subject:(Teaching )

University of Georgia

1. Brooks, Angela Susan. “Darwin’s great idea”: Georgia teachers’ experiences and beliefs of the teaching of evolution.

Degree: PhD, Science Education, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/brooks_angela_s_201512_phd

► The purpose of this study was to understand teachers’ experiences and beliefs of the teaching of evolution within the context of public schooling in Georgia.… (more)

▼ The purpose of this study was to understand teachers’ experiences and beliefs of the teaching of evolution within the context of public schooling in Georgia. In support of the purpose of this study, I devised the following research questions: (1) How do teachers describe their preparation for teaching evolution? (2) How do teachers describe their teaching of evolution in secondary school? (3) How do teachers describe the institutional and sociocultural influences that affect teachers’ decisions about what and how to teach evolution? Primary data sources were teacher interviews. A purposive sample of secondary biology teachers was recruited. Teacher/participants were recruited from six public school systems in a large metropolitan center in Georgia. Fifteen teachers were interviewed, nine high school teachers and five middle school teachers. These teachers represented eleven schools, and five of the six targeted school systems. The theoretical frameworks that guided this study were interpretivism (Crotty, 1998) and worldview theory (Sire, 2004). Data were coded and analyzed resulting in themes, which provided insight into teachers’ preparation for teaching evolution, teachers’ pedagogical decisions about how to teach evolution, and institutional and sociocultural influences on those decisions. Findings included: (1) All teachers in this study were familiar with Georgia evolution standards and their responsibility to teach them. (2) Georgia biology teachers’ personal/religious views on evolution vary, and the ways in which those views manifest themselves in teaching evolution vary. Some of the findings from this study match those from studies of teachers in other parts of the United States, while others do not. Among findings that do not match other studies are: (1) Teachers in this study were well prepared with respect to evolution content and pedagogy. (2) Teachers were familiar with content standards on evolution and their responsibility to teach them. (3) Standardized testing was not a significant stressor compared to sociocultural factors such as perceived adverse community viewpoints. Advisors/Committee Members: David Jackson.

Subjects/Keywords: TEACHING

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APA (6^th Edition):

Brooks, A. S. (2015). “Darwin’s great idea”: Georgia teachers’ experiences and beliefs of the teaching of evolution. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brooks_angela_s_201512_phd

Chicago Manual of Style (16^th Edition):

Brooks, Angela Susan. ““Darwin’s great idea”: Georgia teachers’ experiences and beliefs of the teaching of evolution.” 2015. Doctoral Dissertation, University of Georgia. Accessed September 15, 2019. http://purl.galileo.usg.edu/uga_etd/brooks_angela_s_201512_phd.

MLA Handbook (7^th Edition):

Brooks, Angela Susan. ““Darwin’s great idea”: Georgia teachers’ experiences and beliefs of the teaching of evolution.” 2015. Web. 15 Sep 2019.

Vancouver:

Brooks AS. “Darwin’s great idea”: Georgia teachers’ experiences and beliefs of the teaching of evolution. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Sep 15]. Available from: http://purl.galileo.usg.edu/uga_etd/brooks_angela_s_201512_phd.

Council of Science Editors:

Brooks AS. “Darwin’s great idea”: Georgia teachers’ experiences and beliefs of the teaching of evolution. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/brooks_angela_s_201512_phd

University of Zambia

2. Bwali, McDonald Lucas. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/331

► In spite of the claimed low pay and unfavourable conditions of service in the teaching service in Zambia, a large number of young men and… (more)

▼ In spite of the claimed low pay and unfavourable conditions of service in the teaching service in Zambia, a large number of young men and women enter teacher training colleges to train as teachers every year. The decision of these young men and women to become teachers raises questions as to whether their choice of teaching as a career is influenced by factors such as socio-economic status, job security and job opportunity at the time of looking for employment. This study investigated the factors which are related to the choice of teaching as a career among pre-service Zambian teachers. It was assumed that since a large number of young people take up teaching as a career at first, but only to leave it for other professions at a later stage, factors such as socio-economic status, job security and job opportunity at the time of looking for employment may have some influence on their choice of teaching as a career. The study was conducted in two colleges in Zambia and the sample of the study consisted of 250 student teachers aged between 16 and 21 years with at least Grade 12 academic qualification. In this study, ages of the students have been mentioned because this age group is not only dependent group but it is also the age group within which most Zambian youths complete their secondary education and enter the world of work. The sample was further divided into two groups of 124 male and female primary school student teachers and 126 male and female secondary school student teachers.The data collected through the questionnaire were presented using percentages. In order to determine the significance of the relationship between factors and the choice of teaching as a career, the data were subjected to chi-square statistical test.The findings showed that socio-economic status had significant relationship with the choice of teaching as a career. Job security and job opportunity at the time of looking for employment ahd no relationship with the choice of teaching as a career. Some other factors other than socio-economic status namely: place of birth and interpersonal factors were also found to have significant relationship with teh choice of teaching as a career among the pre-service Zambian teachers.

Subjects/Keywords: Teaching

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APA (6^th Edition):

Bwali, M. L. (2011). Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/331

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

Chicago Manual of Style (16^th Edition):

Bwali, McDonald Lucas. “Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .” 2011. Thesis, University of Zambia. Accessed September 15, 2019. http://hdl.handle.net/123456789/331.

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

MLA Handbook (7^th Edition):

Bwali, McDonald Lucas. “Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .” 2011. Web. 15 Sep 2019.

Vancouver:

Bwali ML. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/123456789/331.

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

Council of Science Editors:

Bwali ML. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/331

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

University of Zambia

3. Kamwengo, Mate Maud. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/949

► Given that teachers are in a position to assess their perception of teaching as a profession. The present study focused on high school teachers’ perceptions… (more)

▼ Given that teachers are in a position to assess their perception of teaching as a profession. The present study focused on high school teachers’ perceptions of teaching as a profession and the factors that influenced their perceptions. The purpose of this study was to investigate high school teachers’ perceptions of teaching as a profession in selected high schools in Lusaka District. The study also investigated the high school teachers’ perception of teachers’ as professionals and the factors that influence their perceptions about teaching as a profession. The study was conducted among high school teachers teaching in private, government and mission high schools in Lusaka District. Qualitative data from the teachers was collected through focus group discussions and semi structured interview guides which were used with individual deputy head teachers. While for quantitative data, questionnaires with both open ended and closed ended questions were administered among the high school teachers’. From 79 high schools in Lusaka District, the study sampled 9 high schools, comprising of 10 government high school teachers, 10 private high school teachers and 10 mission high school teachers. A total of 100 questionnaires were distributed but only 80 (n=80) questionnaires were completed and returned, leading to a response rate of 80% percent. The participants included 31 (38.8%) females and 52 (52%) males. This was distributed as 29 government, 25 private and 26 mission high school teachers. Data collected was arranged according to the objectives. Quantitative data (from questionnaires) was analyzed using the SPSS statistical software package version 14 to generate tables of frequencies and percentages. The generated qualitative data were coded and emerging themes were grouped into categories using constant comparative analysis technique. The study found that some of the factors which affected the perception of teaching as a profession among high school teachers included: salary, academic qualification, supervision, conditions of service, and the environment. The study also found that both the private and mission school teachers were considered to be more professional because they were said to uphold professional standards in their practice, unlike the government school teachers. In the occupational professional rating exercise, the teachers ranked a high school teacher 9th out of 20 other occupations, categorising it as a profession. Based on the findings of the study some of the following recommendations were made. The Government should assist schools to solve accommodation problems for teachers, in order to raise the professional status of a teacher and introduce a monitoring body to regulate teachers’ activities and address issues of conduct, licensing, certification, professional standards, delivery of lessons, and disciplinary code (if teachers happen to commit a crime, they should be punished).The training institutions should regulate that all trainee teachers…

Subjects/Keywords: Teaching; Teaching-Profession

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APA (6^th Edition):

Kamwengo, M. M. (2011). Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/949

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

Chicago Manual of Style (16^th Edition):

Kamwengo, Mate Maud. “Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District .” 2011. Thesis, University of Zambia. Accessed September 15, 2019. http://hdl.handle.net/123456789/949.

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

MLA Handbook (7^th Edition):

Kamwengo, Mate Maud. “Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District .” 2011. Web. 15 Sep 2019.

Vancouver:

Kamwengo MM. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/123456789/949.

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

Council of Science Editors:

Kamwengo MM. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/949

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

Columbia University

4. Gregory, Christian George. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.

Degree: 2018, Columbia University

URL: https://doi.org/10.7916/D8S19JW6

► This dissertation submits as its project a history of dialogue in the classroom, from early recitation practices to the era of the teacher as a… (more)

Subjects/Keywords: Education – Study and teaching; Teaching; Teaching – Historiography

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APA (6^th Edition):

Gregory, C. G. (2018). Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8S19JW6

Chicago Manual of Style (16^th Edition):

Gregory, Christian George. “Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.” 2018. Doctoral Dissertation, Columbia University. Accessed September 15, 2019. https://doi.org/10.7916/D8S19JW6.

MLA Handbook (7^th Edition):

Gregory, Christian George. “Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.” 2018. Web. 15 Sep 2019.

Vancouver:

Gregory CG. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Sep 15]. Available from: https://doi.org/10.7916/D8S19JW6.

Council of Science Editors:

Gregory CG. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8S19JW6

University of Zambia

5. Chitondo, Dorothy. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4992

► The purpose of the research was to determine the effectiveness of team work in improving secondary school teachers' performance in Mporokoso district. The factors such… (more)

Subjects/Keywords: Teaching teams – Zambia.; Teaching – Zambia.

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APA (6^th Edition):

Chitondo, D. (2016). Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4992

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

Chicago Manual of Style (16^th Edition):

Chitondo, Dorothy. “Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District .” 2016. Thesis, University of Zambia. Accessed September 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4992.

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

MLA Handbook (7^th Edition):

Chitondo, Dorothy. “Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District .” 2016. Web. 15 Sep 2019.

Vancouver:

Chitondo D. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4992.

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

Council of Science Editors:

Chitondo D. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4992

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

University of Zambia

6. Sakala, Jacob. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/2184

► Concern has been raised about the overuse of the lecture method of teaching in schools. The study investigated factors contributing to excess use of the… (more)

▼ Concern has been raised about the overuse of the lecture method of teaching in schools. The study investigated factors contributing to excess use of the lecture method of teaching among high school teachers in selected high schools of Kitwe and Kalulushi districts in the Copperbelt Province of Zambia. The data was collected using questionnaires and interviews. The key respondents were pupils, teachers, Heads of department and Head Teachers. In addition to using questionnaires and interviews, inspection of some facilities was done to verify the information given by the respondents. Qualitative data was thematically analysed using the themes and sub-themes that emerged from the data. Quantitative data was processed electronically using SPSS that generated frequencies, percentages and tables. The findings from the study showed that teachers had been exposed to a variety of teaching methods during their initial teacher training. However, down the line as they practiced their career very few of those teaching methods were used. In most cases, teachers resorted to using the lecture method. This study revealed that the factors that contributed to that apathy include: large class sizes, wide syllabi, lack of/inadequate teaching/learning materials, low and demotivating participation of learners due to their background, college/university lecturers and missionary teachers manner of teaching, the need to prepare learners for examinations and tests, lack of supervision, need for teachers to control strictly the learners’ academic freedom and the fact that the older the teacher became in the teaching profession, the less one prepared for lessons. In view of the findings, recommendations were made. There was need to procure teaching/learning materials, formulate and implement policy on enrolment and enhance the pre- and in-service training for teachers. These recommendations were directed to educational administrators including policy makers and executives such as the Ministry of Education as a whole, and in particular Head teachers, teachers and teacher training institutions. From the study results it is expected that educational administrators will have some insight of the causes for the excess use of the lecture method in teaching so as to enable educational administrators effectively plan and implement remedial measures. There is nonetheless, still need for further research on the subject in order to get down to the bottom of the issue.

Subjects/Keywords: Lecture method in teaching; Teaching

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APA (6^th Edition):

Sakala, J. (2013). Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2184

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

Chicago Manual of Style (16^th Edition):

Sakala, Jacob. “Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .” 2013. Thesis, University of Zambia. Accessed September 15, 2019. http://hdl.handle.net/123456789/2184.

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

MLA Handbook (7^th Edition):

Sakala, Jacob. “Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .” 2013. Web. 15 Sep 2019.

Vancouver:

Sakala J. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/123456789/2184.

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

Council of Science Editors:

Sakala J. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2184

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

University of Zambia

7. Sifuniso, Mary. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia .

Degree: 2015, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4298

► The purpose of this study was to investigate the implementation of reflective teaching methods in Livingstone district of Zambia. The objectives of the study were… (more)

▼ The purpose of this study was to investigate the implementation of reflective teaching methods in Livingstone district of Zambia. The objectives of the study were to identify the forms of reflective teaching methods used by teachers, determine the implementation of reflective teaching methods in Schools and to establish factors which influence the implementation of reflective teaching methods. Data were collected from a total of hundred (100) respondents comprising of six (6)head teachers, two (2)deputy head teachers, six (4) senior teachers, 42 teachers, 46 pupils. Descriptive survey design was employed and data were collected using interviews, questionnaires, an observation checklist and document review. Stratified random sampling was used for the questionnaire respondents while purposive sampling was used to determine the teachers to be interviewed. The first major finding was related to forms of reflective teaching used by teachers. The forms of reflective teaching methods used by teachers were role play, mentoring, diaries, peer observation, continuing professional development meetings, storytelling, mind mapping and action research. The second finding was on the issue of the implementation of reflective teaching. Though most respondents indicated that they used written outline as opposed to mental outlines in the implementation, the data collected using observation showed the opposite as many used mental outlines. The third finding was on factors influencing implementation of reflective teaching. Pupils’ needs, administrative support, availability of space in the classroom, subject matter, and belief about teaching were the reasons teachers gave for implementing reflective teaching. The study found out that some factors hindered the implementation of reflective teaching methods. These were time limitations, curriculum needs and class size. Although teachers were aware of the importance and relevance of reflective teaching, observations showed that they had difficulties to practice the same in their classes due to limited time, curriculum needs, and class size. Finally, the majority of students said that though their teachers exhibited some forms of reflective teaching, they would want them to change the way they taught and give them more time to participate during lessons. Based on the findings, four major recommendations were made. First, this study established that teachers used only one quarter of the variety of forms that were available during the period of study. In order to establish whether or not teachers were conversant with the remaining forms, the study recommends a longitudinal study for more in-depth insight into reflection and its developmental process in further stages. Secondly, the study recommends that school administrators should find mechanisms of tracing reflectivity among teachers rather than just use teachers’ lesson plans. Thirdly, teacher Educators to provide short courses on reflective teaching and finally action research to be in the curriculum in all teacher training colleges of…

Subjects/Keywords: Reflective teaching; Effective teaching

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APA (6^th Edition):

Sifuniso, M. (2015). An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4298

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

Chicago Manual of Style (16^th Edition):

Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia .” 2015. Thesis, University of Zambia. Accessed September 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4298.

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

MLA Handbook (7^th Edition):

Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia .” 2015. Web. 15 Sep 2019.

Vancouver:

Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Sep 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4298.

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

Council of Science Editors:

Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4298

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

Penn State University

8. Wenrich, Jill Trostle. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.

Degree: EdD, Educational Leadership, 2012, Penn State University

URL: https://etda.libraries.psu.edu/catalog/13168

► Little is known about the dynamics of the relationship between principal and teacher in a co-teaching classroom at the secondary level. Increasing our understanding of… (more)

Subjects/Keywords: Co-Teaching; Team Teaching; Inclusion

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APA (6^th Edition):

Wenrich, J. T. (2012). How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13168

Chicago Manual of Style (16^th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Doctoral Dissertation, Penn State University. Accessed September 15, 2019. https://etda.libraries.psu.edu/catalog/13168.

MLA Handbook (7^th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Web. 15 Sep 2019.

Vancouver:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Sep 15]. Available from: https://etda.libraries.psu.edu/catalog/13168.

Council of Science Editors:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/13168

9. Soriano, Sarah. Students as Co-Teachers .

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/375

► As students with more diverse learning needs are entering the general education classroom it is becoming increasingly important to increase supports and services for all… (more)

Subjects/Keywords: peer teaching; inclusion; co teaching

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APA (6^th Edition):

Soriano, S. (2013). Students as Co-Teachers . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/375

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

Chicago Manual of Style (16^th Edition):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Thesis, California State University – San Marcos. Accessed September 15, 2019. http://hdl.handle.net/10211.8/375.

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

MLA Handbook (7^th Edition):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Web. 15 Sep 2019.

Vancouver:

Soriano S. Students as Co-Teachers . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10211.8/375.

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

Council of Science Editors:

Soriano S. Students as Co-Teachers . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/375

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

University of Debrecen

10. Pásztor, Erika. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/174171

► The present presentation deals with the analytical comparison two English course books in terms of grammar to find out whether the previously used New Headway… (more)

Subjects/Keywords: teaching grammar; language teaching

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APA (6^th Edition):

Pásztor, E. (2013). Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/174171

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

Chicago Manual of Style (16^th Edition):

Pásztor, Erika. “Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .” 2013. Thesis, University of Debrecen. Accessed September 15, 2019. http://hdl.handle.net/2437/174171.

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

MLA Handbook (7^th Edition):

Pásztor, Erika. “Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .” 2013. Web. 15 Sep 2019.

Vancouver:

Pásztor E. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2437/174171.

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

Council of Science Editors:

Pásztor E. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/174171

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

11. Stumpf, Jennifer A. A Case Study of Co-Teaching Practices in Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2015, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/9

► The education of children with disabilities in the general education classroom has evolved over many years. The popularity of inclusive education became widespread in… (more)

▼ The education of children with disabilities in the general education classroom has evolved over many years. The popularity of inclusive education became widespread in the 1980s (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010). It began as a civil rights movement, based on the rationale that all children–disabled and non-disabled–should have access to the same academic and social opportunities within the school (Sailor, 2002). In 2006, 95% of the special education students aged six to 21 years old were educated in regular classrooms for at least 50% or more of their school day (U.S. Department of Education, 2008). To serve special education students in the general education classroom, schools began implementing several different inclusion models. One of those models was cooperative teaching, also called co-teaching. Co-teaching is characterized as a general education teacher and a special education teacher or another specialist collaborating for the purpose of delivering instruction together to students, including students with disabilities, in the general education setting (Friend et al., 2010). Co-teaching was designed to address the needs of students in an inclusive classroom by having a general education and special education teacher in the same classroom to meet the needs of individual students (Murawski & Dieker, 2008). Co-teaching has become an increasingly common option for educating students with disabilities in order to comply with the federal mandates (Friend & Cook, 2014). In 1994, the National Center on Educational Restructuring and Inclusion reported that co-teaching was the most frequently employed special education service delivery model for inclusive classrooms. The European Agency for Development in Special Needs Education in 2003 stated that co-teaching was one of the five educational approaches that appeared to be effective within the inclusive education model (Saloviita & Takala, 2010). Now, more than a decade after passage of the No Child Left Behind Act, the popularity of co-teachings has only increased (Kloo & Zigmond, 2008). Murawski and Swanson (2001) completed a meta-analysis of co-teaching studies to determine the impact of co-teaching on students. They reviewed six studies and found the overall mean impact of co-teaching to be 0.40, suggesting that it is a moderately effective procedure for influencing student outcomes. Quantitative and qualitative research over the past 20 years has consistently established that students in co-taught classrooms learn more and perform better on academic assessments than do special education students in more restrictive services delivery models (Walsh, 2012). In order for students and teachers to achieve maximum benefit from co-teaching, certain elements, including the components, methods, benefits, and barriers need to be addressed. The purpose of this study was to examine co-teaching in a select sample of school districts to determine the presence or absence of those elements in their co-teaching models that lead to… Advisors/Committee Members: John Eller, Chairperson, Roger Worner, Kay Worner.

Subjects/Keywords: co-teaching; co teaching

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APA (6^th Edition):

Stumpf, J. A. (2015). A Case Study of Co-Teaching Practices in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/9

Chicago Manual of Style (16^th Edition):

Stumpf, Jennifer A. “A Case Study of Co-Teaching Practices in Minnesota.” 2015. Doctoral Dissertation, St. Cloud State University. Accessed September 15, 2019. https://repository.stcloudstate.edu/edad_etds/9.

MLA Handbook (7^th Edition):

Stumpf, Jennifer A. “A Case Study of Co-Teaching Practices in Minnesota.” 2015. Web. 15 Sep 2019.

Vancouver:

Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2015. [cited 2019 Sep 15]. Available from: https://repository.stcloudstate.edu/edad_etds/9.

Council of Science Editors:

Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/edad_etds/9

Boston College

12. Salomon, Yves P. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101836

► There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence… (more)

▼ There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence of teachers compared to other factors that are known to influence student achievement (Wright, Horn, and Sanders, 1997). They have empirically demonstrated that teacher effects are large and persist for up to four years (Kain, 1998; Mendor, Jordan, Gomez, Anderson, and Bembry, 1998; Rivers, 1999). Multiple variables are known to influence teacher quality, including teacher preparation. This dissertation explored the relationship between the teacher education pathway and teaching effectiveness. Although multiple measures of teacher effectiveness exist, this study focused on reformed instructional practices as its measure of teaching effectiveness. In teaching mathematics, in particular, constructivist-based, inquiry-oriented approaches have been shown to be more effective than traditional methods (Abbott and Fouts, 2003; Klein, Hamilton, McCaffrey, Stecher, Robyn, and Burroughs, 2000). Using two groups of novice teachers (N=22) from two preparation pathways, this observational comparative study also investigated the relationship between school composition and teaching practices. There is a large body of literature showing that urban schools serving high proportions of non-white, poor, and low performing students (Darling-Hammond, 1995; Kain and Singleton, 1996; Presley White, and Gong, 2005) tend to have higher percentages of less qualified teachers compared to their suburban counterparts. In light of this, the current study also explored the relationship between school composition and teachers' use of reformed teaching practices. The findings of this investigation indicate that the instructional practices of teachers working in the urban school district where this study was conducted were generally reformed, and did not vary based on the student demographics of the schools in which they taught. In addition, no statistically significant relationship was found between teaching pathway and teachers' instructional practices. Many similarities were found in the instructional practices of teachers from the two preparation pathways. The similarities in the teachers' instructional practices were attributed to the significant congruence in the teacher preparation programs' curriculum, requirement of clinical experience, selectivity, and the programs' explicit social justice missions. Advisors/Committee Members: Joseph J. Pedulla (Thesis advisor).

Subjects/Keywords: Teaching practices; Teaching effectiveness

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APA (6^th Edition):

Salomon, Y. P. (2010). Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101836

Chicago Manual of Style (16^th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Doctoral Dissertation, Boston College. Accessed September 15, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101836.

MLA Handbook (7^th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Web. 15 Sep 2019.

Vancouver:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Sep 15]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836.

Council of Science Editors:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836

University of Zululand

13. Olugbara, Cecilia Temilola. The effect of isiZulu /English code switching as a medium of instruction on students' performance in and attitudes towards Biology .

Degree: 2008, University of Zululand

URL: http://hdl.handle.net/10530/114

► This study investigated the effect of IsiZulu/English code switching as a medium of instruction on Grade 10 students' performance and their attitudes towards biology. The… (more)

▼ This study investigated the effect of IsiZulu/English code switching as a medium of instruction on Grade 10 students' performance and their attitudes towards biology. The increased failure rate of Black South African students in science subjects and the acute shortage of science personnel across many sciences-based professional affiliations were the motivations for the study. Four secondary schools in Esikhawini and KwaDlangezwa Townships in KwaZulu-Natal province of South Africa were randomly selected into experimental (IZECS) and comparison (EL) groups. Both quantitative and qualitative research approaches were used to collect data from these schools, in addition to a biology achievement test, a questionnaire and direct classroom observations. A pre-test and post-test non-equivalent comparison-group experimental design was used to measure the differences in the performance and attitudes of the students, following the IZECS and EL instructional interventions. The students were taught the human breathing system using IsiZulu/English code switching in the experimental and the English language only in the comparison group as the two independent variables. The dependent variables were the students' performance in biology and their attitudes towards the subject. Two hypotheses were formulated and tested at a= 0.05 level of significance. The t-test statistic was used to establish comparisons between the students' performance in biology and their attitudes towards biology between the two groups. The result of the comparisons showed a statistically significant difference between the two groups, in favour of the group that was taught using IsiZulu/English code switching on the performance in the post test. The attitudes of students in IsiZulu/English code switching group improved more favourably towards biology than those in the English language group following the interventions. The majority of the students that preferred IsiZulu/English code switching to other languages in both groups explained that the method would make biology easier to understand. Consequently, these students recommended that teachers should use IsiZulu/English code switching to teach biology for better understanding. They felt strongly that the adoption of IsiZulu/English code switching, as an instructional approach for teaching biology in Grade 10, would improve the students' performance and their attitudes towards the subject. Overall, the results from this study can be of use to teachers, educational planners and policy makers as they address the complex issue of language choice in South African classrooms. Advisors/Committee Members: Imenda, S.N (advisor).

Subjects/Keywords: Biology teaching

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APA (6^th Edition):

Olugbara, C. T. (2008). The effect of isiZulu /English code switching as a medium of instruction on students' performance in and attitudes towards Biology . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/114

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

Chicago Manual of Style (16^th Edition):

Olugbara, Cecilia Temilola. “The effect of isiZulu /English code switching as a medium of instruction on students' performance in and attitudes towards Biology .” 2008. Thesis, University of Zululand. Accessed September 15, 2019. http://hdl.handle.net/10530/114.

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

MLA Handbook (7^th Edition):

Olugbara, Cecilia Temilola. “The effect of isiZulu /English code switching as a medium of instruction on students' performance in and attitudes towards Biology .” 2008. Web. 15 Sep 2019.

Vancouver:

Olugbara CT. The effect of isiZulu /English code switching as a medium of instruction on students' performance in and attitudes towards Biology . [Internet] [Thesis]. University of Zululand; 2008. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10530/114.

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

Council of Science Editors:

Olugbara CT. The effect of isiZulu /English code switching as a medium of instruction on students' performance in and attitudes towards Biology . [Thesis]. University of Zululand; 2008. Available from: http://hdl.handle.net/10530/114

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

University of Zululand

14. Rankhumise, Mmushetji Petrus. The effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculum .

Degree: 2012, University of Zululand

URL: http://hdl.handle.net/10530/1229

► Science students come to class with pre-instructional ideas that may influence the acquisition of science concepts. A basic assumption of the constructivist learning theory is… (more)

▼ Science students come to class with pre-instructional ideas that may influence the acquisition of science concepts. A basic assumption of the constructivist learning theory is that these pre-instructional ideas should be taken into account in constructing students' learning experiences in science classes. A number of conceptual change strategies have been studied in order to alter unscientific (also called alternative) conceptions towards the scientifically accepted conceptions. The challenging task of the science educator is to select appropriate teaching strategies and techniques that will enhance learning. This study investigated students’ alternative conceptions about electric circuits and the effect of activity-based instructional approaches in ameliorating these alternative conceptions. The approach took into account the prior beliefs of the students. A learning sequence was developed, presenting a variety of learning experiences in such a way and order that learners' alternative conceptions could progressively be changed into scientifically accepted ones. The sequence progressed from contextual to conceptual to formal activities. Co-operative learning, scientific enquiry, verbalisation and analogous reasoning techniques were used to guide learners in the acquisition of scientific concepts. The approach was based on the assertion that learners' scientific knowledge and understanding are socially constructed through talk, activity and interaction around meaningful problems and tools. vi The research population consisted of hundred (100) first-year science students enrolled at a South African university both from the NCS and the OSC (Nated 550). The test that served as pre- and post-test probed into learners' alternative conceptions about electric circuits. A theoretical framework, based on activity-theory as it is applied in a constructivist view of learning, was developed. A pre-post-test comparison group design was followed. In particular, the pre-test helped to identify alternative conceptions held by the students in the research sample. This was then followed by activity-based interventions within the pedagogical aegis of OBE with a view to alleviate the identified alternatives conceptions. These interventions were followed by a post-test in order to ascertain the effectiveness of the interventions in alleviating the identified alternative conceptions. Both quantitative and qualitative data were collected. From the quantitative data, using McNemar and “t” test, the findings showed highly statistically significant gains between the pre- and post-test scores of both the OBE and OSC groups (p < 0, 05), thus indicating the effectiveness of the intervention. The qualitative data showed that most of the alternative conceptions appeared to have been alleviated, No statistically significant difference was found between the normalised gains of OBE and OSC groups. Keywords: alternative conceptions, conceptual change, electric circuits, activity-based instructional approaches,… Advisors/Committee Members: Imenda, S.N (advisor).

Subjects/Keywords: Science teaching

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

APA (6^th Edition):

Rankhumise, M. P. (2012). The effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculum . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1229

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

Chicago Manual of Style (16^th Edition):

Rankhumise, Mmushetji Petrus. “The effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculum .” 2012. Thesis, University of Zululand. Accessed September 15, 2019. http://hdl.handle.net/10530/1229.

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

MLA Handbook (7^th Edition):

Rankhumise, Mmushetji Petrus. “The effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculum .” 2012. Web. 15 Sep 2019.

Vancouver:

Rankhumise MP. The effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculum . [Internet] [Thesis]. University of Zululand; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10530/1229.

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

Council of Science Editors:

Rankhumise MP. The effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculum . [Thesis]. University of Zululand; 2012. Available from: http://hdl.handle.net/10530/1229

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

University of Georgia

15. Adams, Brittany Lee. The effects of experiential teaching method versus lecture based teaching method on student achievement.

Degree: MAL, Agricultural Leadership, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/adams_brittany_l_201005_mal

► The purpose of this research is to determine the effect of exposure to lab based versus lecture based instruction on student test scores. The researcher… (more)

Subjects/Keywords: Experiential teaching

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APA (6^th Edition):

Adams, B. L. (2010). The effects of experiential teaching method versus lecture based teaching method on student achievement. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/adams_brittany_l_201005_mal

Chicago Manual of Style (16^th Edition):

Adams, Brittany Lee. “The effects of experiential teaching method versus lecture based teaching method on student achievement.” 2010. Masters Thesis, University of Georgia. Accessed September 15, 2019. http://purl.galileo.usg.edu/uga_etd/adams_brittany_l_201005_mal.

MLA Handbook (7^th Edition):

Adams, Brittany Lee. “The effects of experiential teaching method versus lecture based teaching method on student achievement.” 2010. Web. 15 Sep 2019.

Vancouver:

Adams BL. The effects of experiential teaching method versus lecture based teaching method on student achievement. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2019 Sep 15]. Available from: http://purl.galileo.usg.edu/uga_etd/adams_brittany_l_201005_mal.

Council of Science Editors:

Adams BL. The effects of experiential teaching method versus lecture based teaching method on student achievement. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/adams_brittany_l_201005_mal

University of Georgia

16. Monette, Rachel. The bodily becoming of a teacher.

Degree: PhD, Educational Theory and Practice, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/monette_rachel_201505_phd

► Student teaching is a time-honored rite of passage (White, 1989) into the teaching profession. With the field of education currently pushing for more surveillance of… (more)

▼ Student teaching is a time-honored rite of passage (White, 1989) into the teaching profession. With the field of education currently pushing for more surveillance of both students and teachers in combination with a desire for teachers to be doing similar things in the classroom, the bodies of student teachers (i.e. the ways that student teachers move in the classroom, talk to students, and set up interactions) are being greatly affected during this experience. If a student teacher chooses to do, say, move, or look different in the classroom, they risk being marginalized by an educational system that promotes sameness. This dissertation specifically focuses on the bodily becoming of five student teachers. That is, the study focuses on material-discursive entanglements involving student teachers having to do with the reproduction of narrow views of how bodies can be produced within the student teaching experience. The body has everything to do with the daily interactions of student teachers in their classrooms and their material-discursive practices that from moment-to-moment impact possibilities for change, equity, diversity, and justice. Using physicist Karen Barad’s (1996, 2003, 2007) work, in analysis, I look for material-discursive practices, or entanglements, taking place in moment-to-moment interactions both inside and outside of the classroom. The data collected is theorized to better understand how space affects bodily material-discursive practices, how nonhuman objects in the classroom work to limit and open up possible bodily practices, and the way that the student teacher and mentor teacher relationship is affected by material-discursive practices. The moment-to-moment material-discursive practices of the student teachers and mentor teachers are then connected to ideas of replication and innovation related to teacher bodies in the elementary school context. Material-discursive practices give student teachers the chance to change things they may not agree with; speak, act, and look an infinite amount of ways. Opening up material-discursive practices opens up the types of teacher bodies found in schools. This work has the potential to not only benefit students in classrooms across the country, but student teachers, and practicing teachers as well. Advisors/Committee Members: Stephanie Jones.

Subjects/Keywords: Student Teaching

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APA (6^th Edition):

Monette, R. (2015). The bodily becoming of a teacher. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/monette_rachel_201505_phd

Chicago Manual of Style (16^th Edition):

Monette, Rachel. “The bodily becoming of a teacher.” 2015. Doctoral Dissertation, University of Georgia. Accessed September 15, 2019. http://purl.galileo.usg.edu/uga_etd/monette_rachel_201505_phd.

MLA Handbook (7^th Edition):

Monette, Rachel. “The bodily becoming of a teacher.” 2015. Web. 15 Sep 2019.

Vancouver:

Monette R. The bodily becoming of a teacher. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Sep 15]. Available from: http://purl.galileo.usg.edu/uga_etd/monette_rachel_201505_phd.

Council of Science Editors:

Monette R. The bodily becoming of a teacher. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/monette_rachel_201505_phd

University of Alberta

17. Metzner, Janine. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature.

Degree: MA, Comparative Literature, 2010, University of Alberta

URL: https://era.library.ualberta.ca/files/79407x96w

► This thesis explores the issues surrounding the teaching of English to high school students in the province of Alberta. Its central premise is that high… (more)

Subjects/Keywords: teaching literature

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APA (6^th Edition):

Metzner, J. (2010). (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/79407x96w

Chicago Manual of Style (16^th Edition):

Metzner, Janine. “(Under)mining the canon: engaging Alberta high school students in the value(s) of literature.” 2010. Masters Thesis, University of Alberta. Accessed September 15, 2019. https://era.library.ualberta.ca/files/79407x96w.

MLA Handbook (7^th Edition):

Metzner, Janine. “(Under)mining the canon: engaging Alberta high school students in the value(s) of literature.” 2010. Web. 15 Sep 2019.

Vancouver:

Metzner J. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2019 Sep 15]. Available from: https://era.library.ualberta.ca/files/79407x96w.

Council of Science Editors:

Metzner J. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/79407x96w

Addis Ababa University

18. Tafere, Melaku. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .

Degree: 2008, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6483

► The main objective of this study was to determine the current status of pronunciation teaching in elementary schools. This was attempted by exploring the beliefs… (more)

▼ The main objective of this study was to determine the current status of pronunciation teaching in elementary schools. This was attempted by exploring the beliefs and self- efficacy teachers hold about the roles of pronunciation and their capabilities in teaching pronunciation, the approach of pronunciation teaching and its place in the students’ textbooks. The subjects of the study were both grades 7 and 8 English teachers in the four available elementary and junior secondary schools in Injibara Town, Amhara Region. All 13 (5 male and 8 female) teachers were taken for the main study. For the purpose of gathering sufficient and reliable data, four instruments-questionnaire, focus group discussion, classroom observation and textbook evaluation-were used. The questionnaire was deployed mainly to elicit information about the teachers’ perceptions (beliefs and self-efficacy) and the approaches and procedures they employ in the teaching of pronunciation. The textbooks were also assessed to evaluate the coverage and approach of pronunciation in students’ textbooks and in the overall EFL instruction. The focus group discussion and classroom observation were used mainly to triangulate and enrich the data gathered through questionnaire and textbook evaluation. The data were then analyzed both quantitatively and qualitatively. In this study, the teachers were found to have strong belief about the roles of pronunciation while they were found to have low level of self efficacy. Their classroom practices, however, greatly diverged from the belief they possessed about the roles of pronunciation, but it enormously converged on their self-efficacy. They usually felt that they are incompetent to teach it. Yet there was no a significant relationship between their belief and self efficacy results. The approaches and procedures they employ are far from the current rationales and trends of EFL pronunciation instruction. The textbook evaluation result also revealed the fact that pronunciation has got little or ‘almost no’ provision in students’ textbooks and in the overall EFL instruction. In general, the prevailing situations and practices clearly show that the current status of pronunciation teaching is not on the right track. It is rather downgraded as it was in the periods of late 1960s and early 1970s. Therefore, it is pertinent to upgrade the teachers’ theoretical and practical competence in the teaching of pronunciation. Teacher training institutions should also evaluate their EFL programmes to see whether they are working beyond giving lip service to the usefulness of communicative approach to trainees. Besides, language curriculum designers and text book writers need to reconsider the coverage and approach of teaching pronunciation in the students’ textbooks and in the overall EFL instruction. Advisors/Committee Members: Dr. Awole Endris (advisor).

Subjects/Keywords: teaching pronunciation

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APA (6^th Edition):

Tafere, M. (2008). THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6483

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

Chicago Manual of Style (16^th Edition):

Tafere, Melaku. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Thesis, Addis Ababa University. Accessed September 15, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6483.

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

MLA Handbook (7^th Edition):

Tafere, Melaku. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Web. 15 Sep 2019.

Vancouver:

Tafere M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2008. [cited 2019 Sep 15]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6483.

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

Council of Science Editors:

Tafere M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Thesis]. Addis Ababa University; 2008. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6483

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

Addis Ababa University

19. Biruk, Hundito. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6789

► The major purpose of this study was to investigate a study on the problems of handball teaching and student interests in Hadiya Zone of SNNPR… (more)

Subjects/Keywords: handball teaching

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APA (6^th Edition):

Biruk, H. (2013). A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6789

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

Chicago Manual of Style (16^th Edition):

Biruk, Hundito. “A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .” 2013. Thesis, Addis Ababa University. Accessed September 15, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6789.

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

MLA Handbook (7^th Edition):

Biruk, Hundito. “A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .” 2013. Web. 15 Sep 2019.

Vancouver:

Biruk H. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2019 Sep 15]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6789.

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

Council of Science Editors:

Biruk H. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6789

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

Addis Ababa University

20. TAFERE, MELAKU. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .

Degree: 2008, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6866

► The main objective of this study was to determine the current status of pronunciation teaching in elementary schools. This was attempted by exploring the beliefs… (more)

▼ The main objective of this study was to determine the current status of pronunciation teaching in elementary schools. This was attempted by exploring the beliefs and self- efficacy teachers hold about the roles of pronunciation and their capabilities in teaching pronunciation, the approach of pronunciation teaching and its place in the students’ textbooks. The subjects of the study were both grades 7 and 8 English teachers in the four available elementary and junior secondary schools in Injibara Town, Amhara Region. All 13 (5 male and 8 female) teachers were taken for the main study. For the purpose of gathering sufficient and reliable data, four instruments-questionnaire, focus group discussion, classroom observation and textbook evaluation-were used. The questionnaire was deployed mainly to elicit information about the teachers’ perceptions (beliefs and self-efficacy) and the approaches and procedures they employ in the teaching of pronunciation. The textbooks were also assessed to evaluate the coverage and approach of pronunciation in students’ textbooks and in the overall EFL instruction. The focus group discussion and classroom observation were used mainly to triangulate and enrich the data gathered through questionnaire and textbook evaluation. The data were then analyzed both quantitatively and qualitatively. In this study, the teachers were found to have strong belief about the roles of pronunciation while they were found to have low level of self efficacy. Their classroom practices, however, greatly diverged from the belief they possessed about the roles of pronunciation, but it enormously converged on their self-efficacy. They usually felt that they are incompetent to teach it. Yet there was no a significant relationship between their belief and self efficacy results. The approaches and procedures they employ are far from the current rationales and trends of EFL pronunciation instruction. The textbook evaluation result also revealed the fact that pronunciation has got little or ‘almost no’ provision in students’ textbooks and in the overall EFL instruction. In general, the prevailing situations and practices clearly show that the current status of pronunciation teaching is not on the right track. It is rather downgraded as it was in the periods of late 1960s and early 1970s. Therefore, it is pertinent to upgrade the teachers’ theoretical and practical competence in the teaching of pronunciation. Teacher training institutions should also evaluate their EFL programmes to see whether they are working beyond giving lip service to the usefulness of communicative approach to trainees. Besides, language curriculum designers and text book writers need to reconsider the coverage and approach of teaching pronunciation in the students’ textbooks and in the overall EFL instruction Advisors/Committee Members: Dr. Awole Endris (advisor).

Subjects/Keywords: teaching pronunciation

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APA (6^th Edition):

TAFERE, M. (2008). THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6866

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

Chicago Manual of Style (16^th Edition):

TAFERE, MELAKU. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Thesis, Addis Ababa University. Accessed September 15, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6866.

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

MLA Handbook (7^th Edition):

TAFERE, MELAKU. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Web. 15 Sep 2019.

Vancouver:

TAFERE M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2008. [cited 2019 Sep 15]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6866.

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

Council of Science Editors:

TAFERE M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Thesis]. Addis Ababa University; 2008. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6866

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

The Ohio State University

21. Keefer, Christina Dawn. A case study of engaged reading in a sixth grade student who has been labeled a struggling reader.

Degree: MA, EDU Teaching and Learning, 2000, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108

► This case study looks at reading engagement in Anthony, a sixth grade student who has been labeled as a struggling reader. The study took place… (more)

▼ This case study looks at reading engagement in Anthony, a sixth grade student who has been labeled as a struggling reader. The study took place over a ten-week period in the Spring of 2000 at a reading clinic in a Midwestern city. The case study was based on a grounded theory analysis of the data, which included: observations; questionnaires, including the Motivation for Reading Questionnaire and the Reading Activity Inventory; formal assessments, including the Analytical Reading Inventory, the Informal Word Identification Inventory, and the Qualitative Inventory of Word Knowledge; an informal interview with the participant’s mother; and information from previous clinic case studies. With this study, I wanted to answer the following questions: Do struggling readers engage in some ways in some texts? Do struggling readers lack the ability to engage in texts? What influences a struggling reader while reading? Do these influences explain why he or she is not engaged in the text?Anthony’s case shows the complexities of reading. With formal assessment, he shows he was performing below grade level, but with informal observations, he shows he had many good reading habits. While he uses reading strategies, he sometimes uses them inappropriately, which leads to poor reading. He is skillful at making personal connections with the text. Anthony has many factors that influence his reading, and the factors include his beliefs about reading, his moods, his self-esteem, the support he receives from others, and the texts he is reading.In order to become an engaged reader, Anthony needs the continued help and support of his parents, teachers, and tutors. He should be encouraged to continue making personal connections to the texts, and he should be asked to respond to the text through the use of drama or art. His interest in aviation and nature should be used in the classroom and at home to increase his enjoyment and motivation to read, and the adults in his life should take time to model reading, listen to Anthony, and read with him. Anthony’s case encourages teachers to look at the their students individually, instead of looking at only their labels. Teachers can increase all students reading engagement through the use of drama, art, choice, and interest in their classrooms. Advisors/Committee Members: Clark, Caroline (Advisor).

Subjects/Keywords: Teaching

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APA (6^th Edition):

Keefer, C. D. (2000). A case study of engaged reading in a sixth grade student who has been labeled a struggling reader. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108

Chicago Manual of Style (16^th Edition):

Keefer, Christina Dawn. “A case study of engaged reading in a sixth grade student who has been labeled a struggling reader.” 2000. Masters Thesis, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108.

MLA Handbook (7^th Edition):

Keefer, Christina Dawn. “A case study of engaged reading in a sixth grade student who has been labeled a struggling reader.” 2000. Web. 15 Sep 2019.

Vancouver:

Keefer CD. A case study of engaged reading in a sixth grade student who has been labeled a struggling reader. [Internet] [Masters thesis]. The Ohio State University; 2000. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108.

Council of Science Editors:

Keefer CD. A case study of engaged reading in a sixth grade student who has been labeled a struggling reader. [Masters Thesis]. The Ohio State University; 2000. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108

The Ohio State University

22. Laubacher, Dorothy M. An analysis of workbooks and a survey of opinion regarding their use and value in the teaching of home economics.

Degree: MA, EDU Teaching and Learning, 1941, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407237101

Subjects/Keywords: Teaching

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APA (6^th Edition):

Laubacher, D. M. (1941). An analysis of workbooks and a survey of opinion regarding their use and value in the teaching of home economics. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1407237101

Chicago Manual of Style (16^th Edition):

Laubacher, Dorothy M. “An analysis of workbooks and a survey of opinion regarding their use and value in the teaching of home economics.” 1941. Masters Thesis, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407237101.

MLA Handbook (7^th Edition):

Laubacher, Dorothy M. “An analysis of workbooks and a survey of opinion regarding their use and value in the teaching of home economics.” 1941. Web. 15 Sep 2019.

Vancouver:

Laubacher DM. An analysis of workbooks and a survey of opinion regarding their use and value in the teaching of home economics. [Internet] [Masters thesis]. The Ohio State University; 1941. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407237101.

Council of Science Editors:

Laubacher DM. An analysis of workbooks and a survey of opinion regarding their use and value in the teaching of home economics. [Masters Thesis]. The Ohio State University; 1941. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407237101

The Ohio State University

23. Hamilton, Shirley. An Investigation of Teacher Clarity Among Selected Student Teachers Involved in a National Competition.

Degree: PhD, EDU Teaching and Learning, 1988, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391685163

Subjects/Keywords: Teaching

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APA (6^th Edition):

Hamilton, S. (1988). An Investigation of Teacher Clarity Among Selected Student Teachers Involved in a National Competition. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1391685163

Chicago Manual of Style (16^th Edition):

Hamilton, Shirley. “An Investigation of Teacher Clarity Among Selected Student Teachers Involved in a National Competition.” 1988. Doctoral Dissertation, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391685163.

MLA Handbook (7^th Edition):

Hamilton, Shirley. “An Investigation of Teacher Clarity Among Selected Student Teachers Involved in a National Competition.” 1988. Web. 15 Sep 2019.

Vancouver:

Hamilton S. An Investigation of Teacher Clarity Among Selected Student Teachers Involved in a National Competition. [Internet] [Doctoral dissertation]. The Ohio State University; 1988. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391685163.

Council of Science Editors:

Hamilton S. An Investigation of Teacher Clarity Among Selected Student Teachers Involved in a National Competition. [Doctoral Dissertation]. The Ohio State University; 1988. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391685163

The Ohio State University

24. Hart, Patricia Margaret. Using Developmental Instruction in a Preservice Teacher Education Course: A Quasi-Experimental Study.

Degree: PhD, EDU Teaching and Learning, 1989, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391690639

Subjects/Keywords: Teaching

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APA (6^th Edition):

Hart, P. M. (1989). Using Developmental Instruction in a Preservice Teacher Education Course: A Quasi-Experimental Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1391690639

Chicago Manual of Style (16^th Edition):

Hart, Patricia Margaret. “Using Developmental Instruction in a Preservice Teacher Education Course: A Quasi-Experimental Study.” 1989. Doctoral Dissertation, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391690639.

MLA Handbook (7^th Edition):

Hart, Patricia Margaret. “Using Developmental Instruction in a Preservice Teacher Education Course: A Quasi-Experimental Study.” 1989. Web. 15 Sep 2019.

Vancouver:

Hart PM. Using Developmental Instruction in a Preservice Teacher Education Course: A Quasi-Experimental Study. [Internet] [Doctoral dissertation]. The Ohio State University; 1989. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391690639.

Council of Science Editors:

Hart PM. Using Developmental Instruction in a Preservice Teacher Education Course: A Quasi-Experimental Study. [Doctoral Dissertation]. The Ohio State University; 1989. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391690639

The Ohio State University

25. Wirth, Arthur G. A Study of Selfhood in Relationship to Educational Theory and Practice.

Degree: PhD, EDU Teaching and Learning, 1949, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770127

Subjects/Keywords: Teaching

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APA (6^th Edition):

Wirth, A. G. (1949). A Study of Selfhood in Relationship to Educational Theory and Practice. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770127

Chicago Manual of Style (16^th Edition):

Wirth, Arthur G. “A Study of Selfhood in Relationship to Educational Theory and Practice.” 1949. Doctoral Dissertation, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770127.

MLA Handbook (7^th Edition):

Wirth, Arthur G. “A Study of Selfhood in Relationship to Educational Theory and Practice.” 1949. Web. 15 Sep 2019.

Vancouver:

Wirth AG. A Study of Selfhood in Relationship to Educational Theory and Practice. [Internet] [Doctoral dissertation]. The Ohio State University; 1949. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770127.

Council of Science Editors:

Wirth AG. A Study of Selfhood in Relationship to Educational Theory and Practice. [Doctoral Dissertation]. The Ohio State University; 1949. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770127

The Ohio State University

26. Mattucci, Wendy Joy. A teacher-research study of how to engage parents in their children's literacy learning in an urban setting.

Degree: MA, EDU Teaching and Learning, 2003, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407402398

► The purpose of this study was to identify ways of engaging parents in their children’s literacy learning both at home and at school. The parents… (more)

▼ The purpose of this study was to identify ways of engaging parents in their children’s literacy learning both at home and at school. The parents of my second-grade students were the participants in this study. I studied factors that hindered the involvement of urban parents in school participation and implemented a program that best met their individual needs. Four main literacy initiatives were implemented. These included two home-based activities, Parent Homework and Dialogue Journals, and two school-based activities, Book Lunches and Parent Afternoons. Data were collected over a seven-month period in my urban Ohio second-grade classroom and included pre-and post-interviews of parents who agreed to be interviewed for the study.Results showed that most parents were genuinely interested in participating in their children’s education, but it was more difficult for some families to participate due to a variety of factors. These factors included being a single parent, having limited socioeconomic resources, and experiencing serious life events. Single-parent families participated more within the home and two-parent families participated more frequently at the school. Results suggested that African-American parents were just as concerned about their children’s education as non-African-American parents. Results also showed that low levels of parental involvement were not necessarily indicative of parent’s apathy towards their children’s education.Teachers need to become aware of the specific factors that some urban parents face, especially family-type (single versus two-parent), socioeconomic levels, parent perceptions (how they view the school and teachers, their personal experiences in school, etc.), and home environment, in order to engage parents in their children’s literacy learning. Teachers need to provide basic and fun ideas for parents to become involved in reading and writing activities with their child. When parents assist the school in working with their children, the children will benefit in a variety of ways. Advisors/Committee Members: Wilkinson, Ian (Advisor).

Subjects/Keywords: Teaching

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APA (6^th Edition):

Mattucci, W. J. (2003). A teacher-research study of how to engage parents in their children's literacy learning in an urban setting. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1407402398

Chicago Manual of Style (16^th Edition):

Mattucci, Wendy Joy. “A teacher-research study of how to engage parents in their children's literacy learning in an urban setting.” 2003. Masters Thesis, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407402398.

MLA Handbook (7^th Edition):

Mattucci, Wendy Joy. “A teacher-research study of how to engage parents in their children's literacy learning in an urban setting.” 2003. Web. 15 Sep 2019.

Vancouver:

Mattucci WJ. A teacher-research study of how to engage parents in their children's literacy learning in an urban setting. [Internet] [Masters thesis]. The Ohio State University; 2003. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407402398.

Council of Science Editors:

Mattucci WJ. A teacher-research study of how to engage parents in their children's literacy learning in an urban setting. [Masters Thesis]. The Ohio State University; 2003. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1407402398

The Ohio State University

27. Brenneman, Roy H. Industrial arts in the Civilian Conservation Corps.

Degree: MA, EDU Teaching and Learning, 1940, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641034

Subjects/Keywords: Teaching

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APA (6^th Edition):

Brenneman, R. H. (1940). Industrial arts in the Civilian Conservation Corps. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641034

Chicago Manual of Style (16^th Edition):

Brenneman, Roy H. “Industrial arts in the Civilian Conservation Corps.” 1940. Masters Thesis, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641034.

MLA Handbook (7^th Edition):

Brenneman, Roy H. “Industrial arts in the Civilian Conservation Corps.” 1940. Web. 15 Sep 2019.

Vancouver:

Brenneman RH. Industrial arts in the Civilian Conservation Corps. [Internet] [Masters thesis]. The Ohio State University; 1940. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641034.

Council of Science Editors:

Brenneman RH. Industrial arts in the Civilian Conservation Corps. [Masters Thesis]. The Ohio State University; 1940. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641034

The Ohio State University

28. Buchanan-Berrigan, Dawna Lisa. Using children's books with adults: negotiating literacy.

Degree: PhD, EDU Teaching and Learning, 1989, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641591

Subjects/Keywords: Teaching

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APA (6^th Edition):

Buchanan-Berrigan, D. L. (1989). Using children's books with adults: negotiating literacy. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641591

Chicago Manual of Style (16^th Edition):

Buchanan-Berrigan, Dawna Lisa. “Using children's books with adults: negotiating literacy.” 1989. Doctoral Dissertation, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641591.

MLA Handbook (7^th Edition):

Buchanan-Berrigan, Dawna Lisa. “Using children's books with adults: negotiating literacy.” 1989. Web. 15 Sep 2019.

Vancouver:

Buchanan-Berrigan DL. Using children's books with adults: negotiating literacy. [Internet] [Doctoral dissertation]. The Ohio State University; 1989. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641591.

Council of Science Editors:

Buchanan-Berrigan DL. Using children's books with adults: negotiating literacy. [Doctoral Dissertation]. The Ohio State University; 1989. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641591

The Ohio State University

29. Craft, Michele Anderson. Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity.

Degree: MA, EDU Teaching and Learning, 1996, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230

► Inclusion is the current trend in special education. At the setting for this study, the special education students were included into a regular education classroom.… (more)

▼ Inclusion is the current trend in special education. At the setting for this study, the special education students were included into a regular education classroom. These students had difficulty completing assignments and asking for help from the general education teacher. A method to help these students is to teach them how to ask for help. Research has shown that students can be taught to recruit attention from the teacher and to increase the amount of praise they receive.This study evaluated an instructional program designed to teach students to recruit teacher attention. Training consisted of direct instruction, role playing, modeling, error correction, and reinforcement in the special education classroom. The effects of the recruitment training was assessed by a measure of; (1) the frequency and type of recruiting responses by students in the general education classroom, (2) the rate and type of teacher attention and feedback given to the students while in the general education classroom and (3) academic productivity and accuracy on academic work while in the general education classroom.The subjects were four elementary student ages 10 to 11 with developmental disabilities. The students were trained by their special education teacher within the special education classroom to recruit teacher praise. The students were then taught to recruit teacher praise while in the general education classroom when working on spelling assignments provided by the special education teacher.Students were able to cue the teacher in the general education classroom 2 to 3 times per 20-minute session. Each student averaged 2 cues per session that resulted in teacher praise at least one time. This was an improvement from baseline where students were not cueing the teacher and not receiving teacher praise. Students also were able to improve the frequency in which they completed their assignments. Three of the four students completed 40% more work in generalization phase than baseline. The accuracy on these assignments also increased. Accuracy for the assignments was at least 30% more in generalization than baseline for three of the four students. Advisors/Committee Members: Heward, William L. (Advisor).

Subjects/Keywords: Teaching

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APA (6^th Edition):

Craft, M. A. (1996). Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230

Chicago Manual of Style (16^th Edition):

Craft, Michele Anderson. “Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity.” 1996. Masters Thesis, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230.

MLA Handbook (7^th Edition):

Craft, Michele Anderson. “Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity.” 1996. Web. 15 Sep 2019.

Vancouver:

Craft MA. Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity. [Internet] [Masters thesis]. The Ohio State University; 1996. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230.

Council of Science Editors:

Craft MA. Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity. [Masters Thesis]. The Ohio State University; 1996. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230

The Ohio State University

30. McGinty, Courtney. Interpersonal Goals in College Teaching.

Degree: PhD, Psychology, 2013, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428

► The instructor-student relationship is an important predictor of students’ attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors… (more)

▼ The instructor-student relationship is an important predictor of students’ attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors demonstrate caring for their students by supporting their needs. Instructors can support students’ emotionally or academically. However, little is known about instructor characteristics that influence instructors’ responsiveness to students.Compassionate and self-image goals are powerful predictors of relationship dynamics because of their association with responsiveness (Canevello & Crocker, 2010). Compassionate goals, or goals focused on supporting others out of genuine concern for others’ well-being (Crocker & Canevello, 2008), initiate positive relationship cycles. I proposed two types of compassionate goals, focused either on supporting students’ learning or supporting students’ emotions. I hypothesized that instructors’ compassionate goals to support students’ learning would be most beneficial to students. Self-image goals, or goals focused on creating and maintaining a desired impression in others’ eyes (Crocker & Canevello, 2008), undermine healthy relationships. I proposed two types of self-image goals, focused on appearing either likable or competent and hypothesized that both forms of self-image goals would undermine the instructor-student relationship. The present work was the first investigation of the association between college instructors’ compassionate and self-image goals and students’ experiences in the class. In Study 1, I created a scale to measure instructors’ compassionate and self-image goals for teaching. In Study 2, college instructors’ compassionate and self-image goals for teaching were used to predict end-of-semester student evaluations. In Study 3, students’ interpretations of their instructors’ goals were measured and used to predict student evaluations.Results indicated that that students respond most positively to instructors’ goals to compassionate goals to support their learning. Instructors’ compassionate goals to support students’ emotions are largely unrelated to students’ experiences in the class. Surprisingly, instructors’ self-image goals are unrelated to student evaluations. Overall, this research advances research in several domains. It advances understanding of effective teaching by indicating that instructors’ compassionate and self-image are important components of the college classroom. This research also advances theory on interpersonal goals, as this is the first time that a non-relationship compassionate goal has been identified. Advisors/Committee Members: Crocker, Jennifer (Advisor).

Subjects/Keywords: Psychology; Teaching

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APA (6^th Edition):

McGinty, C. (2013). Interpersonal Goals in College Teaching. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428

Chicago Manual of Style (16^th Edition):

McGinty, Courtney. “Interpersonal Goals in College Teaching.” 2013. Doctoral Dissertation, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428.

MLA Handbook (7^th Edition):

McGinty, Courtney. “Interpersonal Goals in College Teaching.” 2013. Web. 15 Sep 2019.

Vancouver:

McGinty C. Interpersonal Goals in College Teaching. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428.

Council of Science Editors:

McGinty C. Interpersonal Goals in College Teaching. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428

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