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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 (6th 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 (16th 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 May 24, 2020.
http://hdl.handle.net/10138/42259.
MLA Handbook (7th Edition):
Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Web. 24 May 2020.
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 2020 May 24].
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)
▼ 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
teacher educators feel they have
quality programs.
Teacher educators believed their programs prepare
graduates well for their first year of teaching. They felt most
programs are of quality in the state of Ohio. They were pleased
with the current emphasis on pedagogy,
subject area, and general
education requirements.
Teacher educators were concerned about the
importance of quality in field and clinical experiences. The
overall quality of
teacher education programs in Ohio is better
than in the past.
Advisors/Committee Members: Edlefson, Carla (Committee Chair), White, Jeffry (Committee Co-Chair).
Subjects/Keywords: Teacher Education; teacher educators; teacher education program
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APA (6th 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 (16th Edition):
Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education.” 2009. Doctoral Dissertation, Ashland University. Accessed May 24, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.
MLA Handbook (7th Edition):
Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education.” 2009. Web. 24 May 2020.
Vancouver:
Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum
of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2020 May 24].
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)
▼ 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 schools where they practice teach. Through talking to pre-service teachers in the United States, England and the United Arab Emirates, it was possible to identify themes regarding their perceptions of
teacher education, and to examine how these thematic strands cross national, cultural and social borders. It was found that students across the three settings encountered many of the same concerns and issues as they navigated their way through the choppy waters of
teacher education, towards entry into the teaching profession. Through allowing student teachers to talk, to explore their experiences through their use of language, it was possible to hear rich accounts of
teacher education programs, the issues that arose and how these were contextualized. The study uses these narratives as the primary source of data, analyzing and exploring the voices of the student teachers.
Advisors/Committee Members: James Marshall.
Subjects/Keywords: Teacher Education
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APA (6th 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 (16th 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 May 24, 2020.
http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.
MLA Handbook (7th 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. 24 May 2020.
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 2020 May 24].
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)
▼ 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 grounded in new technologies. This study addressed two paths of examination. The first line of inquiry invited
teacher educators, who used digital technologies in their reading methods courses, to explain the influence the CTELL (Case Technologies for Early Literacy Learning) initiative had on their instructional practice and philosophical orientation. The second line of inquiry studied
teacher educators’ perceptions of their preservice teachers (PSTs) learning and developing perspectives regarding literacy
education. McCracken’s four-part method of inquiry and analysis was employed to construct a bricolage of the
teacher educators’ perspectives. Data sources for this project included respondents’ answers from a selection survey, sample interview protocols, and corroborating sources, (i.e., student reflections, emails, course comments, instructor training materials and comments, lesson plans, and instructors’ syllabi). Results are discussed in terms of the metacognitive, epistemological, and professional growth evidenced in preservice teachers and in terms of the
importance of authentic instruction and context afforded by using digital case technologies. In addition, data analysis indicated that each educator worked in concrete and particular ways as agents of change to improve literacy instruction, align literacy
education with the skills learners will need to be globally competitive, and to improve the lives and
education of future teachers and their eventual students.
Advisors/Committee Members: Linda Labbo.
Subjects/Keywords: Teacher Education
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APA (6th 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 (16th 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 May 24, 2020.
http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.
MLA Handbook (7th Edition):
Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Web. 24 May 2020.
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 2020 May 24].
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 ·
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APA (6th 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 (16th 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 May 24, 2020.
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 (7th Edition):
Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Web. 24 May 2020.
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 2020 May 24].
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)
▼ Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the top three reasons teachers leave the field of education not only today, but for the last 40 years (Berry, 2010). There is a need for an understanding of the implications of past classroom management research trends, styles, and strategies that are popular but have not worked in the past. Realizing further research in teacher training programs was needed, this study included examinations of perceptions of teachers about how well prepared they were for the classroom environment, how effective they felt when dealing with issues in the classroom, and what teachers feel prepared them most to handle classroom management issues. To collect data, a mixed method study was conducted. A quantitative survey was used to gather perceptions of teachers using a Likert scale. A qualitative interview was conducted to gather perceptions of teachers, and a custom matrix was used to record responses from interview transcriptions. To validate data from the survey and interview, a literature review was compiled and compared to survey and interview results. Findings indicated mentoring and feedback from mentors and administrators helped teachers to feel better prepared for classroom management. Teachers felt more prepared for classroom management after their first year of teaching and after accepting their first job than they did prior to teaching, and those who had prior life experiences outside of teaching felt more prepared than those who did not. Likewise, engaging lessons and positive teacher and student relationships helped teachers to feel more effective in handling classroom management issues.
Subjects/Keywords: Teacher education
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APA ·
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APA (6th 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 (16th Edition):
Woods, Sean A. “Classroom Management| Beginning Teachers' Perceptions of Preparedness.” 2016. Thesis, Lindenwood University. Accessed May 24, 2020.
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 (7th Edition):
Woods, Sean A. “Classroom Management| Beginning Teachers' Perceptions of Preparedness.” 2016. Web. 24 May 2020.
Vancouver:
Woods SA. Classroom Management| Beginning Teachers' Perceptions of Preparedness. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2020 May 24].
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: <i>Culturally Responsive Teaching: Theory, Research, and Practice.</i> 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 ·
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to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Thesis, Lewis and Clark College. Accessed May 24, 2020.
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 (7th Edition):
Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Web. 24 May 2020.
Vancouver:
Koch M. University supervisors and culturally responsive teaching. [Internet] [Thesis]. Lewis and Clark College; 2015. [cited 2020 May 24].
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)
▼ 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 of reasons.
First, the racial mismatch between the student body and
teacher
workforce in public schools perpetuates the achievement gap.
Second, research shows that not only ethnically and linguistically
diverse students, but also White students benefit from being taught
by ethnically and linguistically diverse teachers. Third,
ethnically and linguistically diverse teachers reduce the acute
shortage of teachers that typically exist in high-minority urban
schools. Many states have therefore developed policies to recruit
more ethnically and linguistically diverse students into the
teaching profession. This study examines whether a large,
Midwestern, urban university prevents students from ethnically and
linguistically diverse groups from completing a
teacher licensure
program and therefore from entering the work force. Chi-square
tests of independence were conducted at each of the four gates,
admission into a
teacher licensure program, admission into a
professional cohort, student teaching, and program
completion/obtaining licensure. Results show that ethnically and
linguistically diverse students are only disproportionally denied
progression to student teaching. Additionally, the study explores
whether certain variables are reliable predictors of performance in
a
teacher licensure program. A full model with all predictor
variables was tested against a constant-only model for all four
gates and found that GPA at the end of junior year reliably
predicted whether or not a student was allowed start a student
teaching position: ¿2 (1, N=74) = 8.78, p=0.003. Race came close to
being a reliable predictor for admission into a
teacher licensure
program and student teaching: ¿2; (1, N=54) = 3.591, p=0.058 and
¿2; (1, N=74) = 3.64, p=0.056.
Advisors/Committee Members: Bauer, Anne (Committee Chair).
Subjects/Keywords: Teacher Education
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APA ·
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Manager
APA (6th 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 (16th 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 May 24, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265.
MLA Handbook (7th Edition):
van den Hoogenhof, Suzanne. “Are the gates open to all? Teacher licensure accessibility
at a large Midwestern urban university.” 2012. Web. 24 May 2020.
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 2020 May 24].
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)
▼ 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 Standards [NGSS]. The first chapter provides an overview of the three studies. Chapters two, three, and four explore prospective middle-school teachers’ knowledge and beliefs about three new tasks proposed in NGSS. Specifically, in Chapter two, a case study conducted in a methods course is presented. This study aims to exam how middle-school prospective teachers’ knowledge about engineering design and its teaching changed during an engineering learning module. In Chapter three, a theoretical model about teaching crosscutting concepts is proposed using a cognitive perspective. An example is also presented to illustrate how to use the model to facilitate student learning of a set of crosscutting concepts from NGSS. In Chapter four, results from a multiple-case study are described. This study explored four middle-school prospective teachers’ beliefs, intentions, and practices related to the three-dimension teaching approach recommended by NGSS. The last chapter synthesizes the conclusions of the three studies, discusses the implications for science
teacher education, and points out future directions.
Advisors/Committee Members: Barbara Crawford.
Subjects/Keywords: teacher education
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APA (6th 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 (16th Edition):
Zhang, Dongmei. “Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.” 2016. Doctoral Dissertation, University of Georgia. Accessed May 24, 2020.
http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd.
MLA Handbook (7th Edition):
Zhang, Dongmei. “Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.” 2016. Web. 24 May 2020.
Vancouver:
Zhang D. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 May 24].
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
University of Pennsylvania
10.
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 (6th 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 (16th 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 May 24, 2020.
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 (7th 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. 24 May 2020.
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 2020 May 24].
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
11.
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 ·
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Manager
APA (6th 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 (16th Edition):
Bravo, Lindsey Renee. “Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences.” 2018. Thesis, The George Washington University. Accessed May 24, 2020.
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 (7th Edition):
Bravo, Lindsey Renee. “Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences.” 2018. Web. 24 May 2020.
Vancouver:
Bravo LR. Learning to Teach Writing| A Multiple Case Study of Elementary Preservice Teachers' Experiences. [Internet] [Thesis]. The George Washington University; 2018. [cited 2020 May 24].
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
Boston University
12.
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 ·
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MLA ·
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CSE |
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APA (6th 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 (16th 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 May 24, 2020.
http://hdl.handle.net/2144/13998.
MLA Handbook (7th Edition):
Susko, Dana M. “Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.” 2015. Web. 24 May 2020.
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 2020 May 24].
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
West Virginia University
13.
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)
▼ 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 to strengthen
teacher quality. While a number of studies have examined preparation programs, candidate efficacy, and even candidate induction and attrition; few studies have sufficiently documented the factors that influence cooperating teachers' decision to mentor
teacher candidates. This descriptive study identified in-service teachers' perceptions of the challenges and benefits to mentoring
teacher candidates, investigated these perceptions across specific demographic aspects, and school designation (PDS or NON-PDS). Using the
Teacher Perceptions questionnaire, the researcher collected data from in-service teachers. In addition to exploring the challenges and benefits of mentoring
teacher candidates from the perspective of in-service teachers, this study also examined the effect of limited clinical placements on
teacher preparation programs. Findings from this study indicated that even though the majority of teachers surveyed believe that mentoring
teacher candidates is a professional obligation. Even though doing so adds to the already heavy load of classroom teaching. There was no significant relationship between gender, size of institution, level of
education, and years of teaching experience. This study provided a snapshot of
teacher perceptions in the eastern Mid-Atlantic region of the United States, adds to the available information on
teacher candidate placements and clinical experiences, and provides insights for future research.
Advisors/Committee Members: Joy F. Saab, Michael Cummingham, Elizabeth Dooley.
Subjects/Keywords: Teacher education
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APA (6th 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 (16th Edition):
James, Kristi M. “Factors that influence clinical placements for teacher candidates.” 2014. Thesis, West Virginia University. Accessed May 24, 2020.
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 (7th Edition):
James, Kristi M. “Factors that influence clinical placements for teacher candidates.” 2014. Web. 24 May 2020.
Vancouver:
James KM. Factors that influence clinical placements for teacher candidates. [Internet] [Thesis]. West Virginia University; 2014. [cited 2020 May 24].
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
West Virginia University
14.
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 (6th 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 (16th Edition):
Smith, Jason Jude. “Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research.” 2012. Doctoral Dissertation, West Virginia University. Accessed May 24, 2020.
https://researchrepository.wvu.edu/etd/216.
MLA Handbook (7th Edition):
Smith, Jason Jude. “Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research.” 2012. Web. 24 May 2020.
Vancouver:
Smith JJ. Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research. [Internet] [Doctoral dissertation]. West Virginia University; 2012. [cited 2020 May 24].
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
Washington State University
15.
[No author].
ONLINE TEACHER EDUCATION: LEARNING COMMUNITY DEVELOPMENT AND SELF-DIRECTED PROFESSIONAL LEARNING
.
Degree: 2019, Washington State University
URL: http://hdl.handle.net/2376/16722
► With the rapid increase in the amount of online learning opportunities available has come with it an increase in challenges concerning how to support effective…
(more)
▼ With the rapid increase in the amount of online learning opportunities available has come with it an increase in challenges concerning how to support effective teaching and learning in online learning spaces. Through two research studies, this dissertation explores two challenges in the field of online teaching and learning: community development and self-directed
teacher professional learning.
The first study explores how the implementation of course elements, supported by guidelines developed by Yuan and Kim (2014), could be used to support the development of feelings of community in an online ELL
teacher education course. Course participants reported that course elements that allowed them to regularly interact with classmates and the course instructor, such as bi-weekly synchronous live chats and weekly asynchronous small-group discussions, supported the development of feelings of community within the online learning space. However, they also reported that a lack of familiarity with online learning, peer participation issues, technological issues, and scheduling issues suppressed the development of feelings of community. This study provides research and practical implications for the development of future online
teacher education courses.
In the second study, the researcher explores how a group of novice American English teachers, each placed in elementary and junior high schools in rural communities throughout Taiwan, self-directed their own professional development through the use of an online learning repository developed using Hew, Law, Wan, & Yeung’s (2016) model of self-directed learning. Qualitative analysis of participant surveys, a focus-group interview with repository facilitators, and actions taken by participants within the repository show that participants accessed the repository most prior to arriving in Taiwan to get to know the program and other participants and to ask pre-departure questions. Once school started, they used the repository to explore lesson planning resources. By spring semester, however, engagement with the repository dropped significantly as participants reportedly began using their own online social media groups to exchange problem-solving ideas and lesson resources, reducing their need for the repository. Implications for future iterations of the repository and future research on supporting self-directed
teacher development are discussed based on these findings.
Advisors/Committee Members: Egbert, Joy (advisor).
Subjects/Keywords: Teacher education
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APA (6th Edition):
author], [. (2019). ONLINE TEACHER EDUCATION: LEARNING COMMUNITY DEVELOPMENT AND SELF-DIRECTED PROFESSIONAL LEARNING
. (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/16722
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):
author], [No. “ONLINE TEACHER EDUCATION: LEARNING COMMUNITY DEVELOPMENT AND SELF-DIRECTED PROFESSIONAL LEARNING
.” 2019. Thesis, Washington State University. Accessed May 24, 2020.
http://hdl.handle.net/2376/16722.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “ONLINE TEACHER EDUCATION: LEARNING COMMUNITY DEVELOPMENT AND SELF-DIRECTED PROFESSIONAL LEARNING
.” 2019. Web. 24 May 2020.
Vancouver:
author] [. ONLINE TEACHER EDUCATION: LEARNING COMMUNITY DEVELOPMENT AND SELF-DIRECTED PROFESSIONAL LEARNING
. [Internet] [Thesis]. Washington State University; 2019. [cited 2020 May 24].
Available from: http://hdl.handle.net/2376/16722.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. ONLINE TEACHER EDUCATION: LEARNING COMMUNITY DEVELOPMENT AND SELF-DIRECTED PROFESSIONAL LEARNING
. [Thesis]. Washington State University; 2019. Available from: http://hdl.handle.net/2376/16722
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Arizona State University
16.
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)
▼ 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
student teaching (Boyer & Baptiste, 1996; Kozleski, Gonzalez,
Atkinson, Lacy, & Mruczek, 2013). Unfortunately, this approach
rarely provides sudent teachers with opportunities to explore the
role that culture plays in identity, learning, and community
building – activities that are considered hallmarks of culturally
responsive teaching (Artiles & Kozleski, 2007). To address this
issue, Urban Teacher Education Program (UTEP) was created in 2010.
UTEP was a one-year program designed to better prepare teachers
currently in the classroom to work with children who have been
marginalized. The present study examined the opportunities that
UTEP provided for teachers to interrogate their own thinking about
issues related to (1) identity, (2) culture, (3) learning, and (4)
assessment, and the impact it has had on their professional
practices in urban settings four years later. To understand if the
teachers' experiences in UTEP were transformative and sustained
this study addressed one primary question: In what ways have
teachers professional practices changed as a result of being in
UTEP? Using a grounded theory (Glaser & Strauss, 1967) lens,
the study used a constant comparative method (Strauss and Corbin,
1990) in which codes were developed, categorized, and analyzed to
identify themes. The teachers were interviewed, their classroom
teaching practices were observed, and their applied projects
(archived documents) were examined. Thematic analysis (Riessman,
2008) was used for the applied projects to categorize themes during
each semester across all participants. The study revealed that as a
result of UTEP all five teachers' made a transformation in their
thinking, which is still maintained today and continues to impact
their professional practices.
Subjects/Keywords: Teacher education
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APA ·
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MLA ·
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Export
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Manager
APA (6th 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 (16th Edition):
Atkinson, Dr Laura. “Exploring the Impact of an Urban Teacher Education Program
on Teachers' Professional Practices.” 2015. Doctoral Dissertation, Arizona State University. Accessed May 24, 2020.
http://repository.asu.edu/items/29700.
MLA Handbook (7th Edition):
Atkinson, Dr Laura. “Exploring the Impact of an Urban Teacher Education Program
on Teachers' Professional Practices.” 2015. Web. 24 May 2020.
Vancouver:
Atkinson DL. Exploring the Impact of an Urban Teacher Education Program
on Teachers' Professional Practices. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2020 May 24].
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
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)
▼ School Capital has been shown to affect school setting, effectiveness and student achievement. Schools are a system within society that utilizes the social resources of social networks to develop an engaged school setting. This study applied a conceptual framework based on Bourdieu’s concepts of social capital. This study examined the school capital, the mobilization of social networks, and social resources available for student engagement at an intermediate school. This qualitative study used an interview protocol and narrative inquiry approach. Using NVivo software, eleven participant interviews were coded and analyzed for emergent themes in the areas of school capital. Four dominant themes emerged, these included: Obligations to the learning process; social networks that highlighted relationships between school members; a sense of trust between student and teacher; and positive relationships within the school community. The findings from this study suggest that feelings of connection to teachers, students, and their peers helped to engage students in the classroom. Students from the study indicated that high expectations, high interest projects, and socially engaged activities provided opportunities for student engagement. Implications and recommendations for practice and future research are also discussed as part of this study.
Subjects/Keywords: Education; Teacher education
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APA (6th 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 (16th Edition):
Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Thesis, University of Redlands. Accessed May 24, 2020.
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 (7th Edition):
Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Web. 24 May 2020.
Vancouver:
Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Internet] [Thesis]. University of Redlands; 2016. [cited 2020 May 24].
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)
▼ Although family engagement has long been associated with positive outcomes, it is not easy to establish, particularly in urban classrooms. Teachers whose ethnic and social-economic statuses differ from that of the typical urban family may be unaware of how to build and sustain those relationships. When teachers do attempt to involve families, it is frequently in a unidirectional approach that often is not effective in urban communities nor meaningful to urban families. Using action research this study addresses the question how does the co-construction of literacy bags during kindergarten (1) facilitate family/school engagement among urban, culturally diverse parents and (2) support their children's emergent literacy? Epstein's theoretical framework of over lapping spheres and methods of family involvement guides our understanding of this phenomenon. This research began by building relationships with seven urban, kindergarten student families through a series of four family/school workshops. Workshops created an environment where families and teachers co-created literacy bags. Literacy bags were the vehicle whereby bidirectional communication supported and strengthened home-school connections. Literacy based activities within individual literacy bags were based on home practices and shared expertise (parent to parent, parent to teacher). Data gathered from workshops and meetings revealed four emerging themes: making it work, distributed expertise, connecting home and school, and more than just literacy. This study provides meaningful information into how families and teachers can work together, in a bidirectional and collaborative approach, to enrich the children's literacy development of urban, low socio-economic status kindergarten students.
Subjects/Keywords: Education; Teacher education
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APA ·
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APA (6th 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 (16th Edition):
Thurley, Julie A. “An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.” 2017. Thesis, University of Rochester. Accessed May 24, 2020.
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 (7th Edition):
Thurley, Julie A. “An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy.” 2017. Web. 24 May 2020.
Vancouver:
Thurley JA. An Action Research Study| Engaging Urban Families as Partners to Enhance Emergent Literacy. [Internet] [Thesis]. University of Rochester; 2017. [cited 2020 May 24].
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
19.
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 ·
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Export
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APA (6th 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 (16th 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 May 24, 2020.
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 (7th Edition):
Potvin, Ashley Seidel. “Designing for Teacher-Student Relationships| An Investigation Into the Emotional and Relational Dimensions of Co-Design.” 2018. Web. 24 May 2020.
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 2020 May 24].
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
Punjabi University
20.
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)
▼ 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
the policy perspectives in secondary teacher education in India
after independence, expansion pattern of secondary teacher
education in India in general and in Punjab in particular after
independence and the quality of secondary teacher education
programme in Punjab. The study also includes the analysis of views
and perceptions of teacher trainees, parents, teacher educators and
principals about various issues related to secondary teacher
education like expansion, quality, social relevance of
privatization, equality of opportunities in teacher education and
demand and supply of secondary teachers. The impact of various
policies and programmes of the central as well as the state
government has been critically analyzed with regard to
implementation and outcome of these policies and programmes. A
document analysis of the various policy documents, five year plans
and the norms and standards for secondary teacher education set by
NCTE has been carried out. Besides, secondary data from various
sources has been pooled up and analyzed to study the various trends
and patterns of expansion in secondary teacher education in Punjab
vis-à-vis at the national level. The quality of secondary teacher
education programme in Punjab has been studied on the basis of
primary data collected by conducting the institutional surveys of
42 secondary teachers education institutions of Punjab selected
randomly on the basis of proportionate sampling.The investigator
has personally visited the respondents to collect their views and
perceptions on the various issues related to the secondary teacher
education through interviews. These views and perceptions have been
analyzed by following the technique of content
analysis.
Bibliography and Appendix include
Advisors/Committee Members: Singh, Raminder.
Subjects/Keywords: Education; Teacher Education
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APA (6th 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 (16th 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 May 24, 2020.
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 (7th Edition):
Kaur, Harwinder. “Growth and development of teacher education programme in
Punjab with reference to expansion, quality and societal
needs; -.” 2012. Web. 24 May 2020.
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 2020 May 24].
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
21.
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)
▼ Teachers are being asked to implement cultural awareness into their instruction in the 21st century classroom, yet many lack the requisite knowledge and skills to accomplish this. The purpose of this inquiry was to explore the perceptions of teachers who are returned Peace Corps volunteers (RPCV) regarding what in their long-term international experience influenced them to include cultural awareness in their instruction. Bennett’s developmental model of intercultural sensitivity and Mezirow’s transformative learning theory were the conceptual frameworks. The research questions for this qualitative study asked how a long-term international volunteering experience impacts teachers’ pedagogy and what instructional practices RPCV teachers consider to be influenced by their Peace Corps experience. From 11 interviews, codes were identified and categorized into patterns and themes. There were three key findings. The first was that teachers who are RPCVs recognized their Peace Corps experience provided them with a deep cultural experience that brought about the realization of their own culture. The second was their recognition of their ability to adapt to cultural differences more easily than before they had their Peace Corps experience. The final finding was that RPCV teachers choose to use deep and engaging teaching practices with varied approaches, forms, styles, and subject matter in their classrooms upon their return to the United States. Given the current problem of preservice teachers entering teaching jobs with a lack of cultural understanding, these findings could contribute to positive social change by providing a practical approach for policy makers and universities to increase attention to promoting international volunteering and implementing cultural awareness in their curriculum.
Subjects/Keywords: Education; Teacher education
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APA ·
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APA (6th 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 (16th Edition):
Binger, Alison. “The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices.” 2018. Thesis, Walden University. Accessed May 24, 2020.
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 (7th Edition):
Binger, Alison. “The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices.” 2018. Web. 24 May 2020.
Vancouver:
Binger A. The Impact of a Transformative Intercultural Experience on Returned Peace Corps Volunteer Teachers' Instructional Practices. [Internet] [Thesis]. Walden University; 2018. [cited 2020 May 24].
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
22.
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)
▼ 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 no inclusion of the voices of teachers or perceptions of principals. This qualitative case study aimed to fill that gap by exploring how alumni of one social justice–themed University Teacher Preparation Program (UTPP) defined and implemented socially just teaching practices in urban elementary classrooms. Participants included six teacher alumni in their first, second, or third year of teaching, two supervising principals, and one UTPP staff member. Methods included semistructured interviews, full-day classroom observations, and a review of program documents. The study was guided by 12 characteristics of socially just teaching outlined in a new practice-based conceptual framework. Major findings combatted current critiques of social justice education and highlighted the importance of relationships, collaboration, craft, and selection in teacher preparation. Minor findings revealed the impact of school culture, critical reflection, and teaching experience on social justice pedagogy. Recommendations include a need for UTPP to pay greater attention to the craft of teaching for social justice, develop assessment literacy in preservice candidates, and model activism inside and outside the classroom.
Subjects/Keywords: Education; Teacher education
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APA ·
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APA (6th 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 (16th Edition):
Schildts, Allison P. “Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.” 2015. Thesis, Loyola Marymount University. Accessed May 24, 2020.
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 (7th Edition):
Schildts, Allison P. “Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.” 2015. Web. 24 May 2020.
Vancouver:
Schildts AP. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. [Internet] [Thesis]. Loyola Marymount University; 2015. [cited 2020 May 24].
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
23.
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)
▼ A great deal depends on preparing high quality teachers, and reformers of teacher preparation have recently drawn attention to the need for clearer delineations of effective practice, what it takes to be a teacher, and standards of preparation. Taken together, these reform proposals arguably frame a professional ideal for teaching. How this ideal and other ideals are established as desirable for beginning teachers during preparation remains relatively unexplored. In this study I thus tease out the desired ideals of teaching in two alternative residency-based teacher preparation programs, City Teacher Prep (CTP) and a Montessori teacher training program (MONT). Drawing from literature in the humanities and the learning sciences, I develop a conceptual framework of desire as socially constructed and conveyed to beginning teachers through <i> orienting narratives</i> that serve to direct them toward desired objects of teaching. I also postulate that beginners develop desires by making <i> heartfelt investments</i> in those objects. I use a constructivist grounded theory approach to collect and analyze observation and interview data. My findings reveal differences in the desired objects at each program suggestive of a tension between a professional ideal and vocational ideal of teaching. I also find evidence of <i>standing</i> desires for leadership among beginners at both programs that could result in their eventually leaving teaching. Through this investigation, I illuminate the conceptual features of desire and show how it can inform our understanding of teacher preparation.
Subjects/Keywords: Education; Teacher education
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APA ·
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Export
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APA (6th 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 (16th 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 May 24, 2020.
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 (7th 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. 24 May 2020.
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 2020 May 24].
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
Indiana University
24.
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 <i>professional development is not a summer job</i>. Rather, PD should be <i>valuable</i> to teachers, engaging them in continuous discourse that is directly relevant to their individual classroom contexts, <i>and valued</i> 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 <i>Participatory Professional Development</i> (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 <i> Implementation</i> 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 ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 May 24, 2020.
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 (7th Edition):
Itow, Rebecca Chiyoko. “Professional Development Is Not a Summer Job| Designing for Teacher Learning that Is Valuable and Valued.” 2018. Web. 24 May 2020.
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 2020 May 24].
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
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)
▼ 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 population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, studies have indicated both preservice and inservice teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. Few studies have sought to assess teachers', either preservice or inservice, knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of this dissertation was to examine elementary school preservice and inservice teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Three separate studies were conducted, all addressing the overarching question: Are elementary teachers (K-5) prepared to teach struggling readers? In study one, research that has addressed
teacher knowledge of basic language concepts was reviewed systematically. In studies two and three, a basic language constructs survey was used to assess the self-perceptions/knowledge of basic language concepts and knowledge/perceptions about the nature of dyslexia of preservice, first year, and more experienced teachers involved in teaching reading in grades K-5.
Advisors/Committee Members: Joshi, R. Malatesha (advisor), McTigue, Erin (committee member), Liew, Jeffrey (committee member), Willson, Victor (committee member).
Subjects/Keywords: teacher education; literacy; Teacher knowledge
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APA (6th 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 (16th 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 May 24, 2020.
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 (7th Edition):
Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 24 May 2020.
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 2020 May 24].
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
University of Minnesota
26.
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)
▼ 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 completed, I focus on the journey's beginning – a beginning that starts with enrolling in graduate school in pursuit of a doctoral degree in Curriculum and Instruction. It is a deeply personal journey and one that I began almost ten years ago. My journey as both the researcher and participant in this study are central components of this dissertation. The research questions I ask are tied to the personal and professional experiences of graduate students who are living the process of becoming a teacher educator and how they can be supported in a more intentional manner. This work takes a human sciences approach guided by a theoretical framework heavily influenced by Hans-Georg Gadamer's notion of shifting horizons. The work of Parker Palmer and Jennifer Crawford have also provided direction. Both Palmer and Crawford have helped me view the journey of becoming a teacher educator holistically, breaking down the arbitrary walls our culture has built to separate the personal and professional elements of our lives. I use constructivist grounded theory as described by Charmaz (2006) as my research method. My findings are tied to the different types of movement we experience as we live out the process of becoming a teacher educator and point to a need for great intentionality in the form of communal support to help make meaning of the different types of movement one makes as individuals and as a community as we live out the journey of becoming a teacher educators.
Subjects/Keywords: Teacher education; Teacher educator
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APA (6th 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 (16th Edition):
Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Doctoral Dissertation, University of Minnesota. Accessed May 24, 2020.
http://hdl.handle.net/11299/163758.
MLA Handbook (7th Edition):
Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Web. 24 May 2020.
Vancouver:
Hoyt DDJ. Becoming a teacher educator: a journey. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 May 24].
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
University of Minnesota
27.
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)
▼ 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 quantitative methods, interviews, survey, and observation, to understand the views of the teacher educators in a homogenous and localized teacher education program. The study findings indicate that while the teacher educators in this case study are supportive of the internationalization of their discipline, a multitude of barriers prohibit its advancement. Perhaps most importantly the teacher educators saw themselves as one of the main barriers. They identified that they lack the appropriate background and experience to offer an internationalized program. It emerged that many of them are still experiencing a developmental trajectory in their own international understanding. This study helped to identify the stages of development for teacher educators and how institutions and discipline-specific organizations may engage teacher educators in the process of internationalization, especially making sure that efforts target teacher educators at the appropriate stage in their development. These lessons may be valuable for other teacher education programs, especially those with homogeneous and localized faculty demographics.
Subjects/Keywords: Internationalization; Teacher Education; Teacher Educators
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APA ·
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APA (6th 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 (16th Edition):
Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Doctoral Dissertation, University of Minnesota. Accessed May 24, 2020.
http://hdl.handle.net/11299/190497.
MLA Handbook (7th Edition):
Sippel, Christopher. “Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education.” 2017. Web. 24 May 2020.
Vancouver:
Sippel C. Understanding Teacher Educator Perspectives on the Internationalization of Teacher Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 May 24].
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
Vanderbilt University
28.
Preston, Courtney Elizabeth.
Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.
Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University
URL: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/
;
► Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating…
(more)
▼ Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating their
teacher preparation programs based on their graduatesâ contribution to raising student achievement, but such evaluations provide little guidance for program improvement. This dissertation improves on previous work around the relationship between
teacher preparation and
teacher effectiveness to isolate the contributions of the structural features of
teacher preparation programs, coursework and fieldwork, to beginning
teacher effectiveness as measured by student achievement gains. Using data from the North Carolina Department of Public Instruction and University of North Carolina system institutions, I estimate HLM, school, and university fixed effects models to begin to mitigate against potential sources of bias. While there are few consistent patterns across subjects and grade levels, there is some evidence for the importance of requiring specific foundations courses for middle grade teachers and for requiring longer full time responsibility for the classroom during student teaching for high school teachers.
Advisors/Committee Members: Gary T Henry (chair), Ellen Goldring (committee member), Jason Grissom (committee member), Marcy Singer-Gabella (committee member).
Subjects/Keywords: teacher preparation; teacher education; teacher quality
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APA (6th Edition):
Preston, C. E. (2014). Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;
Chicago Manual of Style (16th Edition):
Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed May 24, 2020.
http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.
MLA Handbook (7th Edition):
Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 24 May 2020.
Vancouver:
Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 May 24].
Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.
Council of Science Editors:
Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;
Victoria University of Wellington
29.
Hoang, Anna Trang Ngoc.
Novice Teachers' Thinking Development from Practicum to Early Career.
Degree: 2020, Victoria University of Wellington
URL: http://hdl.handle.net/10063/8838
► Teacher education programmes have focused on training student teachers with knowledge of teaching methodologies and good teaching performance. What is going on inside student teachers’…
(more)
▼ Teacher education programmes have focused on training student teachers with knowledge of teaching methodologies and good teaching performance. What is going on inside student teachers’ minds in their processes of learning to teach is more difficult to observe and sometimes overshadowed by this primary focus. This study sets out to gain a deeper understanding of student teachers’ developing cognition while learning to teach.
The existing literature on teachers’ critical thinking, reflection, and cognition provides various frameworks each of which presents different levels or stages of teachers’ development in the respective domains. Each level or stage is characterised by certain concerns, beliefs, skills, discourse, or teaching behaviours. However, underlying processes of change – i.e. how teachers move from lower levels to higher levels of such development, what triggers such movement – and how such movement enhances their teaching effectiveness are under-researched. In addition, those existing frameworks describe major stages of teachers’ development during the whole of their professional journeys. Little research zooms in novice teachers’ thinking development.
This research takes an exploratory approach, without relying on any existing frameworks, to investigating and theorising the unseen thinking development processes of novice teachers during the important transition from teaching practicum to early career teaching. The research included three stages of inquiry in which one stage was developed from the previous stage and its results were constantly compared to those of the previous one. The first stage involved in-depth individual interviews with nine early career teachers. The second stage involved working closely with a cohort of five student teachers during four months of their teaching practicum in the same
teacher training program. The third stage involved my following one of the cohort members into the first two years of his teaching through online communication about their experiences and thinking about language teaching in real-life contexts.
The close interaction with the novice teachers incrementally constructed a clearer picture of the complexity and dynamics of their thinking. The stories of the three groups revealed and confirmed a hierarchy of attention to core aspects of effective teaching. However, the movement across the hierarchy was not linear but fluctuating and causing dissonance between their cognition and practice. Moreover, the novice teachers’ thinking development also involved the development of generic thinking skills – from “either-or” thinking to “both-and” thinking, from single-perspective to multi-perspective thinking, and from a focus on the detail to 'big picture' thinking. Thinking development was found to go hand in hand with the development of teaching effectiveness, understanding of teaching methodologies, and awareness of professional identity.
This research proposes a tentative framework of novice teachers’ thinking development from teaching practicum to early…
Advisors/Committee Members: Crabbe, David, Newton, Jonathan.
Subjects/Keywords: Teacher thinking development; Teacher education; Teacher identity
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APA ·
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APA (6th Edition):
Hoang, A. T. N. (2020). Novice Teachers' Thinking Development from Practicum to Early Career. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8838
Chicago Manual of Style (16th Edition):
Hoang, Anna Trang Ngoc. “Novice Teachers' Thinking Development from Practicum to Early Career.” 2020. Doctoral Dissertation, Victoria University of Wellington. Accessed May 24, 2020.
http://hdl.handle.net/10063/8838.
MLA Handbook (7th Edition):
Hoang, Anna Trang Ngoc. “Novice Teachers' Thinking Development from Practicum to Early Career.” 2020. Web. 24 May 2020.
Vancouver:
Hoang ATN. Novice Teachers' Thinking Development from Practicum to Early Career. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2020. [cited 2020 May 24].
Available from: http://hdl.handle.net/10063/8838.
Council of Science Editors:
Hoang ATN. Novice Teachers' Thinking Development from Practicum to Early Career. [Doctoral Dissertation]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/8838
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 ·
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Export
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APA (6th 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 (16th Edition):
Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School
District.” 2011. Doctoral Dissertation, Arizona State University. Accessed May 24, 2020.
http://repository.asu.edu/items/8861.
MLA Handbook (7th Edition):
Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School
District.” 2011. Web. 24 May 2020.
Vancouver:
Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School
District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 May 24].
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