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Full-Text Articles in Other Teacher Education and Professional Development

Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli Dec 2013

Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli

Doctoral Dissertations

Teachers in (post)crisis contexts face an array of de-motivating factors such as insecurity, lack of pay, difficult working conditions, minimal leadership, and feeling undervalued (Johnson, 2006; OECD, 2009; Shriberg, 2007). To bolster their motivation and support their teaching, teachers in these settings need a forum where they feel valued as professionals (Asimeng-Boahene, 2003; Bennel & Akyeampong; Kirk & Winthrop, 2007). One model of teacher professional development (TPD) known as "Teacher Learning Circles"(TLCs) is currently being implemented in Katanga province in southeastern Democratic Republic of Congo (DRC) for early grade reading teachers. TLCs strive to help teachers adopt innovative teaching techniques and create supportive environments. This study examines teachers’ perspectives, using a "crystallized qualitative case study" approach, how these TLCs operate in varied (post)crisis contexts in the DRC where teachers describe their experiences with content, instructional practices and teacher-community support structures of the TLCs (Ellingson, 2008; Rappleye, 2006).

Three major themes arose from the data; Motivating factors for teachers to remain in the profession; the school environment factors that impacted teachers day-to-day; and TLC elements related to technical, social, and emotional collegial assistance. By examining these themes across five schools ...


"Sit-Still And Shut-Up": The Construction Of Childhood And Classroom Management Pedagogies In A Preservice Education Textbook, Marlene P. Frederick Aug 2013

"Sit-Still And Shut-Up": The Construction Of Childhood And Classroom Management Pedagogies In A Preservice Education Textbook, Marlene P. Frederick

Electronic Thesis and Dissertation Repository

This study addresses the limitations and restrictions of approaches to classroom management that are promoted in one particular textbook that is used in Teacher Education faculties in Canada. It contributes to building an understanding of the role of textbooks in endorsing certain truth and knowledge claims about childhood and classroom management. The thesis is informed theoretically by Foucault (1977-1982), Gee (2001) and poststructuralists such as Weedon (1999). Through undertaking a discourse analysis informed by the work of Gee and Foucault, I conduct a single case study of one particular textbook to highlight the particular role of educational psychology as ‘a ...


The Impact Of Beliefs And Curricular Knowledge On Planning For Science: A Multisite Case Study Of Four Teachers, Jessica L. Horton Aug 2013

The Impact Of Beliefs And Curricular Knowledge On Planning For Science: A Multisite Case Study Of Four Teachers, Jessica L. Horton

Doctoral Dissertations

This descriptive multisite case study details how the beliefs and curricular knowledge of four science teachers in a southeastern school district affected their planning for science instruction.

Through the analysis of interviews, think-aloud planning records for one unit of instruction, and related documentation, categories were identified and connections drawn to how their beliefs and knowledge influenced planning for instruction.

The four teachers in this study jointly expressed certain beliefs about how students best learn science. They expressed beliefs that students best learn science through hands-on activities, through discourse, and by building the student’s knowledge base. The teachers also expressed ...


A Study Of Satp Scores And Principals’ Perceptions For Traditional And Alternate Routes To Teacher Certification, Eddie Eugene Moore May 2012

A Study Of Satp Scores And Principals’ Perceptions For Traditional And Alternate Routes To Teacher Certification, Eddie Eugene Moore

Dissertations

This study explores the differences between traditional and alternate route certification by focusing on the achievement of students who have been instructed by teachers from each program. In addition, this study identifies the strengths and weaknesses of teachers from each certification route through surveys and interviews with principals in the sample. Previous studies on this subject have focused on elementary or middle schools, which limits the information available for the high school level. This study was directed toward high school teachers in core subject areas tested in Mississippi’s accountability model. The purpose of this study was to connect student ...


Describing Comprehension, Susan Vander Does Apr 2012

Describing Comprehension, Susan Vander Does

Master's Theses, Dissertations, Graduate Research and Major Papers Overview

Teachers' observations of student performance in reading are abundant and insightful but often remain internal and unarticulated. As a result, such observations are an underutilized and undervalued source of data. Given the gaps in knowledge about students’ reading comprehension that exist in formal assessments, the frequent calls for teachers’ observational data to fill these gaps, and the paucity of research on teachers as assessment instruments, this study sought to learn more about the knowledge teachers gain about students’ comprehension through embedded observation.

This research was framed by a transactional conception of reading and informed by cognitive and sociocultural studies of ...


Establishment And Maintenance Of Academic Optimism In Michigan Elementary Schools: Academic Emphasis, Faculty Trust Of Students And Parents, Collective Efficacy, Jill Van Hof Apr 2012

Establishment And Maintenance Of Academic Optimism In Michigan Elementary Schools: Academic Emphasis, Faculty Trust Of Students And Parents, Collective Efficacy, Jill Van Hof

Dissertations

In response to heightened standards and calls for accountability, schools have dramatically intensified their work to meet the growing challenges. Schools require strategies for improvement that will transcend demographic factors such as SES. Research has shown the construct of academic optimism as contributing to student achievement despite a school’s socio-economic status (Goddard, LoGerfo, & Hoy, 2004; Goddard, Sweetland, & Hoy, 2000; Hoy, 2002; Hoy & Miskel, 2005; Hoy & Sabo, 1998; Hoy & Tarter, 1997; Hoy, Tarter, & Kottkamp, 1991; Hoy, Tarter, & Woolfolk, 2006; McGuigan & Hoy, 2006; Smith & Hoy, 2001; Tschannen-Moran, Hoy, & Hoy, 2000).

There exists, at the elementary level, a lack of research that describes conditions contributing to academic optimism. This research helps to fill that void by identifying, describing, and categorizing the norms, behaviors, strategies, and other pertinent characteristics that exist in a low-SES school that has established and is maintaining an academically optimistic environment.

Via two illustrative and critical-instance case studies in Michigan low-SES, and high-achieving elementary schools, this research describes the work and characteristics of an academically optimistic environment. Study results identify, describe, and categorize elementary school level norms, behaviors, strategies, and building characteristics that may have contributed to the development of one or more of the properties of academic optimism: academic emphasis, collective efficacy, and faculty trust.

Analysis of field-notes from observations, interviews, focus groups; and document reviews revealed two sets of deductive and inductive themes: five primary themes and three secondary themes. Primary themes include: expectations/goals, alignment, collaboration, communication, and a needs awareness/care ...


After The Final Bell: The Self-Directed Learning Practices Of Elementary Teachers, Susan Renee Wagner Dec 2011

After The Final Bell: The Self-Directed Learning Practices Of Elementary Teachers, Susan Renee Wagner

Doctoral Dissertations

Are elementary teachers self-directed learners? If so, do their learning activities outside their classrooms translate into their classrooms? The purpose of this study was to examine the relationship, if any, between elementary teachers’ self-directed learning and activities in their classrooms. A two phase, mixed methods design first utilized a quantitative study from which the results were used to denote the type of data collected in the second, qualitative phase. The quantitative Phase I of this study involved using a survey instrument in order to identify self-directed learners and identify categories of teacher learners. These quantitative data were gathered through the ...


Decolonial Multiculturalism And Local-Global Contexts: A Postcritical Feminist Bricolage For Developing New Praxes In Education, Katharine Matthaei Sprecher Aug 2011

Decolonial Multiculturalism And Local-Global Contexts: A Postcritical Feminist Bricolage For Developing New Praxes In Education, Katharine Matthaei Sprecher

Doctoral Dissertations

This dissertation presents a conceptual bricolage that explores complex, reflexive, and interrelated dimensions of educational praxes. My work is grounded in the assertion that the ever-changing, local-global nature of contemporary societies requires new approaches to curricula, pedagogies, policies, and practices in U.S. schools to meet the challenges and opportunities of a global era. Presenting my research and findings as four articles, I begin with a dialectical analysis of theoretical and pedagogical literatures to develop an adaptable framework for decolonial multicultural education. In Article 1, I demonstrate how this framework synergizes aspects of social reconstructionist and critical multicultural, global, and ...


Narratives Of The Development Of Urban Teacher Leaders, Susan K. Newsom May 2010

Narratives Of The Development Of Urban Teacher Leaders, Susan K. Newsom

Doctoral Dissertations

Abstract

The purpose of this qualitative study was to explore the development of urban elementary teacher leaders as captured in narrative data and analyzed through the theoretical lenses of role identity, distributed leadership, teacher leadership and urban teacher leadership. The narratives of five teacher leaders provided rich descriptions that made it possible to: (a) examine possible mechanisms for encouraging leadership assertion choices; (b) identify support practices for encouraging leadership within future teachers in the urban context; and (c) provide insight for building leadership roles in the school environment for those who coordinate professional development activities.

Data were collected via semi-structured ...


The Impact Of Mentoring On Retention, Quality, Commitment Of Graduates From One School-University Partnership, Brenda Kraber Jun 2008

The Impact Of Mentoring On Retention, Quality, Commitment Of Graduates From One School-University Partnership, Brenda Kraber

College of Education Theses and Dissertations

This study examined the impact of mentoring on retention, quality and commitment of graduates from one school-university partnership. This project explored this issue through a review of relevant literature on effective teaching, components of quality teacher preparation programs, beginning teachers, mentoring and Professional Development Schools. How to best prepare teachers for the multi-faceted, challenging job that needs to be done has been a question that has faced universities and school districts for many years. With the growing numbers of veteran teachers now ready to retire and the increasing need for more teachers, the proportion between experienced and inexperienced teachers is ...


Staff Development And The Process Of Teacher Change: A Case Study, Christene Kay Jones Jan 1989

Staff Development And The Process Of Teacher Change: A Case Study, Christene Kay Jones

Dissertations and Theses

This case study documented a staff development program which was the major component of a public school/university partnership between Portland State University and the Lake Oswego School District, a suburb of Portland, Oregon. A select group of 34 Lake Oswego teachers and 4 administrators participated in the Joint Ventures in Instructional Leadership Program which included classes in learning and instructional theory, techniques of peer sharing, instructional strategies and models of teaching, and approaches to the teaching of higher order thinking skills. The program included 7 full days and 4 evenings of instructional training which occurred throughout the 1986-87 school ...


How K-3 Classroom Teachers Are Dealing With Pupils Coming From One-Parent Homes Due To Separation Or Divorce, Nancy Mitchell Jan 1983

How K-3 Classroom Teachers Are Dealing With Pupils Coming From One-Parent Homes Due To Separation Or Divorce, Nancy Mitchell

UNF Graduate Theses and Dissertations

Kindergarten through third grade classroom teachers need professional training on how to assist pupils coming from one-parent homes due to separation or divorce. The methods that are employed by kindergarten, first, second, and third grade classroom teachers were surveyed using a questionnaire specifically designed for the study. The results of the questionnaire were presented in tables, using the raw scores. The study concludes that teachers are willing to assist pupils in this trying situation, but they feel inadequate to do so. Kindergarten through third grade teachers feel there is a need for professional training to help them be more effective ...