context of intentional relationship building with students, described characteristics of caring classrooms, and identified dilemmas that arise from caring. Then, I explored expansive learning and deliberative agency as concepts for understanding teacher learning. With a small group of teachers, we planned, implemented, studied, and revised the routine designed for improving relationships with students. We created a student survey to learn about students’ experiences and used data to guide revisions. Through qualitative data collection and analysis, I tested, revised, and refined my high-level conjecture that the co-design process supported teacher learning. The findings suggest teachers had opportunities to demonstrate deliberative agency, learn, and grow professionally. I described the evolution of the design and examined the ways the design team grappled with dilemmas. Teachers engaged in learning as they broke away from old routines to design and implement a new routine in their classrooms. I also examined teachers’ talk when looking at data and found that in analyzing student data together, talk turned both towards and away from deeper investigations of pedagogical practice and the practical measure. Teachers considered students’ experiences and feelings within their classrooms, which made the data more salient and contributed to the emotional dimensions of design work. In a case study of one teacher, I found that she grappled with dilemmas connected to the co-design process and caring for students, and she used the design team space to reflect on dilemmas and explore emotions related to the dilemmas. Through this study I show how improving teacher-student relationships requires risk-taking, creating classrooms can be complex, and the design team space can become a site of care.

Subjects/Keywords: Education; Teacher education

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

APA (6^th Edition):

Potvin, A. S. (2018). Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design. (Thesis). University of Colorado at Boulder. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10792364

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):

Potvin, Ashley Seidel. “Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design.” 2018. Thesis, University of Colorado at Boulder. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10792364.

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

MLA Handbook (7^th Edition):

Potvin, Ashley Seidel. “Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design.” 2018. Web. 17 Feb 2019.

Vancouver:

Potvin AS. Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design. [Internet] [Thesis]. University of Colorado at Boulder; 2018. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10792364.

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

Council of Science Editors:

Potvin AS. Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design. [Thesis]. University of Colorado at Boulder; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10792364

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

Indiana University

23. Itow, Rebecca Chiyoko. Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued.

Degree: 2018, Indiana University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10826318

► Professional development (PD) can be an opportunity to address issues that commonly impede educators’ efforts to develop their professional skills; build supportive relationships; and… (more)

▼ Professional development (PD) can be an opportunity to address issues that commonly impede educators’ efforts to develop their professional skills; build supportive relationships; and leverage teachers’ past experience; current expectations, and future goals to impact practice and theory. However, opportunities for such learning are often limited; teachers engage in broadly disseminated in-service meetings that are divorced from individual classroom contexts, or voluntarily participate in PD seminars and workshops during the summer months, on weekends, or after school. This research asserts that professional development is not a summer job. Rather, PD should be valuable to teachers, engaging them in continuous discourse that is directly relevant to their individual classroom contexts, and valued by others (including administrators, accreditors, and students) who expect continued improvement among teachers in settings that tend to remain static in structure and routine. By analyzing the derivation, evolution, and iterative refinement of new design principles for Participatory Professional Development (PPD), this three-article dissertation explores (a) the nature of PD as a “problem” and the “challenges” that seem to hinder its reform; (b) the ways in which a Research-Practice Partnership affected its practitioner-participants, and (c) the affordances and constraints of using the Design-Based Implementation Research (DBIR) framework to organize intersectional professional development research. This dissertation does not intend to present Participatory Professional Development as a panacea for PD research, nor does it claim to have “solved” the “professional development problem.” Instead, it offers a new perspective on a rich field of research that may help educational stakeholders more directly support and encourage continuous and accessible professional development that is valuable and valued. PPD is one design framework. The lessons learned from its inception to its final cycle may be useful for others aiming to design professional development environments that value teacher insight and relationship building in a pragmatic, sustainable fashion.

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Itow, R. C. (2018). Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10826318

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):

Itow, Rebecca Chiyoko. “Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued.” 2018. Thesis, Indiana University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10826318.

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

MLA Handbook (7^th Edition):

Itow, Rebecca Chiyoko. “Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued.” 2018. Web. 17 Feb 2019.

Vancouver:

Itow RC. Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued. [Internet] [Thesis]. Indiana University; 2018. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10826318.

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

Council of Science Editors:

Itow RC. Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued. [Thesis]. Indiana University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10826318

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

24. Binger, Alison. The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices.

Degree: 2018, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10979250

► Teachers are being asked to implement cultural awareness into their instruction in the 21st century classroom, yet many lack the requisite knowledge and skills… (more)

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Binger, A. (2018). The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10979250

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):

Binger, Alison. “The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices.” 2018. Thesis, Walden University. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979250.

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

MLA Handbook (7^th Edition):

Binger, Alison. “The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices.” 2018. Web. 17 Feb 2019.

Vancouver:

Binger A. The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices. [Internet] [Thesis]. Walden University; 2018. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10979250.

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

Council of Science Editors:

Binger A. The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices. [Thesis]. Walden University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10979250

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

Texas A&M University

25. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.

Degree: 2011, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

► The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US… (more)

Subjects/Keywords: teacher education; literacy; Teacher knowledge

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APA (6^th Edition):

Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

MLA Handbook (7^th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 17 Feb 2019.

Vancouver:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

Council of Science Editors:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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

Texas State University – San Marcos

26. Bhattacharyya, Sonalee. Investigating How an Informal Summer Program Sustains Teachers in Their Profession.

Degree: PhD, Mathematics Education, 2018, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/7382

► Teacher turnover is a significant problem in the United States. Research has examined how to retain teachers through teacher induction and continuing education programs, mentoring,… (more)

Subjects/Keywords: Teacher education; Teacher retention

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

APA (6^th Edition):

Bhattacharyya, S. (2018). Investigating How an Informal Summer Program Sustains Teachers in Their Profession. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7382

Chicago Manual of Style (16^th Edition):

Bhattacharyya, Sonalee. “Investigating How an Informal Summer Program Sustains Teachers in Their Profession.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 17, 2019. https://digital.library.txstate.edu/handle/10877/7382.

MLA Handbook (7^th Edition):

Bhattacharyya, Sonalee. “Investigating How an Informal Summer Program Sustains Teachers in Their Profession.” 2018. Web. 17 Feb 2019.

Vancouver:

Bhattacharyya S. Investigating How an Informal Summer Program Sustains Teachers in Their Profession. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Feb 17]. Available from: https://digital.library.txstate.edu/handle/10877/7382.

Council of Science Editors:

Bhattacharyya S. Investigating How an Informal Summer Program Sustains Teachers in Their Profession. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7382

University of Toronto

27. Boudignon, Lara. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/24693

►

You can always fall back into teaching. This thesis explores the meaning of this statement as it pertains to teachers’ motivations related to their careers,… (more)

Subjects/Keywords: teacher education; teacher attitudes; 0530

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APA (6^th Edition):

Boudignon, L. (2010). Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24693

Chicago Manual of Style (16^th Edition):

Boudignon, Lara. “Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.” 2010. Doctoral Dissertation, University of Toronto. Accessed February 17, 2019. http://hdl.handle.net/1807/24693.

MLA Handbook (7^th Edition):

Boudignon, Lara. “Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.” 2010. Web. 17 Feb 2019.

Vancouver:

Boudignon L. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1807/24693.

Council of Science Editors:

Boudignon L. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24693

University of Minnesota

28. Sippel, Christopher. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.

Degree: D.Ed., Educational Policy and Administration, 2017, University of Minnesota

URL: http://hdl.handle.net/11299/190497

► The purpose of this study was to examine the perspectives of teacher educators on the internationalization of their discipline. This study utilized both qualitative and… (more)

Subjects/Keywords: Internationalization; Teacher Education; Teacher Educators

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APA (6^th Edition):

Sippel, C. (2017). Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190497

Chicago Manual of Style (16^th Edition):

Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Doctoral Dissertation, University of Minnesota. Accessed February 17, 2019. http://hdl.handle.net/11299/190497.

MLA Handbook (7^th Edition):

Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Web. 17 Feb 2019.

Vancouver:

Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/11299/190497.

Council of Science Editors:

Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190497

University of Minnesota

29. Hoyt, Daniel Dexter Jr. Becoming a teacher educator: a journey.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

URL: http://hdl.handle.net/11299/163758

► This dissertation is about a journey, a journey of becoming a teacher educator. Although, I argue that this journey is one that is never truly… (more)

Subjects/Keywords: Teacher education; Teacher educator

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

APA (6^th Edition):

Hoyt, D. D. J. (2014). Becoming a teacher educator: a journey. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163758

Chicago Manual of Style (16^th Edition):

Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Doctoral Dissertation, University of Minnesota. Accessed February 17, 2019. http://hdl.handle.net/11299/163758.

MLA Handbook (7^th Edition):

Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Web. 17 Feb 2019.

Vancouver:

Hoyt DDJ. Becoming a teacher educator: a journey. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/11299/163758.

Council of Science Editors:

Hoyt DDJ. Becoming a teacher educator: a journey. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163758

Arizona State University

30. Halpert, Michael Aron. Factors Affecting Teacher Satisfaction in an Urban School District.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

URL: http://repository.asu.edu/items/8861

► The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors… (more)

▼ The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors that directly impacted teachers' level of satisfaction towards their work and their attitude towards the administration of their schools. Forty-one teachers from two kindergarten through eighth grade schools in the southwest region of the United States were given a modified version of the 2007/08 Schools and Staffing Survey, a federally recognized survey on the satisfaction levels of teachers in America, combined with a select number of questions created by the researcher in this study to address the research questions of this study. Data were collected and analyzed through Survey Monkey, an online data portal, and imported into SPSS for data analysis. Both descriptive and inferential statistics were compiled to provide answers to the research questions established for this study. Results from this study indicated that although a majority of teachers sampled were satisfied with their teaching positions (78%), kindergarten through fourth grade teachers were more satisfied than teachers in the older grades. For the whole group, salary was the most influential factor; however, the teachers with 11 to 15 years of experience were the only ones who chose salary as their primary choice to increase their satisfaction. This study found that the levels of satisfaction per subgroup (teachers' years of experience, level of education, gender, age, type of certification, and grade level) were different than the group needs as a whole. This study revealed that the needs of the whole group and the needs of the subgroups can differ, consequently individual differences of the staff need to be taken into consideration. To view the staff as a whole may discredit the needs of the individual. Even though data indicated that a significant number of teachers felt supported by their administration, this study revealed the need for administrative staff to address specific issues of subgroups in their schools.

Subjects/Keywords: Teacher Education; Teacher Retention; Teacher Satisfaction

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

APA (6^th Edition):

Halpert, M. A. (2011). Factors Affecting Teacher Satisfaction in an Urban School District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8861

Chicago Manual of Style (16^th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Doctoral Dissertation, Arizona State University. Accessed February 17, 2019. http://repository.asu.edu/items/8861.

MLA Handbook (7^th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Web. 17 Feb 2019.

Vancouver:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Feb 17]. Available from: http://repository.asu.edu/items/8861.

Council of Science Editors:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8861

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Open Access Theses and Dissertations