subject:(Training AND Education)

The University of Arizona

1. Simon, Flora Ann. Efficacy development in new teacher study groups.

Degree: 2011, The University of Arizona

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3449473

► This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in… (more)

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Simon, F. A. (2011). Efficacy development in new teacher study groups. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3449473

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):

Simon, Flora Ann. “Efficacy development in new teacher study groups.” 2011. Thesis, The University of Arizona. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3449473.

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

MLA Handbook (7^th Edition):

Simon, Flora Ann. “Efficacy development in new teacher study groups.” 2011. Web. 19 Jan 2021.

Vancouver:

Simon FA. Efficacy development in new teacher study groups. [Internet] [Thesis]. The University of Arizona; 2011. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3449473.

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

Council of Science Editors:

Simon FA. Efficacy development in new teacher study groups. [Thesis]. The University of Arizona; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3449473

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

2. Okere, Davidson. Professional Development For K – 12 Charter School Teachers in Jersey City| Effects on Student Achievement.

Degree: 2011, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3450163

► Continuous workforce training programs are important for business productivity. Traditional professional development practices (those that make teachers passive consumers of knowledge) may no longer… (more)

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Okere, D. (2011). Professional Development For K – 12 Charter School Teachers in Jersey City| Effects on Student Achievement. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450163

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):

Okere, Davidson. “Professional Development For K – 12 Charter School Teachers in Jersey City| Effects on Student Achievement.” 2011. Thesis, Walden University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3450163.

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

MLA Handbook (7^th Edition):

Okere, Davidson. “Professional Development For K – 12 Charter School Teachers in Jersey City| Effects on Student Achievement.” 2011. Web. 19 Jan 2021.

Vancouver:

Okere D. Professional Development For K – 12 Charter School Teachers in Jersey City| Effects on Student Achievement. [Internet] [Thesis]. Walden University; 2011. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450163.

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

Council of Science Editors:

Okere D. Professional Development For K – 12 Charter School Teachers in Jersey City| Effects on Student Achievement. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450163

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

3. Horne, Deven. The revelation of teacher identity in the process of the "descriptive review of a child".

Degree: 2011, State University of New York at Albany

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3482535

► Teaching is a complex relationship of the "I", the "Thou" and the "It" as described by David Hawkins (1974). This study examines the "I",… (more)

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Horne, D. (2011). The revelation of teacher identity in the process of the "descriptive review of a child". (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3482535

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):

Horne, Deven. “The revelation of teacher identity in the process of the "descriptive review of a child".” 2011. Thesis, State University of New York at Albany. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3482535.

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

MLA Handbook (7^th Edition):

Horne, Deven. “The revelation of teacher identity in the process of the "descriptive review of a child".” 2011. Web. 19 Jan 2021.

Vancouver:

Horne D. The revelation of teacher identity in the process of the "descriptive review of a child". [Internet] [Thesis]. State University of New York at Albany; 2011. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482535.

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

Council of Science Editors:

Horne D. The revelation of teacher identity in the process of the "descriptive review of a child". [Thesis]. State University of New York at Albany; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482535

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

4. Patenaude, Sharon. A qualitative case study on the nature of teachers' awareness of the impact of their words on students.

Degree: 2011, Tennessee State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3487170

► This study examined the nature of teacher awareness with regard to how their own words impact students. This case study involved two elementary school… (more)

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Patenaude, S. (2011). A qualitative case study on the nature of teachers' awareness of the impact of their words on students. (Thesis). Tennessee State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3487170

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):

Patenaude, Sharon. “A qualitative case study on the nature of teachers' awareness of the impact of their words on students.” 2011. Thesis, Tennessee State University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3487170.

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

MLA Handbook (7^th Edition):

Patenaude, Sharon. “A qualitative case study on the nature of teachers' awareness of the impact of their words on students.” 2011. Web. 19 Jan 2021.

Vancouver:

Patenaude S. A qualitative case study on the nature of teachers' awareness of the impact of their words on students. [Internet] [Thesis]. Tennessee State University; 2011. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487170.

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

Council of Science Editors:

Patenaude S. A qualitative case study on the nature of teachers' awareness of the impact of their words on students. [Thesis]. Tennessee State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487170

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

The Florida State University

5. Scarborough, Kathryn M. Preparing future teachers| Documenting pre-service teachers' knowledge and application of effective instruction.

Degree: 2012, The Florida State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3502891

► Teachers play a crucial role in the academic success of their students. As such, there is great interest in how teachers are prepared for… (more)

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Scarborough, K. M. (2012). Preparing future teachers| Documenting pre-service teachers' knowledge and application of effective instruction. (Thesis). The Florida State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3502891

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):

Scarborough, Kathryn M. “Preparing future teachers| Documenting pre-service teachers' knowledge and application of effective instruction.” 2012. Thesis, The Florida State University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3502891.

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

MLA Handbook (7^th Edition):

Scarborough, Kathryn M. “Preparing future teachers| Documenting pre-service teachers' knowledge and application of effective instruction.” 2012. Web. 19 Jan 2021.

Vancouver:

Scarborough KM. Preparing future teachers| Documenting pre-service teachers' knowledge and application of effective instruction. [Internet] [Thesis]. The Florida State University; 2012. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502891.

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

Council of Science Editors:

Scarborough KM. Preparing future teachers| Documenting pre-service teachers' knowledge and application of effective instruction. [Thesis]. The Florida State University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502891

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

The Florida State University

6. Thompson, Cynthia T. The role of early experience in the development of a professional knowledge-base and identity as a teacher| Investigating teacher preparation in Belize.

Degree: 2009, The Florida State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3340768

► Contrary to the norm in developed countries where teachers pursue undergraduate degrees and professional certification before they are employed, many teachers in Belize are… (more)

▼ Contrary to the norm in developed countries where teachers pursue undergraduate degrees and professional certification before they are employed, many teachers in Belize are employed as high school or junior college graduates and they often teach for several years before entering formal teacher preparation programs. Although there are no formal structures that provide professional support to these teachers in those early years, they undoubtedly develop a repertoire of knowledge, skills and beliefs about teaching and learning from on-the-job-experience and from resources available in their schools. While some of the knowledge they hold may be grounded in educational theories and practices, these teachers are not always aware of that fact. On the other hand, lack of professional training and support may lead to the development and use of inappropriate teaching and classroom management strategies and preconceptions and misconceptions about teaching and learning. This study examines the role that these teachers' early teaching experiences play in the development of a knowledge-base for teaching and their identities as teachers. The study also investigates whether instructors value and use students' prior knowledge in the development and delivery of their courses. I use constructivism as a learning theory (Fosnot, 2005), Beach's (1999) notion of consequential transitions, and Wenger's (1998) theory of identity development as a framework for conducting the investigation. Data were gathered over three months between November 2006 and March 2007 from two one-hour interviews with 14 pre- and in-service student-teachers and four instructors, and from three to four classroom observations in nine courses. Findings are presented following four major themes: early teaching experience and its influences on modality of learning; context as a frame of reference for learning; early learning and its influence on confidence, competence and identity; and instructors' use of students' early experience in the program. Keywords: Belize, teacher preparation, prior learning, prior beliefs, identity formation, early experience

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Thompson, C. T. (2009). The role of early experience in the development of a professional knowledge-base and identity as a teacher| Investigating teacher preparation in Belize. (Thesis). The Florida State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3340768

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):

Thompson, Cynthia T. “The role of early experience in the development of a professional knowledge-base and identity as a teacher| Investigating teacher preparation in Belize.” 2009. Thesis, The Florida State University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3340768.

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

MLA Handbook (7^th Edition):

Thompson, Cynthia T. “The role of early experience in the development of a professional knowledge-base and identity as a teacher| Investigating teacher preparation in Belize.” 2009. Web. 19 Jan 2021.

Vancouver:

Thompson CT. The role of early experience in the development of a professional knowledge-base and identity as a teacher| Investigating teacher preparation in Belize. [Internet] [Thesis]. The Florida State University; 2009. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3340768.

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

Council of Science Editors:

Thompson CT. The role of early experience in the development of a professional knowledge-base and identity as a teacher| Investigating teacher preparation in Belize. [Thesis]. The Florida State University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3340768

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

University of Southern California

7. Killion, Jenniffer Michelle. Teacher education programs and data driven decision making| Are we preparing our future teachers to be data and assessment literate?.

Degree: 2009, University of Southern California

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3355456

► Accountability and standards-based reform are buzz words in educational settings today. Much of this is due to the passage of the No Child Left… (more)

▼ Accountability and standards-based reform are buzz words in educational settings today. Much of this is due to the passage of the No Child Left Behind Act of 2001. As a result of this increased accountability, school districts, administrators, and teachers are utilizing data to drive instructional decisions and practices. This focus on data driven decision making has had a far-reaching impact, from the top level of the federal government who essentially mandated data-use, down to the classroom where students learn every day. Because data driven decision making is so widely used, it is expected that teachers have quantitative knowledge and understand how to use the data in their classrooms. However, there appears to be a gap in the knowledge of our teachers where assessment and data literacy are concerned. Experts cite a lack of training in sound assessment practices as a major problem in schools today, and many are looking to teacher preparation programs to help close this gap. This research study looked at three university teacher preparation programs in order to find out what they are doing to prepare teachers for data and assessment practices in schools. This study was qualitative in nature, and relied on interviews with teacher educators, a focus group, and student surveys for data collection purposes. The goal was to add new knowledge and begin a research base on data literacy in teacher preparation programs. Findings in this study show that teacher preparation programs have a greater focus on teaching assessment within coursework, particularly within reading methods courses. Data collection is also a focus, especially with regards to student demographic data. This study also shows that teacher preparation programs teach about differentiated instruction for special student populations, including English Language Learners, Gifted and Talented students, and special needs students. However, utilizing data to differentiate instruction appears to be an area that needs greater focus.

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Killion, J. M. (2009). Teacher education programs and data driven decision making| Are we preparing our future teachers to be data and assessment literate?. (Thesis). University of Southern California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3355456

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):

Killion, Jenniffer Michelle. “Teacher education programs and data driven decision making| Are we preparing our future teachers to be data and assessment literate?.” 2009. Thesis, University of Southern California. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3355456.

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

MLA Handbook (7^th Edition):

Killion, Jenniffer Michelle. “Teacher education programs and data driven decision making| Are we preparing our future teachers to be data and assessment literate?.” 2009. Web. 19 Jan 2021.

Vancouver:

Killion JM. Teacher education programs and data driven decision making| Are we preparing our future teachers to be data and assessment literate?. [Internet] [Thesis]. University of Southern California; 2009. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355456.

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

Council of Science Editors:

Killion JM. Teacher education programs and data driven decision making| Are we preparing our future teachers to be data and assessment literate?. [Thesis]. University of Southern California; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355456

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

8. Ianniello, Peter. Concerns, uses, and reflections of teachers in a hybrid teacher education program.

Degree: 2009, Fordham University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3361468

► The research into alternative and traditional teaching preparation programs has not shown that either pathway is superior, suggesting that each program is perceived as… (more)

▼ The research into alternative and traditional teaching preparation programs has not shown that either pathway is superior, suggesting that each program is perceived as having more attractive characteristics than not. Some teacher education programs offer characteristics from both traditional and alternative programs. These types of hybrid programs vary, but offer the best features of the two models of teacher preparation. The Jumpstart program at Manhattanville College is an intense, accelerated program designed primarily for career changers. The program design allows individuals to complete half of the required graduate program coursework in just over 5 months and begin paid, full time teaching under an internship certificate in the fall. They complete all other program requirements in the spring, during which time they are employed as full time teachers, and the summer. The program includes a 39-credit course program divided into three levels: entry level, intermediate, and capstone. The entry level include foundations of education and/or multiculturalism, methods of teaching, exceptional students and classroom management, and assessment. The intermediate level courses focus on curriculum, instruction, and content specific coursework. One hundred hours of field experience and observations is also required. The capstone level includes the practicum experience of full time teaching (replacing student teaching) and associated seminars. Teachers are monitored for a full year by their mentor. This study examined the concerns, levels of use, and levels of surface or deep knowledge of 43 intern teachers participating in this hybrid teacher education program. Data were collected at the onset and prior to the completion of the program using the Stages of Concerns Questionnaire, Levels of Use interviews, and teacher reflection journals. Findings indicated participants changed their concerns about teaching in some stages within the three phases of concern (self, task, impact). They also increased their level of use of teaching in all categories, and increased their level of both surface and deep knowledge.

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Ianniello, P. (2009). Concerns, uses, and reflections of teachers in a hybrid teacher education program. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3361468

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):

Ianniello, Peter. “Concerns, uses, and reflections of teachers in a hybrid teacher education program.” 2009. Thesis, Fordham University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3361468.

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

MLA Handbook (7^th Edition):

Ianniello, Peter. “Concerns, uses, and reflections of teachers in a hybrid teacher education program.” 2009. Web. 19 Jan 2021.

Vancouver:

Ianniello P. Concerns, uses, and reflections of teachers in a hybrid teacher education program. [Internet] [Thesis]. Fordham University; 2009. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361468.

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

Council of Science Editors:

Ianniello P. Concerns, uses, and reflections of teachers in a hybrid teacher education program. [Thesis]. Fordham University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3361468

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

9. Taylor, Marilys deLong. Survival of the fittest| Perceptions of the effectiveness of California's Beginning Teacher Support and Assessment Induction Program.

Degree: 2010, University of San Francisco

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3395136

► Beginning teachers' success in the San Ramon Unified School District (in Northern California) was developed during their participation in the district's Beginning Teacher Support… (more)

▼ Beginning teachers' success in the San Ramon Unified School District (in Northern California) was developed during their participation in the district's Beginning Teacher Support and Assessment (BTSA) Induction Program. Over the past decade, BTSA had been perceived as a duplication of pre-service course work; so much so, new teachers did not appreciate or value the benefits of what BTSA Induction had to offer. The purpose of this study was to examine how successfully beginning teachers were supported during their first two years of teaching while participating in BTSA. This study examined how mandated changes from SB 1209 impacted the effectiveness of the program. The focus was twofold: to explore what factors influenced BTSA Induction and to gather and analyze the perceptions of eight second year new teachers and four full time mentors as to the effectiveness of their BTSA Induction experience. Qualitative research methodology was used to explore the effectiveness of induction from the participants' perceptions. The study consisted of a review of the literature, examining the district's teacher retention data, and by conducting inter-active dialogues with mentors and beginning teachers. These dialogues provided personal and reflective perspectives that added to the knowledge base of what constitutes an effective induction program; one that enhances and extends the habits of mind of life-long learning. The findings of this study indicated that successful induction programs possess the following qualities: (a) mentor support and guidance, (b) collaboration/collegial networking, (c) required paperwork, (d) staff development/meetings, (e) program modifications, (f) duplication of pre-service course work, (g) developing the leadership role of mentors, and (h) future recommendations for the district. Conclusions drawn from this research indicated the district was implementing a highly successful induction experience for new teachers, as well as its mentors (veteran teachers).

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Taylor, M. d. (2010). Survival of the fittest| Perceptions of the effectiveness of California's Beginning Teacher Support and Assessment Induction Program. (Thesis). University of San Francisco. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3395136

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):

Taylor, Marilys deLong. “Survival of the fittest| Perceptions of the effectiveness of California's Beginning Teacher Support and Assessment Induction Program.” 2010. Thesis, University of San Francisco. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3395136.

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

MLA Handbook (7^th Edition):

Taylor, Marilys deLong. “Survival of the fittest| Perceptions of the effectiveness of California's Beginning Teacher Support and Assessment Induction Program.” 2010. Web. 19 Jan 2021.

Vancouver:

Taylor Md. Survival of the fittest| Perceptions of the effectiveness of California's Beginning Teacher Support and Assessment Induction Program. [Internet] [Thesis]. University of San Francisco; 2010. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3395136.

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

Council of Science Editors:

Taylor Md. Survival of the fittest| Perceptions of the effectiveness of California's Beginning Teacher Support and Assessment Induction Program. [Thesis]. University of San Francisco; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3395136

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

10. Truebridge, Sara. Tell me a story| Influencing educators' beliefs about student resilience in an effort to enhance student success.

Degree: 2010, Mills College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3408480

► Resilience research focuses on healthy development and successful outcomes, especially for young people facing difficult life challenges in their homes, schools, and communities. One… (more)

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Truebridge, S. (2010). Tell me a story| Influencing educators' beliefs about student resilience in an effort to enhance student success. (Thesis). Mills College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3408480

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):

Truebridge, Sara. “Tell me a story| Influencing educators' beliefs about student resilience in an effort to enhance student success.” 2010. Thesis, Mills College. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3408480.

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

MLA Handbook (7^th Edition):

Truebridge, Sara. “Tell me a story| Influencing educators' beliefs about student resilience in an effort to enhance student success.” 2010. Web. 19 Jan 2021.

Vancouver:

Truebridge S. Tell me a story| Influencing educators' beliefs about student resilience in an effort to enhance student success. [Internet] [Thesis]. Mills College; 2010. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3408480.

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

Council of Science Editors:

Truebridge S. Tell me a story| Influencing educators' beliefs about student resilience in an effort to enhance student success. [Thesis]. Mills College; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3408480

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

11. McDaniel, Andrea Marshall. New Teacher Induction Programs in Georgia| Common Components and Perceptions.

Degree: 2013, Piedmont College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3549118

► With increasing demands on teachers, retaining new teachers has become more difficult in recent decades. New teacher induction programs appear to increase retention rates… (more)

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

McDaniel, A. M. (2013). New Teacher Induction Programs in Georgia| Common Components and Perceptions. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3549118

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):

McDaniel, Andrea Marshall. “New Teacher Induction Programs in Georgia| Common Components and Perceptions.” 2013. Thesis, Piedmont College. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3549118.

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

MLA Handbook (7^th Edition):

McDaniel, Andrea Marshall. “New Teacher Induction Programs in Georgia| Common Components and Perceptions.” 2013. Web. 19 Jan 2021.

Vancouver:

McDaniel AM. New Teacher Induction Programs in Georgia| Common Components and Perceptions. [Internet] [Thesis]. Piedmont College; 2013. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549118.

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

Council of Science Editors:

McDaniel AM. New Teacher Induction Programs in Georgia| Common Components and Perceptions. [Thesis]. Piedmont College; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549118

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

12. Bliss, Kathyleen. First-Year Teachers' Perceptions of Effective Induction Program Components.

Degree: 2013, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3552488

► Educational literature has established that over half of all teachers leave the profession within 3 years. Exploring the 1^st-year teacher transition and its inherent… (more)

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Bliss, K. (2013). First-Year Teachers' Perceptions of Effective Induction Program Components. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552488

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):

Bliss, Kathyleen. “First-Year Teachers' Perceptions of Effective Induction Program Components.” 2013. Thesis, Walden University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3552488.

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

MLA Handbook (7^th Edition):

Bliss, Kathyleen. “First-Year Teachers' Perceptions of Effective Induction Program Components.” 2013. Web. 19 Jan 2021.

Vancouver:

Bliss K. First-Year Teachers' Perceptions of Effective Induction Program Components. [Internet] [Thesis]. Walden University; 2013. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552488.

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

Council of Science Editors:

Bliss K. First-Year Teachers' Perceptions of Effective Induction Program Components. [Thesis]. Walden University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552488

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

The University of North Carolina at Chapel Hill

13. Ewell, Sara Beth. Urban teacher preparation and retention| An exploration of experiences.

Degree: 2009, The University of North Carolina at Chapel Hill

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3352709

► This study reports findings from a longitudinal case study of a teacher through her teacher preparation program, first four years of teaching in an… (more)

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Ewell, S. B. (2009). Urban teacher preparation and retention| An exploration of experiences. (Thesis). The University of North Carolina at Chapel Hill. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3352709

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):

Ewell, Sara Beth. “Urban teacher preparation and retention| An exploration of experiences.” 2009. Thesis, The University of North Carolina at Chapel Hill. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3352709.

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

MLA Handbook (7^th Edition):

Ewell, Sara Beth. “Urban teacher preparation and retention| An exploration of experiences.” 2009. Web. 19 Jan 2021.

Vancouver:

Ewell SB. Urban teacher preparation and retention| An exploration of experiences. [Internet] [Thesis]. The University of North Carolina at Chapel Hill; 2009. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3352709.

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

Council of Science Editors:

Ewell SB. Urban teacher preparation and retention| An exploration of experiences. [Thesis]. The University of North Carolina at Chapel Hill; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3352709

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

14. Kurstedt, Rosanne L. A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work.

Degree: 2008, Fordham University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3302115

► As the collaborative work of teachers continues to increase through job-embedded professional development, such as grade-level meetings, the need to understand the complexities of… (more)

▼ As the collaborative work of teachers continues to increase through job-embedded professional development, such as grade-level meetings, the need to understand the complexities of educational settings that promote teachers' joint work is critical. Therefore, this study investigated the institutionally mandated grade-level meetings of a group of fifth-grade teachers. Analysis of multiple data sources including audiotaped grade-level meetings and teacher interviews, field notes, transcriptions of the grade-level meetings and interviews, and written documents revealed four findings: In the institutionally mandated grade-level meetings, unwritten rules were evident and left unexplored; the institutionally mandated grade-level meetings' professional discussions were superficial; the informal and casual tone of the institutionally mandated grade-level meetings provided an opportunity for teachers to get to know their grade-level colleagues; and as represented in the institutionally mandated grade-level meeting, teachers avoided conflict. This conflict-avoidance stance was realized in the grade-level teachers' curriculum choices and interactions with the principal. Based on the four findings, four hypotheses were developed with regard to grade-level meetings specifically, and teachers' group work in general. The first hypothesis was, if grade-level meetings are to achieve their desired results of improving and informing professional practice, context and belief factors must be addressed and reflected upon before, during, and after implementation. The second hypothesis was that, while educational settings such as grade-level meetings are established to elicit and support change, they may in fact perpetuate the status quo when unwritten rules go unchallenged. The third hypothesis was that, if grade-level meetings are to support the development of professional learning communities, teachers need to know, internalize, and use critical professional discourse and reflection skills, both in the grade-level meetings and as part of their daily interactions and decision making. The fourth hypothesis was that educational settings, such as grade-level meetings, help build trust among colleagues. A Three-Dimensional Approach to successful group work was developed addressing the complexities that became evident throughout the analysis. This study's import is that enhanced understanding of the activities established to promote the collaborative work of teachers will increase the likelihood that school reform efforts that embrace teachers' collaborative work will succeed.

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Kurstedt, R. L. (2008). A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3302115

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):

Kurstedt, Rosanne L. “A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work.” 2008. Thesis, Fordham University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3302115.

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

MLA Handbook (7^th Edition):

Kurstedt, Rosanne L. “A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work.” 2008. Web. 19 Jan 2021.

Vancouver:

Kurstedt RL. A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work. [Internet] [Thesis]. Fordham University; 2008. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302115.

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

Council of Science Editors:

Kurstedt RL. A study of fifth-grade teachers' grade-level meetings| The complexities of teachers' group work. [Thesis]. Fordham University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3302115

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

15. Jacob, Monique. Expectations for career and social support by mentors and mentees participating in formal mentoring programs in Rhode Island.

Degree: 2008, Johnson & Wales University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3315756

► Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith,… (more)

▼ Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants' expectations for the relationship were met (Young & Perrewé, 2000). This research looked at mentoring expectations in the context of Rhode Island's experience. The research questions were (1) What are participants' principal expectations for their relationship? (2) Are expectations similar between them? (3) What is the relationship between participants' level of satisfaction and roles, district classification, grade level taught, frequency of district-sponsored meetings, and perception of matched expectations? A concurrent mixed method model was employed and data were collected using a questionnaire. The sample consisted of N = 153 participants. Descriptive statistics, t tests and an ANOVA were used to analyze item responses probing expectations for Career and Social support. Mentees (M = 3.96) had significantly higher agreement scores than mentors (M = 3.66) for "mentees should accept/request challenging projects to enhance skills (t = -2.89, p < .001, ES = medium). No significant differences were found regarding levels of satisfaction for participants' mentoring relationships between mentors and mentees, urban and suburban districts, or among grade levels taught. A significant positive correlation (r = .22, r² = .05, p = .01, ES = small/medium) was found between participants' satisfaction and frequency of district-sponsored meetings, and for participants' satisfaction with their relationship and their perceived match of their expectations for their relationship (r = .66, r² = .44, p = .001, ES = large). The open-ended responses underwent content analysis to identify themes that dealt mainly with the importance of mentoring partners being in the same building and sharing similar work assignments. Recommendations for establishing effective mentoring programs were offered.

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Jacob, M. (2008). Expectations for career and social support by mentors and mentees participating in formal mentoring programs in Rhode Island. (Thesis). Johnson & Wales University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3315756

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):

Jacob, Monique. “Expectations for career and social support by mentors and mentees participating in formal mentoring programs in Rhode Island.” 2008. Thesis, Johnson & Wales University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3315756.

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

MLA Handbook (7^th Edition):

Jacob, Monique. “Expectations for career and social support by mentors and mentees participating in formal mentoring programs in Rhode Island.” 2008. Web. 19 Jan 2021.

Vancouver:

Jacob M. Expectations for career and social support by mentors and mentees participating in formal mentoring programs in Rhode Island. [Internet] [Thesis]. Johnson & Wales University; 2008. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3315756.

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

Council of Science Editors:

Jacob M. Expectations for career and social support by mentors and mentees participating in formal mentoring programs in Rhode Island. [Thesis]. Johnson & Wales University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3315756

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

16. Franklin, Annette. Paraprofessional teacher aide to teacher| An oral history study of five alumnae of the Career Opportunities Program (COP).

Degree: 2010, State University of New York at Buffalo

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3423563

► This oral history study addressed the problem of under-representation of minority teachers through the voices and perspectives of five African American female paraprofessional teacher… (more)

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Franklin, A. (2010). Paraprofessional teacher aide to teacher| An oral history study of five alumnae of the Career Opportunities Program (COP). (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3423563

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):

Franklin, Annette. “Paraprofessional teacher aide to teacher| An oral history study of five alumnae of the Career Opportunities Program (COP).” 2010. Thesis, State University of New York at Buffalo. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3423563.

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

MLA Handbook (7^th Edition):

Franklin, Annette. “Paraprofessional teacher aide to teacher| An oral history study of five alumnae of the Career Opportunities Program (COP).” 2010. Web. 19 Jan 2021.

Vancouver:

Franklin A. Paraprofessional teacher aide to teacher| An oral history study of five alumnae of the Career Opportunities Program (COP). [Internet] [Thesis]. State University of New York at Buffalo; 2010. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423563.

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

Council of Science Editors:

Franklin A. Paraprofessional teacher aide to teacher| An oral history study of five alumnae of the Career Opportunities Program (COP). [Thesis]. State University of New York at Buffalo; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423563

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

Indiana University

17. East, Debra K. Examining preservice teachers cultural beliefs and assumptions, literacy models, ideologies, and identities.

Degree: 2012, Indiana University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3491467

► Teacher's beliefs and assumptions about teaching and learning, evident in their literacy models, ideologies, and identities, need to be examined in context as teachers… (more)

▼ Teacher's beliefs and assumptions about teaching and learning, evident in their literacy models, ideologies, and identities, need to be examined in context as teachers work with learners. Literacy models and supporting beliefs can be viewed as sets of storylines, principles, or metaphors used to interpret text and life experiences (Gee, 1996), which explain explicit and tacit theories of how people learn. Guiding questions are: How do preservice teachers position themselves in teaching and learning? What do the preservice teachers' cultural beliefs and assumptions about teaching and learning inform us about problems embedded in teacher education programs? The theoretical framework for this study rests on critical holistic literacy theory, and focuses on beliefs and ideologies supported by particular literacy models. The Theoretical Orientations towards Reading Profile (DeFord, 1985) provides access to teachers' embedded beliefs and assumptions. Teachers interpreted their roles based on background experiences involving social-cultural ways of being and knowing. Teachers participated in such events guided by beliefs about teaching and learning. This study draws on data gathered over a semester in a literacy methods course and field experience at a small, rural, Midwestern university. The courses were designed to facilitate interaction during class and the learners' field experiences. The data is analyzed through critical ethnography (Carspecken, 1996) methods because it enables the participant-researcher to describe and interpret a social and cultural situation by participating in its everyday life. This study sheds light on ways to identify teachers' beliefs and understandings for designing teacher education programs. Findings include that preservice teachers: · Hold deeply embedded beliefs about what is considered appropriate ways of interacting with learners; · Unspoken assumptions that what they know is important; · Some teachers are unaware of alternative teaching-learning models and the different ways literacy learning is viewed; · Position themselves as teachers of facts, evaluators of performance, and passive students; · Teachers were often unaware of how poverty and other social issues color their view of others and affect learning.

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

East, D. K. (2012). Examining preservice teachers cultural beliefs and assumptions, literacy models, ideologies, and identities. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3491467

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):

East, Debra K. “Examining preservice teachers cultural beliefs and assumptions, literacy models, ideologies, and identities.” 2012. Thesis, Indiana University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3491467.

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

MLA Handbook (7^th Edition):

East, Debra K. “Examining preservice teachers cultural beliefs and assumptions, literacy models, ideologies, and identities.” 2012. Web. 19 Jan 2021.

Vancouver:

East DK. Examining preservice teachers cultural beliefs and assumptions, literacy models, ideologies, and identities. [Internet] [Thesis]. Indiana University; 2012. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3491467.

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

Council of Science Editors:

East DK. Examining preservice teachers cultural beliefs and assumptions, literacy models, ideologies, and identities. [Thesis]. Indiana University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3491467

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

University of Rochester

18. Hildenbrand, Susan M. Designing effective experiences for preservice inclusion teachers for co-teaching| An action research study.

Degree: 2009, University of Rochester

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3367263

► The passage of current educational legislation such as the Individuals with Disabilities Education Act (IDEA) and the more recent No Child Left Behind… (more)

▼ The passage of current educational legislation such as the Individuals with Disabilities Education Act (IDEA) and the more recent No Child Left Behind (NCLB) Act has increased the desire for greater inclusion of students with disabilities in regular classrooms. Serving the need of all students in inclusive classrooms presents great challenges to educators. Related literature suggests that one way to overcome this inclusion challenge involves having two teachers (a general educator and a special educator) co-teach in inclusive classrooms; however, research also suggests that many teachers do not feel prepared to co-teach effectively. More specifically, the literature reveals that preservice teachers rarely practice co-teaching as part of their student teaching experience - something that is arguably an important component of teacher preparation. Employing action research as a methodology, this study was completed to explore how to best include a co-teaching student teaching placement experience in an inclusion elementary teacher preparation program, in order to better prepare inclusion pre-service teachers for co-teaching. The project included an intervention that provided both a solo and co-teaching student teaching placement for each of the eight participants. Another part of this project involved designing sections of the accompanying student teaching seminar in order to specifically address issues related to co-teaching. Data from these experiences were collected and analyzed to learn more about the benefits and limitations of these interventions. The following research questions guided this study: (1) What are the needs and concerns of student teachers as they co-teach in an inclusive placement? (2) What strategies help student teachers be more successful and comfortable in an inclusive, co-teaching placement? (3) What support can accompanying seminars offer to support student teachers in an inclusive, co-teaching placement? (4) How does the experience of co-teaching with another student teacher compare with the experience of student teaching in a solo placement? 7 complementary data sources were used in the study: a preliminary assignment done through email; audiotapes of the six seminar sessions; bi-weekly reflective journals done by the participants; field notes of classroom observations; a final summary reflective journal completed by each participant via email; a summary open-ended questionnaire for the supervising teachers in the co-teaching placements sent through email; and a researcher's joual. Qualitative analysis was used to analyze the data with the goal of revealing emergent themes that directly address the four research questions. Lave and Wenger's Situated Learning Theory and Mezirow's Transformative Learning Theory provided the theories that frame the study. The participants were active participants and gave input around the formation of discussion topics and seminar activities that supported them through the co-teaching placement.

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Hildenbrand, S. M. (2009). Designing effective experiences for preservice inclusion teachers for co-teaching| An action research study. (Thesis). University of Rochester. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3367263

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):

Hildenbrand, Susan M. “Designing effective experiences for preservice inclusion teachers for co-teaching| An action research study.” 2009. Thesis, University of Rochester. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3367263.

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

MLA Handbook (7^th Edition):

Hildenbrand, Susan M. “Designing effective experiences for preservice inclusion teachers for co-teaching| An action research study.” 2009. Web. 19 Jan 2021.

Vancouver:

Hildenbrand SM. Designing effective experiences for preservice inclusion teachers for co-teaching| An action research study. [Internet] [Thesis]. University of Rochester; 2009. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3367263.

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

Council of Science Editors:

Hildenbrand SM. Designing effective experiences for preservice inclusion teachers for co-teaching| An action research study. [Thesis]. University of Rochester; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3367263

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

19. Carter, Kim. A study of the effectiveness of a school district's mentoring/professional development plan for beginning teachers.

Degree: 2009, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3372321

► The purpose of the study of the mentoring/professional development program within the teaching profession was to determine the extent and perceived value of the… (more)

Subjects/Keywords: Education; Teacher Training

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Carter, K. (2009). A study of the effectiveness of a school district's mentoring/professional development plan for beginning teachers. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372321

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):

Carter, Kim. “A study of the effectiveness of a school district's mentoring/professional development plan for beginning teachers.” 2009. Thesis, Lindenwood University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3372321.

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

MLA Handbook (7^th Edition):

Carter, Kim. “A study of the effectiveness of a school district's mentoring/professional development plan for beginning teachers.” 2009. Web. 19 Jan 2021.

Vancouver:

Carter K. A study of the effectiveness of a school district's mentoring/professional development plan for beginning teachers. [Internet] [Thesis]. Lindenwood University; 2009. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372321.

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

Council of Science Editors:

Carter K. A study of the effectiveness of a school district's mentoring/professional development plan for beginning teachers. [Thesis]. Lindenwood University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372321

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

20. Christiansen, Lisa M. The impact of high quality professional development on student achievement in the state of Missouri.

Degree: 2009, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3372322

► The purpose of this study was to discover the relationship between high quality professional development and student achievement in the state of Missouri as… (more)

▼ The purpose of this study was to discover the relationship between high quality professional development and student achievement in the state of Missouri as measured by the Missouri Assessment Program (MAP). The ultimate goal of high quality professional development is to provide tools for educators which increase student achievement. In the state of Missouri, the Regional Professional Development Centers are primary providers of high quality professional development. This study specifically focuses on the relationship between the high quality professional development activities offered by the Missouri Regional Professional Development Centers and its relationship to student achievement. The Missouri Assessment Program results of the school districts served by the Missouri Regional Professional Development Centers were compared to the percentage of teachers who participated in high quality professional development activities offered through the Missouri Regional Professional Development Centers. The purpose of these comparisons were to determine if a statistical significance exists supporting a relationship between the percentage of teachers who have participated in high quality professional development activities offered through the Missouri Regional Professional Development Centers and student achievement as measured by the MAP. The data in this study was analyzed using an Excel© spreadsheet. A Pearson Product Moment Correlation was used to determine the degree of association between high quality professional development activities offered through the Missouri RPDC regions and MAP indices in the areas of Communication Arts, Math, and combined indices of Communication Arts and Math. The results were analyzed and compared by individual Missouri RPDC regions to determine no significant relationship exists between high quality professional development activities offered through the Missouri Regional Professional Development Centers and student achievement as measured by the MAP.

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Christiansen, L. M. (2009). The impact of high quality professional development on student achievement in the state of Missouri. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372322

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):

Christiansen, Lisa M. “The impact of high quality professional development on student achievement in the state of Missouri.” 2009. Thesis, Lindenwood University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3372322.

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

MLA Handbook (7^th Edition):

Christiansen, Lisa M. “The impact of high quality professional development on student achievement in the state of Missouri.” 2009. Web. 19 Jan 2021.

Vancouver:

Christiansen LM. The impact of high quality professional development on student achievement in the state of Missouri. [Internet] [Thesis]. Lindenwood University; 2009. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372322.

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

Council of Science Editors:

Christiansen LM. The impact of high quality professional development on student achievement in the state of Missouri. [Thesis]. Lindenwood University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372322

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

21. Joseph, Ocheze Wosu. A study of the effectiveness of mentor roles in a rural school district.

Degree: 2009, University of Maryland, College Park

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3372971

► The most important component of an effective induction program is a skilled and well trained mentor teacher. In an effort to bring support to… (more)

Subjects/Keywords: Education; Teacher Training

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Joseph, O. W. (2009). A study of the effectiveness of mentor roles in a rural school district. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372971

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):

Joseph, Ocheze Wosu. “A study of the effectiveness of mentor roles in a rural school district.” 2009. Thesis, University of Maryland, College Park. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3372971.

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

MLA Handbook (7^th Edition):

Joseph, Ocheze Wosu. “A study of the effectiveness of mentor roles in a rural school district.” 2009. Web. 19 Jan 2021.

Vancouver:

Joseph OW. A study of the effectiveness of mentor roles in a rural school district. [Internet] [Thesis]. University of Maryland, College Park; 2009. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372971.

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

Council of Science Editors:

Joseph OW. A study of the effectiveness of mentor roles in a rural school district. [Thesis]. University of Maryland, College Park; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372971

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

Stanford University

22. Orphanos, Stelios Andreas. Do good grades make a good teacher? An investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus.

Degree: 2008, Stanford University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3332998

► A growing body of evidence suggests that teachers are the most important factor influencing student outcomes (Goldhaber, 2007; Rivkin, Hanushek, & Kain, 2005; Rockoff,… (more)

▼ A growing body of evidence suggests that teachers are the most important factor influencing student outcomes (Goldhaber, 2007; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004; Sanders & Rivers, 1996; Wright, Horn, & Sanders, 1997). Therefore, policymakers are interested in understanding teacher quality and identifying the teacher characteristics most predictive of student achievement. Past research that relied on narrowly defined measures of teacher quality such as amount of coursework or degree level, failed to find a strong positive relationship between observable teacher characteristics and teacher effectiveness. However, these measures have been criticized as poor indicators of the teachers' knowledge and skills that matter for student learning (Wilson, Floden, & Ferrini-Mundy, 2001). This study explores the relationship between teachers' academic performance and perceived teacher effectiveness. I use teachers' grade point averages (GPA) in areas of teachers' preparation curriculum as indicators of teacher quality and teacher ratings collected from the principal, parents, peers and teachers as indicators of teacher effectiveness. The main hypothesis of the study is that teachers' academic performance is positively associated with perceived teacher effectiveness both directly and indirectly through teaching practices. This study took place in Cyprus and the population consists of teachers who graduated from the teacher preparation program at the University of Cyprus. Teachers' transcripts were matched to survey data collected from teachers, principals and parents. Using structural equation modeling (SEM) techniques I find a substantial positive association between teachers' academic performance and their perceived effectiveness. Controlling for other measures of teacher quality (teaching experience and advanced degrees) and important contextual factors, teachers' academic performance is a positive predictor of teacher ratings' magnitude and of teachers' relative ranking within schools based on their average effectiveness as perceived by the principal, peers and parents. In addition, teachers with better grades put more effort into their work, spend more time on daily planning and engage less in activities associated with traditional teaching. These findings suggest that teachers' demonstrated knowledge and skills in education coursework and practice teaching matter for teacher effectiveness. They also suggest that the traditional measures of education coursework used in past research such as amount and type of courses may have been inadequate in measuring teachers' level of professional knowledge. The findings also imply that teacher preparation programs should provide teachers with coursework in subject matter knowledge and pedagogic science and opportunities to practice what they learn in coursework. Teachers' academic performance may also be used in predicting future teacher effectiveness and as a signaling device for teacher quality especially for new teachers and…

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Orphanos, S. A. (2008). Do good grades make a good teacher? An investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus. (Thesis). Stanford University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3332998

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):

Orphanos, Stelios Andreas. “Do good grades make a good teacher? An investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus.” 2008. Thesis, Stanford University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3332998.

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

MLA Handbook (7^th Edition):

Orphanos, Stelios Andreas. “Do good grades make a good teacher? An investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus.” 2008. Web. 19 Jan 2021.

Vancouver:

Orphanos SA. Do good grades make a good teacher? An investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus. [Internet] [Thesis]. Stanford University; 2008. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3332998.

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

Council of Science Editors:

Orphanos SA. Do good grades make a good teacher? An investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus. [Thesis]. Stanford University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3332998

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

23. Maginnis, Jennifer L. The relationship clinical faculty training has to student teacher self-efficacy.

Degree: 2010, State University of New York at Albany

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3387682

► A southeastern American university school of education has implemented a clinical faculty program to which interested K-12 teachers apply, and if accepted are trained… (more)

▼ A southeastern American university school of education has implemented a clinical faculty program to which interested K-12 teachers apply, and if accepted are trained how to mentor student teachers. At the time of this study there were not enough clinical faculty for every student teacher; therefore, some student teachers were placed with (untrained) cooperating teachers for their clinical experience. This study compared the experience student teachers had with cooperating teachers versus with clinical faculty to begin to determine if the implementation of the clinical faculty training has an effect on student teacher self-efficacy. The clinical faculty training is based on the Santa Cruz New Teacher Center mentor training which uses Costa and Garmston's cognitive coaching concepts of formative assessment and language of support. This primarily qualitative study focused on three elementary education student teachers who each worked with a cooperating teacher for their first 8-week placement and a clinical faculty member for their second 8-week placement during their student teaching. A pre-, mid-, and post-survey for student teacher self-efficacy was administered, and follow-up interviews conducted. Five characteristics that affected the interviewees' self-efficacy emerged from the follow-up interviews: a positive relationship, a high level of mutual trust, formal feedback, positive verbal support for the student teacher, and perceived effective performance. Even though each of the three student teachers had different experiences, overall it was apparent that the consistent use of formative assessment and language of support by the clinical faculty (key factors from the clinical faculty training) resulted in an increased growth in self-efficacy for the student teachers. However, no one factor worked alone to affect self-efficacy. Rather it's a complicated concept that schools of education should attend to as they reassess their teacher preparation programs. The implications for these results point to further research on specific mentoring factors that affect student teacher self-efficacy, including mentor training for cooperating teachers.

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Maginnis, J. L. (2010). The relationship clinical faculty training has to student teacher self-efficacy. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3387682

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):

Maginnis, Jennifer L. “The relationship clinical faculty training has to student teacher self-efficacy.” 2010. Thesis, State University of New York at Albany. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3387682.

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

MLA Handbook (7^th Edition):

Maginnis, Jennifer L. “The relationship clinical faculty training has to student teacher self-efficacy.” 2010. Web. 19 Jan 2021.

Vancouver:

Maginnis JL. The relationship clinical faculty training has to student teacher self-efficacy. [Internet] [Thesis]. State University of New York at Albany; 2010. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3387682.

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

Council of Science Editors:

Maginnis JL. The relationship clinical faculty training has to student teacher self-efficacy. [Thesis]. State University of New York at Albany; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3387682

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

The Florida State University

24. Putra, Anak Agung Made Sastrawan. Evaluating the effect of face-to-face tutoring on in-service teacher trainee performance at the Indonesia Open University.

Degree: 2013, The Florida State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3596567

► The Indonesia Open University (Universitas Terbuka or UT) face-to-face tutoring program for in-service teacher training is intended to improve teacher trainees' course completion rates.… (more)

▼ The Indonesia Open University (Universitas Terbuka or UT) face-to-face tutoring program for in-service teacher training is intended to improve teacher trainees' course completion rates. The university has attempted to intensify trainees' motivation to participate in the tutoring by increasing the contribution of tutorial performance to the final course grade. Very few studies have been conducted to find evidence that the tutoring program is positively associated with the learning outcomes of the trainees. The purpose of the study is to evaluate the fidelity and quality of the implementation of the tutoring program, assessing the effect of success in the program on students' results in the final course examination, and estimating the relationship of key tutor characteristics with these outcomes. This study employed both quantitative and qualitative approaches. Information on program implementation was largely observational or interview-based and data on program results consists of the teacher trainees' test scores on tutorial and final examination. Finally, overall joint analysis of these bodies of data is undertaken on the basis of the results of telephone interviews with the key stakeholders and their interpretation of the quantitative data. The study was conducted at the UT regional center of Serang involving teacher trainees, tutors, and the center administrators as interviewees and four sample courses related to Social Sciences, Mathematics, Sciences and Indonesian. Findings of the study suggested that the center has implemented the tutoring program with relatively high fidelity. However, these results were not strongly associated with trainee achievement on the final exams, in other words the quality of the tutoring program was low. There is a substantial difference between the average of trainees' tutorial scores and that of the final examination results. The correlation between the trainees' tutorial results and their final exam scores is very small but positive and significant in overall sampled courses. Partial correlation analysis between tutors' specific characteristics shows that the association of trainees' tutorial scores and final exam results is significant in the group of trainees guided by tutors holding a Master's degree and in those instructed by university affiliated tutors. The mean difference analysis between groups defined by tutor characteristics showed that the trainees guided by tutors with a Master's degree did substantially and significantly better than those instructed by tutors with only a Bachelor's degree, but there is no significant difference between the groups defined by tutors' professional affiliations. The local key stake holders interpreted that different characteristics and scoring systems between both assessments may contribute to the weak correlation between tutorial score and final exam results. Tutors and the Center Administrator added that lack of trainees' preparation and poor reading habits may be factors correlated to the trainees'…

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Putra, A. A. M. S. (2013). Evaluating the effect of face-to-face tutoring on in-service teacher trainee performance at the Indonesia Open University. (Thesis). The Florida State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3596567

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):

Putra, Anak Agung Made Sastrawan. “Evaluating the effect of face-to-face tutoring on in-service teacher trainee performance at the Indonesia Open University.” 2013. Thesis, The Florida State University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3596567.

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

MLA Handbook (7^th Edition):

Putra, Anak Agung Made Sastrawan. “Evaluating the effect of face-to-face tutoring on in-service teacher trainee performance at the Indonesia Open University.” 2013. Web. 19 Jan 2021.

Vancouver:

Putra AAMS. Evaluating the effect of face-to-face tutoring on in-service teacher trainee performance at the Indonesia Open University. [Internet] [Thesis]. The Florida State University; 2013. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3596567.

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

Council of Science Editors:

Putra AAMS. Evaluating the effect of face-to-face tutoring on in-service teacher trainee performance at the Indonesia Open University. [Thesis]. The Florida State University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3596567

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

25. Sharp, Sara J. Standardized Professional Development Content Validation for Educators.

Degree: 2014, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3646183

► Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This… (more)

Subjects/Keywords: Education; Teacher Training

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

APA (6^th Edition):

Sharp, S. J. (2014). Standardized Professional Development Content Validation for Educators. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3646183

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):

Sharp, Sara J. “Standardized Professional Development Content Validation for Educators.” 2014. Thesis, Walden University. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3646183.

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

MLA Handbook (7^th Edition):

Sharp, Sara J. “Standardized Professional Development Content Validation for Educators.” 2014. Web. 19 Jan 2021.

Vancouver:

Sharp SJ. Standardized Professional Development Content Validation for Educators. [Internet] [Thesis]. Walden University; 2014. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3646183.

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

Council of Science Editors:

Sharp SJ. Standardized Professional Development Content Validation for Educators. [Thesis]. Walden University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3646183

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

University of California, Berkeley

26. Morizawa, Grace Hisaye. Nesting the Neglected "R" A Design Study| Writing Instruction within a Prescriptive Literacy Program.

Degree: 2015, University of California, Berkeley

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3685964

► Teaching writing has long been neglected as in schools. Findings from the National Assessment of Educational Progress (NAEP) indicated that most students have basic… (more)

▼ Teaching writing has long been neglected as in schools. Findings from the National Assessment of Educational Progress (NAEP) indicated that most students have basic writing skills, but cannot write well enough to meet the needs of employers or for college. The writing programs in prescriptive literacy programs, which were adopted to ensure student achievement have not proven to be effective for developing proficient student writers. This design study is an attempt to provide teachers trained to teach in a prescriptive literacy program with the writing content and pedagogical knowledge necessary to engage elementary students in writing as a complex, intellectual activity so that they become proficient writers. From the literature on effective writing instruction and on teacher learning, I developed a theory of action to guide the design. A key feature of the design was to situate teacher learning in the context of a study group led by a facilitator with knowledge about writing instruction. The design emphasized teachers learning from writing themselves, reviewing student work, learning effective strategies and procedures of writing instruction, and developing knowledge through collaborative talk and reflections. Seven teachers, Grades 2 to 5, from a Title I urban school that required teachers follow the script of Open Court Reading (OCR) participated in the study. At the time of this study a window of opportunity had opened up to modify the OCR writing component. I framed teacher learning in two dimensions—Dimension 1: Instructional Strategies and Procedures, and Dimension 2: Writing as a Process. I investigated the impact of the design and the process of the design's development. Overall teachers' knowledge about writing content increased; their knowledge about writing pedagogy increased to a lesser degree; however their level of growth varied. Moreover growth in the elements of instructional strategies also varied. Growth ranged from 15% for teacher modeling writing and 109% for teacher referring to literature to teach writing strategies. Thus, I found the design basically sound but recommended modifications for future iterations.

Subjects/Keywords: Education; Teacher Training

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APA (6^th Edition):

Morizawa, G. H. (2015). Nesting the Neglected "R" A Design Study| Writing Instruction within a Prescriptive Literacy Program. (Thesis). University of California, Berkeley. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3685964

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):

Morizawa, Grace Hisaye. “Nesting the Neglected "R" A Design Study| Writing Instruction within a Prescriptive Literacy Program.” 2015. Thesis, University of California, Berkeley. Accessed January 19, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3685964.

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

MLA Handbook (7^th Edition):

Morizawa, Grace Hisaye. “Nesting the Neglected "R" A Design Study| Writing Instruction within a Prescriptive Literacy Program.” 2015. Web. 19 Jan 2021.

Vancouver:

Morizawa GH. Nesting the Neglected "R" A Design Study| Writing Instruction within a Prescriptive Literacy Program. [Internet] [Thesis]. University of California, Berkeley; 2015. [cited 2021 Jan 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3685964.

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

Council of Science Editors:

Morizawa GH. Nesting the Neglected "R" A Design Study| Writing Instruction within a Prescriptive Literacy Program. [Thesis]. University of California, Berkeley; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3685964

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

Addis Ababa University

27. KAHASE GEBREMEDHIN, GEBREGZIABHER. A SURVEY STUDY ON THE LINK BETWEEN AUTOMOTIVE .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3749

► This study set out to assess the link of automotive technology program and labor market demand in Tigray region: the cases of four selected TVET… (more)

▼ This study set out to assess the link of automotive technology program and labor market demand in Tigray region: the cases of four selected TVET institutions, and thereby forward possible suggestions for the improvement of link of automotive technology and labor market demand in these training centers. To achieve the objective of the study the basic questions are taken as a base. The skills of graduates comparing to labor market demand, TVET capacity in using labor market information, relationship of TVET training center with employers, satisfaction of employers and graduates in the provision of practical training, and understanding of employers in the program of TVET training are employed in the study. To assess the situations, four TVET institutions were selected using random sampling method out of eight TVET institutions which were providing automotive training in the region. Descriptive survey method was employed, the reason being that it could help to gather a large variety of data related to the subject under investigation. To gather the necessary data graduates of three consecutive years starting from 1999/2000-2002/03 E.C. were included. Moreover; trainers, management members and supervisors from selected institutions and regional TVET Bureau are included in the study using purposive sampling method. And graduates were traced by using snowball sampling. In addition to this, employers and coordinators of micro & small enterprises are also interviewed using convenience method. As data gathering instrument questionnaire, interviews and observation were used .The results of the study showed that, graduates of automotive technology were not equipped enough in practical training, employers and graduates are not satisfied in the practical training of the TVET institutions, there is a gap in between TVET institutions and employers ,and labor market information system was underutilized, etc. Hence, the study recommended these selected TVET institutions of Tigray region should better improve the provision of practical training rather than theory, employ labor market information effectively, and work cooperatively with the employers etc. Advisors/Committee Members: Wanna Leka (advisor).

Subjects/Keywords: VOCATIONAL EDUCATION; TRAINING

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

APA (6^th Edition):

KAHASE GEBREMEDHIN, G. (2012). A SURVEY STUDY ON THE LINK BETWEEN AUTOMOTIVE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3749

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):

KAHASE GEBREMEDHIN, GEBREGZIABHER. “A SURVEY STUDY ON THE LINK BETWEEN AUTOMOTIVE .” 2012. Thesis, Addis Ababa University. Accessed January 19, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3749.

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

MLA Handbook (7^th Edition):

KAHASE GEBREMEDHIN, GEBREGZIABHER. “A SURVEY STUDY ON THE LINK BETWEEN AUTOMOTIVE .” 2012. Web. 19 Jan 2021.

Vancouver:

KAHASE GEBREMEDHIN G. A SURVEY STUDY ON THE LINK BETWEEN AUTOMOTIVE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Jan 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3749.

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

Council of Science Editors:

KAHASE GEBREMEDHIN G. A SURVEY STUDY ON THE LINK BETWEEN AUTOMOTIVE . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3749

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

Addis Ababa University

28. HADUSH, BERHANE GEBRU. An Assessment of Materials and Supplies Management in .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3750

► The main purpose of the research was to undertake a systematic investigation of the materials and supplies management practices and its impact on the quality… (more)

Subjects/Keywords: VOCATIONAL EDUCATION; TRAINING

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

APA (6^th Edition):

HADUSH, B. G. (2012). An Assessment of Materials and Supplies Management in . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3750

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):

HADUSH, BERHANE GEBRU. “An Assessment of Materials and Supplies Management in .” 2012. Thesis, Addis Ababa University. Accessed January 19, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3750.

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

MLA Handbook (7^th Edition):

HADUSH, BERHANE GEBRU. “An Assessment of Materials and Supplies Management in .” 2012. Web. 19 Jan 2021.

Vancouver:

HADUSH BG. An Assessment of Materials and Supplies Management in . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Jan 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3750.

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

Council of Science Editors:

HADUSH BG. An Assessment of Materials and Supplies Management in . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3750

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

Addis Ababa University

29. Mamo, Eshetie. A Thesis submitted for School of Graduate Studies in partial Fulfillment of the Requirements .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3801

► The major aim in understanding this research was to assess the practice of human resource management In Amhara National Regional State the case of Wag… (more)

▼ The major aim in understanding this research was to assess the practice of human resource management In Amhara National Regional State the case of Wag Himra Zone and there by forward possible suggestions for the improvement of TVET programs and in order to perform the training, acquisition, retention, recruitment ,and development activities in available TVET institutions. The area of concern believed to be relevant to examine the performance of TVET and employment prospects were principals, department heads, process coordinators, trainers, supportive staff and board members. To this end, a descriptive survey research method was employed for the study. The sample TVET institutions were selected from Wag Himra Zone namely Sekota, Amdewerk and Zequala TVET institutions. The subjects of the study include 3 principals, 13 department heads, 21 process coordinators, 51 trainers, 71 supportive staff and 21 board members. Stratified, simple random and purposive sampling techniques were employed to select the TVET institutions and respondents. Questionnaire and interview were instruments used for the purpose of collecting data. The result of the study depicted that The findings show the numbers of Principals, Process Coordinators, Department Heads, Supportive Members, Academic staff Members and Board Members are very low: the institutional efforts in working with the delegates of the society and the local authorities offered to be capacity building trainings on the practice of Human Resource Management found low, low effort and motivation of employees in using the available supports, no clear mechanism available to follow problems faced by the practices of Human Resource Management and insignificant trainings were found as the major challenges in promoting organizational development and effective human resource utilization. Hence, it is concluded that the exhibits status of TVET institutions in the zone different challenges and employment prospects are not promising. In line with the above findings and conclusions, therefore, it was recommended that TVET institutions should, as such as possible: try to meet the standards set by MoE as stated in the TVET strategies with regard to their staff and good if TVET institutions seek permanent solution to the problem of funding training programs. Advisors/Committee Members: Worku Mekonnen(PHD) (advisor).

Subjects/Keywords: Vocational Education; Training

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APA (6^th Edition):

Mamo, E. (2012). A Thesis submitted for School of Graduate Studies in partial Fulfillment of the Requirements . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3801

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):

Mamo, Eshetie. “A Thesis submitted for School of Graduate Studies in partial Fulfillment of the Requirements .” 2012. Thesis, Addis Ababa University. Accessed January 19, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3801.

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

MLA Handbook (7^th Edition):

Mamo, Eshetie. “A Thesis submitted for School of Graduate Studies in partial Fulfillment of the Requirements .” 2012. Web. 19 Jan 2021.

Vancouver:

Mamo E. A Thesis submitted for School of Graduate Studies in partial Fulfillment of the Requirements . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Jan 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3801.

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

Council of Science Editors:

Mamo E. A Thesis submitted for School of Graduate Studies in partial Fulfillment of the Requirements . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3801

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

Victoria University of Wellington

30. Parkes, Lois Elaine. Towards a New Theory of VET Policy Evaluation and Engagement: A Multiple Stakeholder Approach.

Degree: 2012, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2245

► Much current policy analysis assumes that in order to build theory on vocational education and training (VET) policy evaluation, it is useful to explore evaluation… (more)

▼ Much current policy analysis assumes that in order to build theory on vocational education and training (VET) policy evaluation, it is useful to explore evaluation from the perspectives of its stakeholders. However in practice this does not always happen. This thesis addresses the limitations that arise in policy analysis on VET when stakeholders’ perspectives are ignored or assumed. Industry Training in New Zealand is used as an example of a VET policy that has experienced increasing participation by stakeholders, but limited evaluation that largely ignores stakeholders’ views. Taking an inclusive, qualitative approach, this research seeks to unearth how different stakeholders in the state and tourism sectors evaluate the impact of Industry Training and how value is created for each from Industry Training engagement. Fifty semi-structured interviews were completed with a cross-section of stakeholders representing policy makers, various industry interest groups, as well as employers/managers and trainees from four state and tourism sector organisations. Secondary data, where available, were also analysed, in order to improve the level of data triangulation. An analytical framework was developed from the VET, human capital, human resource development, critical human resource development and policy evaluation literatures. This framework consists of two broad paradigms of evaluation: (1) The Strategic HRD/VET policy logic of skills investment equals increased socio-economic prosperity. This views the outcomes of VET policy as largely value-free, quantifiable facts that are mutually beneficial to all stakeholders, and which exist separately from these stakeholders; and, (2) The Critical HRD/Stakeholder logic that views the outcomes of VET policy as value-laden, not necessarily mutually beneficial to all stakeholders, nor existing separately from its stakeholders. Responses from interviewees were compared against these paradigms and among different stakeholder groups to answer the main research question: How do stakeholders evaluate the impact of a VET policy? The main research outcome is the development of a new framework and theory of VET policy evaluation, based on a comparative understanding of value creation from multiple stakeholders’ perspectives. Advisors/Committee Members: Bryson, Jane, Norman, Richard.

Subjects/Keywords: Vocational; Education; Training

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APA (6^th Edition):

Parkes, L. E. (2012). Towards a New Theory of VET Policy Evaluation and Engagement: A Multiple Stakeholder Approach. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2245

Chicago Manual of Style (16^th Edition):

Parkes, Lois Elaine. “Towards a New Theory of VET Policy Evaluation and Engagement: A Multiple Stakeholder Approach.” 2012. Doctoral Dissertation, Victoria University of Wellington. Accessed January 19, 2021. http://hdl.handle.net/10063/2245.

MLA Handbook (7^th Edition):

Parkes, Lois Elaine. “Towards a New Theory of VET Policy Evaluation and Engagement: A Multiple Stakeholder Approach.” 2012. Web. 19 Jan 2021.

Vancouver:

Parkes LE. Towards a New Theory of VET Policy Evaluation and Engagement: A Multiple Stakeholder Approach. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10063/2245.

Council of Science Editors:

Parkes LE. Towards a New Theory of VET Policy Evaluation and Engagement: A Multiple Stakeholder Approach. [Doctoral Dissertation]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2245

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