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1
Li, Kwok-kai. „Turnover intentions of graduate teachers in Hong Kong aided secondary schools“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553884.
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Valentine, Sherri Monique Baker Paul J. „Teacher leadership graduate student realities /“. Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398781&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181314599&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Paul J. Baker (chair), Amee Adkins, Gary S. O'Malley, Lucille Eckrich. Includes bibliographical references (leaves 93-98) and abstract. Also available in print.
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Li, Kwok-kai, und 李國佳. „Turnover intentions of graduate teachers in Hong Kong aided secondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956610.
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Edwards, Samantha Jade. „The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2314.
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Graduate teachers are expected to be ‘classroom ready’ upon graduation, yet research suggests they are not. The difficulties faced by graduate teachers in their first years of teaching often result in low self-efficacy and attrition, which in turn can affect the achievement of their students.
Since its establishment in 2010, the Australian Institute for Teaching and School Leadership (AITSL) have implemented a competency framework for both teachers and Initial Teacher Education (ITE) providers, aimed at improving not only all teacher quality in Australia, but the quality of ITE, graduating teachers and the support structures provided to them. This research project investigated how six primary graduate Department of Education of Western Australia (DoEWA) teachers perceived their ‘classroom readiness’, in light of these reforms. A qualitative methodology based in phenomenology was employed, as the study sought to describe the experiences of these graduate teachers with regard to the formal and informal support offered to them, including mechanisms such as the Graduate Teacher Modules and In-Class Coaching. Interviews were undertaken with the six teachers upon commencement of their second year of teaching.
The findings revealed that graduate teachers did not perceive themselves to be ‘classroom ready’ upon ITE completion, however they did not expect to be, nor did it make them wish to quit the profession. Further, the Graduate Teacher Modules were perceived as a ‘one-size-fits-all’ approach to graduate teacher professional learning, as opposed to targeting specific needs relating to the graduate teachers and their varied professional contexts. While the In-Class Coaching Program provided a small element of support to participants, overall it increased their workload and stress. This finding indicates the need for a review into the delivery of the In-Class Coaching Program. Ultimately, unofficial mentoring from colleagues was identified as offering the greatest form of support for the participants, suggesting the need to re-think the way schools and DoEWA offer support to graduate teachers.
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Nag, Anindita. „Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices“. Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.
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Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.
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Mantle, Melissa J. H. „Reflective learning by post-graduate student teachers in their initial teacher education year“. Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/7ded9761-708b-43a6-884b-20e831cb5c94.
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Student teachers are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This is a study of student teachers’ ability to reflect on their experience of teaching. This thesis is a qualitative study which forms one part of a longitudinal action research project studying whether and how different reflective learning activities introduced into a PGCE programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the processes of reflection of students relating to their teacher training. The study took place over a one-year period in one teacher training institution. There were 13 participants aged 22 or 23 years, who were all taking a post-graduate route into teaching Physical Education. The data arose from student responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy.
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Mowen, Diana L. „Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students“. [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1227.
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Poon, Wing-pong. „Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602075.
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Older, Dawn A. „The acceptance of online graduate coursework by school districts in Wisconsin and Illinois“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006olerd.pdf.
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Chan, Roy Chin Ming. „A Profile of Job Satisfaction for Graduate Physical education Faculty Members“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331137/.
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The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982).
The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.
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Chivore, B. R. S. „Recruitment and training of non-graduate secondary teachers in Zimbabwe“. Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019567/.
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Trouba, Jerome Charles. „The design, implementation, and evaluation of a teacher training workshop for mathematics graduate teaching assistants“. Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/trouba/TroubaJ1209.pdf.
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To help train new graduate mathematics teaching assistants (GMTAs), a teacher training workshop was designed based on K-12 literature on the components of effective professional development (Garet, et al., 2001). The workshop consisted of six two-hour seminars over a six week period followed by a classroom feedback component of either peer coaching or observation, for a total time commitment of 18 hours. The content of the workshop addressed teaching techniques specifically targeted to GMTAs. These ideas included elements of reflection, techniques for engaging students through active learning, asking good questions, utilizing wait-time, and using formative assessment techniques. The assessment of the workshop was based on Guskey's (1999) work on the five levels of effective professional development evaluation. In the mixed-methods design, 18 GMTAs participated in the workshop. Data collection consisted of three sets of videotapes, two sets of interviews, surveys, and coaching and observation forms. Results indicated that a well-designed workshop can impact teaching practices. Through interviews, GMTAs indicated they were more reflective of their teaching, thought more about the questions they asked, and actively involved their students more during lectures. The workshop was considered effective not only because GMTAs said they changed their teaching but because changes were seen in their teaching. For nine GMTAs strong evidence was collected of their change in teaching: they not only mentioned specific changes to their teaching in the interviews, but these specific changes were observed on videotapes of their classroom. In comparing peer coaching with observation, seven of the ten in the coaching group commented that just watching another's class helped them to improve more than any other part of the coaching process. Only two of the ten coaching participants commented on the helpfulness of the pre and post conference discussions involved with coaching. From the data collected, the possible added benefits of peer coaching may be outweighed by the additional time, organization, and pairing requirements present in a GMTA setting. Five constructs that influenced the effectiveness of the peer coaching experience are discussed. This project contributes to the research base regarding adapting K-12 professional development literature into a collegiate setting.
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Glass, Christine. „Becoming the teacher: Graduate pre-service teachers’ experiences of reading and understanding the text of teaching“. Thesis, Glass, Christine (2014) Becoming the teacher: Graduate pre-service teachers’ experiences of reading and understanding the text of teaching. Professional Doctorate thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/22626/.
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This thesis focuses on how Graduate Diploma Primary pre-service teachers experience the process of becoming the teacher. It argues that this graduate cohort of teachers come to teacher education with previous experiences of teachers and teaching, life histories, dispositions and a complex personal life that inform the process of becoming. Understanding the teacher self, leading to the development of an identity as the teacher and the dispositions that enable the individual to cope with the difficulties and complexities that becoming the teacher entails are a focus of the research.
The context of the study is a school of education within a mid sized Australian University. The study is informed by a social constructivist theoretical approach coupled with a literacy model borrowed from the work of two literacy theorists. A framework for reading and comprehending the text of teaching is developed to enable an understanding of the process of becoming the teacher. Four case studies are developed to explicate the story of each individual utilizing three interviews throughout the two semesters of their program. Drawings of themselves as the teacher they envisioned themselves to be and a graph of their year provided rich data enabling a telling of each story.
The research builds a picture of the experiences of four graduate diploma pre-service teachers as they negotiate the development of an identity as the teacher. The findings indicate that becoming the teacher is a deeply personal process undertaken in the contexts of others. It is complex and difficult work particularly for mature aged pre-service teachers who have much in their lives other than their teacher education program. It is about reading the text of teaching and not only developing understandings about the text but also being able to transform that understanding into new ways of working within a school and classroom.
A teacher education program that emphasizes the personal and that has a collaborative and collegiate connection with schools is proposed in order to enhance the possibilities for successful outcomes for pre-service teachers.
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Kreider, Valerie Ann Lamberton. „Counseling graduate students' preference for qualities pertaining to teaching effectiveness“. [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239841620.
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Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Martin Jencius. Keywords: graduate counseling student ratings of teachers; generational; Q methodology; student preferences. Includes bibliographical references (p. 218-232).
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Keller-Ritter, Kelley A. „How graduate education impacts job satisfaction for family and consumer science teachers /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137718.
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Poole, Jon Richard. „Pedagogy of contentment: a multi-case study of graduate assistant teachers“. Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37235.
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Latulippe, Christine Lynn. „Environments that encourage mathematics graduate teaching assistants the effects of institution type and availability of training /“. Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/latulippe/LatulippeC0507.pdf.
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Mike, Alyson Mary. „Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program“. Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/mike/MikeA0510.pdf.
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This study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science Education (MSSE) at Montana State University. The program's blended learning model includes distance learning coursework and laboratory, field and seminar experiences. Three-quarters of the faculty are scientists. The study sought to identify program components that contribute to a graduate course of study that is coherent, has academic rigor, and contributes to educator's professional growth and learning. The study examined the program from three perspectives: recommendations for teachers' professional learning through professional development, components of a quality graduate program, and a framework for distance learning. No large-scale studies on comprehensive models of teacher professional learning leading to change in practice have been conducted in the United States. The literature on teachers' professional learning is small. Beginning with a comprehensive review of the literature, this study sought to identify components of professional learning through professional development for teachers. The MSSE professional learning survey was designed for students and faculty, and 349 students and 24 faculty responded. The student survey explored how course experiences fostered professional learning. Open-ended responses on the student survey provided insight regarding specific program experiences influencing key categories of professional learning. A parallel faculty survey was designed to elicit faculty perspectives on the extent to which their courses fostered science content knowledge and other aspects of professional learning. Case study data and portfolios from MSSE students were used to provide deeper insights into the influential aspects of the program. The study provided evidence of significant professional learning among science teacher participants. This growth occurred in key categories defined in the literature including inquiry, building social capital, critical and responsive learning, valuing learning and building content knowledge. In general, findings from students and faculty were well aligned. Based on respondents' recommendations, the author recommended a stronger emphasis on pedagogical content knowledge, analysis of student work, and strategies for differentiating instruction for diverse learners. Conclusions include a framework and roadmap elements to inform those working to improve graduate education or professional development for science teachers.
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Herold, Frank. „The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme“. Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
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This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher Education (PETE) course. It investigates the knowledge bases for teaching which pre-service teachers recognised, developed and prioritised, as well as the key influences that impacted on their subject knowledge development. Adopting an interpretive methodology informed by constructivist grounded theory, the study employed interviews, lesson observations and post-lesson reflections as principal research methods. Pre-service teachers were seen to make wide-ranging progress in their subject knowledge, including the development of content knowledge, pedagogical content knowledge, general pedagogical knowledge, knowledge of curriculum and knowledge of pupils. Through this they advanced their view of the nature of PE and how they wanted to teach it. The research highlights, that the process of knowledge development in PETE is socially constructed and complex. Much of the pre-service teachers development was influenced by various communities of practice, particularly their school placements PE departments, but also their University-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to pre-service teachers development. University-based learning was credited by pre-service teachers with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. The impact of different subject knowledge profiles and the consequences of knowledge deficits are identified. This raises questions about the role and development of subject knowledge within PETE and calls for a re-vitalised debate on the nature of the knowledge in PE. Framed within an ever-changing policy landscape is the need for enhanced and stable partnerships that promote shared visions of PETE, an essential part of which is the need to collaboratively design and evaluate explicit knowledge development pathways which allow pre-service teachers to fulfil their potential and genuinely decide how they want to teach PE.
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Hefty, Eunice Ann. „Examining motivations, efficacy and interest in graduate study among teacher participants of a summer institute /“. Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Lee, Eun-Hee. „English article usage in online graduate forums by non-native EFL teachers“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274275.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2859. Adviser: Martha Nyikos. Title from dissertation home page (viewed Apr. 9, 2008).
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Omeechevarria, Melissa. „Graduate Students’ Perspectives of the Benefits and Barriers to Mentoring Preservice Teachers“. UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/865.
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Mentoring is an effective tool for the professional development of novice teachers (Eby & Lockwood 2005; Kram, 1985; Stanulis & Ames, 2009). Mentors to preservice teachers have conveyed that they receive benefits and face barriers when mentoring (Ambrosetti, 2014; Burk & Eby, 2010; Hobson, Ashby, Malderez, & Tomlinson, 2009; Iancu-Haddad & Oplatka, 2009). Graduate students who serve as mentors to undergraduates have also reported advantages and drawbacks to being a mentor (Conway, Eros, Pellegrino, Kras, Gale, & Campbell, 2009; Reddick, Griffin, & Cherwitz, 2011). This study examined the perceived benefits and barriers for graduate students serving as mentors to undergraduate, preservice teachers. It also considered the affect that graduate school had on a teacher’s decision to engage in a mentoring relationship. The participants were all PK-12 teachers who were also graduate students in the College of Education and Human Services (COEHS) at the University of North Florida (UNF). The data for this qualitative case study was collected through semi-structured interviews. Findings yielded three themes (helps me, helps others, helps profession) which summarized the perceived benefits and barriers for graduate students mentoring preservice teachers. The results were connected to the Social Exchange Theory and it was determined that some graduate students will weigh rewards and costs before deciding to mentor, while others will lean more towards rewards or costs regardless. This study may have implications for undergraduate and graduate curriculum, mentor matching, and for mentor training.
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Poon, Wing-pong, und 潘永邦. „Job satisfaction among graduate teachers of Chinese Language, English Language and mathematics in aided secondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958953.
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Smith, Sherwood E. „The experience of African-American faculty in adult education graduate programs“. Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027091.
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The current data (Otuya, 1994) show that African-Americans represent less than two percent of the male full professors and less than seven percent of the female full professors. "Demographicchanges provide compelling reasons for increasing concern about the continuing under-representation of ethnic and racial minorities in adult and continuing education programs"(Ross-Gordon, 1990; p. 13).The purpose of my research was to investigate the frustrations and rewards of African-American faculty (AAF) in Adult Education programs of graduate study. Adult educators were defined as fulltime graduate faculty teaching in adult education programs. Individual semi-structured telephone interviews were used to gather the evidence from the total population of eight individuals. Resumes served as further sources of evidence. Domain analysis was used to organize the evidence. The information serves to aid in the retention and tenuring of more African-Americans and informing non-African-American faculty. The evidence collected showed the experience of AAF to have important themes on frustrations and rewards:1.Lack of senior faculty who share their research interests or as specific role models within the field and institution,2.Committee and student involvement expectations that were perceived as different for AAF then their White peers3.Daily challenges to their knowledge by students and peers were presented in the conversation as events during which "people tried to dismiss or diminish them." Success in meeting these challenges was often a validating experience for AAF4. The positive feelings of seeing their students succeed5. Being true to the African-American community, their family, their personal values and God was important to AAF.The research indicated that African-Americans as faculty experienced a wide range of frustrations and rewards. For these AAF the frustrations and rewards did not cause them to leave the profession. Many of the frustrations presented were items that could be address by the employing universities. Many of the rewards were perceived as not receiving sufficient recognition in the tenure or professional development processes and both internal and external frustrations and rewards were important to these AAF.Department of Educational Leadership
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Miller, Andrew Frederic. „Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education)“. Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107341.
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Thesis advisor: Marilyn Cochran-SmithBeginning in 2000, a number of new graduate schools of education (nGSEs) have been established in the U.S. in response to increasing calls for more effective teachers. Among these are programs affiliated with “No Excuses”-style charter schools, which are focused on closing the achievement gap in urban K-12 schools. Teacher education programs at nGSEs affiliated with “No Excuses” schools were designed to prepare teachers specifically for these schools. Although these nGSEs have been applauded by the press and by education reform advocates, there has been almost no independent research about them. Systematic study of the goals, practices and beliefs of teacher educators and candidates at these programs is necessary to understand the impact “No Excuses”-affiliated nGSEs may have on teacher preparation for urban schools. The purpose of this qualitative case study was to analyze teacher preparation from insiders’ perspectives at the Sposato Graduate School of Education, which is connected to the Match Education charter management organization. For this study, the Sposato GSE was regarded as an illustrative and an instrumental case of the nGSE phenomenon. Drawing on multiple data sources and using qualitative data analysis methods, this dissertation found the Sposato mission was to create “jaw-droppingly effective rookie teachers,” and it argues this mission was in large part realized due to the remarkable coherence of the program’s design, curriculum, and vision. However, this dissertation also argues the success of the Sposato teacher education program came at a cost. My analysis shows that Sposato leaders and faculty members zeroed in almost exclusively on two goals: (1) implementing a technical, moves-based epistemology of teaching in their teacher preparation curriculum; and (2) socializing teachers into a gradualist and technically rational vision of equity and justice consistent with the goals of “No Excuses” schools. This study has important implications for the practice of urban teacher preparation, research into the nGSE phenomenon, and policies related to improving teacher education program quality and the goal of closing the achievement gap
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Tse, Wai-yuen Patrick. „An evaluation of the non-graduate teacher qualifications assessment scheme in Hong Kong : an attempt to find out if it is an effective way to provide local primary schools with appropriately qualified teachers /“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1759764X.
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Yau, Yuk-lin Bianca. „The careers of a sample of senior graduate masters and mistresses in Hong Kong aided secondary schools implications for school administration /“. Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626937.
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Washburn, Jr Mickey Newman. „Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/40.
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Public concern over the mathematical incompetence of students and adults is longstanding and justified. The No Child Left Behind act has affected the nation’s teachers, their school systems, and their communities. The act required all classrooms have a “highly-qualified teacher” by June, 2006 (United States Department of Education, 2002). Thus, the purpose of this evaluative case study was to understand if the unique National Board Certification (NBC) focused Educational Specialist (EdS) program was effective in creating change in teacher practice of six high school mathematics teachers in a suburban Georgia county. The learning outcomes of the program and perceptions of self-efficacy were evaluated and used as guidelines for the effectiveness of the program. The study was grounded in theories of metacognition, social constructivism, and self-efficacy. Metacognition provided the basis for “thinking about thinking” (McApline, Weston, et al, 1999) but reflection expanded the thought process to thinking about thinking or actions. Reflections were an integral for each of the constructs of the EdS program and this dissertation. Data for the study included written teacher reflections, action research projects, and mentoring manuals; in addition to interviews three years after the program. Data were coded and analyzed through a process of constant comparison using the NVivo 7 software. The findings at each stage of analysis, which were halfway through the program, end of the program, and three years after the program, indicate the five constructs metacognition, social constructivism, self-efficacy, community of learners, and action research were common across data sets. Four of the five constructs became more prevalent at each stage of analysis with only action research peaking prior to the third stage. The patterns developed during the study indicated long-term change in teacher practice and these constructs solidified as part of their teaching philosophy.
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Cromer, Philip W. „Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior“. Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.
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Thesis (Ph. D.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).
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Nabb, Lee W. „Probing the question of legal content in adult education Master's-level graduate curricula a Delphi study /“. Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910001&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Foxall, Gemma Louise. „A primary school internship model: Graduate teacher performance as perceived by employing principals“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1401.
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Achieving an effective balance between the theoretical and practical components of pre-service teacher education has been a long debated issue. The quality of pre-service teacher practicum experiences vary, and are dependent on numerous variables, such as the duration of the practicum and the quality of the mentoring and provision of feedback.
This study reports on an Internship Model, which began in 2009, and its perceived impact on the quality of graduate teachers in Western Australia. As an ‘Intern Teacher’, pre-service teachers spend their final academic year working at a selected primary school, paired with a trained mentor and receive ongoing standards-based feedback. Throughout the year they participate in weekly professional development sessions.
In 2014 there are over 50 ‘Intern Graduates’ working in Western Australia who have qualified through the Internship Model and two partnering Western Australian universities. This mixed-methods study invited all principals with an Intern Graduate in their school to compare the work of Intern Graduates and non-Intern Graduates via a survey, based on the Australian Professional Standards for Teachers. The quantitative data analysis included a binomial analysis, looking at the proportion of principals who perceive their Intern Graduate to perform at a higher or significantly higher level than one they expect from traditionally educated graduate teachers. The qualitative component of the study includes analysis from interviews with four principals in order to identify key areas of significance in relation to principals’ perceptions of graduate performance.
This thesis makes recommendations based on the study’s key findings, which show that principal participants believe Intern Graduates perform at a higher level than non-Intern Graduates. Recommendations may be of interest to the Department of Education, school leaders and tertiary institutions, and are particularly relevant in the current national climate of improving teacher quality and addressing the problems of graduate teacher retention.
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Yau, Yuk-lin Bianca, und 邱玉蓮. „The careers of a sample of senior graduate masters and mistresses in Hong Kong aided secondary schools: implications for school administration“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626937.
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Barker, Edlow Garrett. „A cost-benefit anaylsis of investment in graduate education by Virginia public school teachers“. Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74748.
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Public school teachers have, with few exceptions, invested four or more years in higher education to prepare themselves for the teaching profession. These four years of college education can be viewed as an investment when one realizes that the teacher had to pay for that education and could have otherwise been earning an income during that time. Some teachers make an additional investment in education by earning a master's degree or a doctorate. This study looked at the practice of teachers in Virginia who decide to make the additional investment in graduate education at selected Virginia institutions of higher education.
This study used econometric methods to analyze this investment in graduate education. Social benefits and costs of education were not included in the study. Private costs included both direct and indirect acquisition costs. The salary supplements paid by school divisions to teachers who hold an advanced degree were used as the private benefits. Non-pecuniary benefits were not included in the study. Net present valuation, discounted benefits and costs, benefit-cost ratio, and internal rate of return calculations were made. Data from similar studies done in other areas of graduate study and in other areas of the nation and world were reviewed.
The purpose of the study was to review the practice of all school divisions in Virginia which provide a salary supplement to teachers who hold a master's degree or a doctorate, and also to analyze the costs involved in the acquisition of such degrees. The cost-benefit analysis of the teachers' investment in graduate education provides information which can be used by teachers who are considering such an investment. The analysis can also be used by those school divisions which are currently spending considerable amounts of money for such salary supplements. The cost-benefit analysis of acquiring a master's degree with a subsequent change from the classroom to an administrative position has implications for school divisions and state level policy makers.Ed. D.
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Carney, Molly Cummings. „Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108575.
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Thesis advisor: Marilyn Cochran-SmithCurrent institutional and technological innovations are challenging face-to-face, college- and university-based teacher preparation programs as never before. Among those innovations are two emerging phenomena: New graduate schools of education (nGSEs) and fully online teacher preparation programs. nGSEs are new independent graduate schools that are not university-based but are state-authorized and approved as institutions of higher education to prepare teachers, endorse them for initial teacher certification, and grant master’s degrees (Cochran-Smith et al., 2019). Fully online teacher preparation programs are programs that relocate teacher preparation from the physical environments of the brick-and-mortar university to the digital environments of the internet and provide prospective teachers with flexible alternatives to face-to-face pathways. While both fully online teacher preparation programs and nGSEs have garnered enthusiastic media attention and critique, there is a very limited amount of in-depth knowledge about fully online teacher preparation programs and virtually no independent research on nGSEs. This dissertation helps to address those gaps in research. The central purpose of this dissertation was to examine the intersection of fully online teacher preparation and the phenomenon of teacher preparation at nGSEs by investigating teacher preparation at TEACH-NOW Graduate School of Education, a fully online, for-profit, nGSE headquartered in Washington, D.C. and rapidly expanding as a provider of initial teacher education. Intended to be descriptive and interpretive, this qualitative case study sought to understand the phenomenon of teacher preparation at TEACH-NOW from the perspectives of its participants. Based on qualitative analysis of multiple sources of evidence, the main argument of this dissertation is that TEACH-NOW operated at the nexus of a complex tension between the push to be innovative and the pull to be legitimate. Findings suggest that TEACH-NOW skillfully navigated that tension by establishing tight coherence around three key indicators of innovation (business model, technology, program structure) and by achieving major accepted markers of credibility within the larger teacher education organizational field. This dissertation also argues that TEACH-NOW’s approach to teacher preparation necessitated that teacher candidates self-manage their program experiences in accordance with their individual needs, circumstances, and preferences. The dissertation concludes with discussion of important themes and specific research, practice, and policy implications
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Odgaard, Judith Clare. „Western Australian Graduate Diploma of Education (Primary) Students' Perceptions of Sustainability“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1442.
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In late 2011, the researcher investigated a cohort of Western Australian (WA) Graduate Diploma of Education Primary (GDE-P) students’ perceptions of Sustainability across a broad range of biophysical/natural, social and cultural, economic and political spheres. The study occurred during the seventh year of UNESCO’s Decade of Education for Sustainability Development, and when Sustainability Education became one of three cross-curriculum priorities of the new Australian Curriculum. Importantly, the students’ perceptions were interpreted during the context of the Post Global Financial Crisis and after Julia Gillard replaced Kevin Rudd as the Labor Prime Minister. The intense political context was often supported by controversial media debates covering a range of themes linked to Sustainability: Climate Change, the introduction of a carbon tax, global economics, population and the refugee crisis associated with the Christmas Island detention policy.
The researcher sought to use an explanatory mixed methods approach for the investigation. However, measuring GDE-P students’ perceptions of Sustainability through a quantitative instrument proved to be unreliable and the researcher focused on interpretivist-constructivist qualitative methods. Subsequently, rich feedback from 18 students was obtained using semi-structured interviews that linked to both UNESCO’s definition of Sustainability and associate themes within the Australian political debate. The research findings underscore the multitude of factors that frame perceptions of the term Sustainability and the subjectivity that even well educated people encounter when dealing with this global priority. In addition, the research emphasises the need for its inclusion in pre-service teacher training, supported by ongoing professional learning for both pre-service and established primary teachers. It is vital teachers are aware of the complex themes within Sustainability as a key multimodal literacy and cross-curriculum priority in the emerging Australian Curriculum.
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Kreider, Valerie A. L. „Counseling Graduate Students’ Preference for Qualities Pertaining to Teaching Effectiveness“. Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239841620.
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Johnson-Crowley, Nia. „Identifying nursing graduate students' beliefs about teaching and learning : using a constructivist framework for teacher preparation in nursing /“. Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7895.
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Ladd, Kathryn L. „A comparison of teacher education programs and graduates' perception of experience /“. free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.
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Marino, Sylvester Anthony. „The impact of graduate school environments and academic departments on the research productivity of accounting professors /“. Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1116881x.
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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Gary Natriello. Dissertation Committee: Aaron Pallas. Includes bibliographical references: (leaves 190-204).
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Beard, Emily Jordan. „First-Generation College Students Transitioning to Graduate Teachers of Writing: A Proposed First-Generation Pedagogy“. Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1322413292.
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Rennie-Hill, Leslie. „We are the Vanguard, Not the Norm: Stories of Successful Minority Students in Predominantly White Graduate Teacher Education Programs“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1315.
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Minorities stand increasingly under-represented in the teaching profession; they continue to be under-represented in graduate teacher preparation programs. Despite calls for increased numbers of minority teachers, despite countless well-intentioned recruitment and retention programs, the relative proportion of newly prepared minority teachers is in fact decreasing (Carter & Wilson, 1992). Literally hundreds of studies examine retention programs, identifying the deficits of minorities, noting what program elements work, and establishing characteristics of supportive institutional environments. Unfortunately, knowing what can be done to I increase persistence does not yet translate into doing it. By focusing on a positive correlate--those minority students who successfully complete their programs—this study contrasts with the deficit approach. Employing a critical analysis and feminist and ethnic interpretive perspectives, this qualitative study investigates the experiences of minorities who did complete graduate teacher education programs at 10 predominantly white, public and private, urban, suburban, and rural institutions in the Pacific Northwest. Specifically, the study examines how these minority students understand and interpret their experiences, which events they perceive as enhancing their successes and which ones they know interfered. All minorities who had completed graduate teacher preparation programs at the 10 institutions since 1990 were surveyed. Sections of the survey correspond to categories previously found to correlate with persistence (AME/OMHE, 1992; Attinasi, 1989; Pascarella & Terenzini, 1990; Tinto, 1987). Of the 72% who returned the surveys N = 61), 83% asked to be interviewed. Subsequently, seven respondents representative of the surveyed population each participated in two face-to-face interviews. Ethnographic methods were used to inductively analyze the empirical materials gathered in the research study. Content analysis of the subjects' journals combined with their interview transcripts and surveys enabled triangulation within three different sources of the respondents' own words. Results confirm that minorities see themselves as outsiders within predominantly white institutions. Belonging, or not, frames their institutional experience and mirrors their everyday lived realities in mainstream American culture. Respondents attribute their achievements to individual persistence; examples of persistence cited align remarkably with psychological profiles of resiliency (Benard, 1991). Retention program components are viewed as less significant than the personal resiliency each respondent evidenced.
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Hoffman, Karen. „Students' perceptions of clinical teacher behaviors“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958793.
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The purpose of the study was to examine students' perceptions of frequency of clinical teacher behaviors and whether those perceptions change by class level. The theoretical framework for the study was Bevis' paradigm of curriculum revolution.In 1993, Marilyn Simons, DNS gathered data from nursing students enrolled in clinical nursing courses at a Midwestern university. The convenience sample totaled 88 (100%). The data was not analyzed or reported. The current study was a retrospective analysis of that data.Findings of the study showed that students perceived faculty as demonstrating professional competence and interpersonal relationship behaviors in the clinical setting. No significant differences were found in these perceptions by class level on either then total scale or on the subscales.The conclusion from the study was that faculty at this particular university are perceived as practicing emancipatory education as proposed by Bevis. It was also concluded that faculty perform at the same level of competency and use similar approaches without regard to class level, and that students perceived that faculty related to them in similar ways across classes.The study was significant because it helps nurse educators understand the student perspective of clinical teacher behavior. The Clinical Teacher Behavior Tool used in the study could be used to help design a cooperative clinical learning model different from the traditional education approach and in accordance with Bevis' paradigm.School of Nursing
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Colt, Diana Lynn. „Cognitive presence among mathematics teachers an analysis of tasks and discussions in an asynchronous online graduate course /“. Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/colt/ColtD0508.pdf.
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Higher order learning, in terms of both process and outcome, is frequently cited as the goal of higher education (Garrison, Anderson, & Archer, 2000). However, the adoption of computer mediated communication in higher education has far outpaced our understanding of how this medium can best be used to promote higher order learning (Garrison, Anderson, & Archer, 2004). Researchers have examined quantitative components of computer mediated communication, but little work has been done to examine the cognitive aspects of online discussion. Those studies that do exist demonstrate inconsistent evidence of higher order learning in online discussions (Kanuka & Anderson, 1998; Littleton & Whitelock, 2005; McLoughlin & Luca, 2000; Meyer, 2003). Researchers conjecture that this could be due to the nature of the tasks that instructors implement for discussion purposes (Arnold & Ducate, 2006; Meyer, 2004; Murphy, 2004; Vonderwell, 2003). This study explored whether one component of instruction, the tasks assigned to students, had an effect on the level of cognitive presence that existed in the mathematical discussions of practicing mathematics teachers enrolled in an online graduate course. Through the method of content analysis, discussion transcripts were analyzed to look for evidence of higher-order learning based on the cognitive presence coding protocol developed by Garrison, Anderson, and Archer (2001). Seventeen students in a History of Mathematics course form the primary sample for this study. The results of the content analysis were triangulated with qualitative data from a questionnaire on student backgrounds and demographics and a post-course survey assessing student perceptions of their learning experiences. The researcher concluded that the MATH 500 course discussions did provide evidence of higher order learning in terms of cognitive presence. Task type, as defined in this study, was not directly related to the levels of cognitive presence achieved in the course. This finding does not negate the possibility of such a relationship, but in this study the effects of task type could not be isolated from other features of the course structure and assignments.
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Smith, Dantrayl. „The Success Factors of African American Males in Master of Arts Teaching Programs“. Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500056/.
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The problem of not enough African American males enrolling in masters level teaching programs was addressed in this study. This phenomenological study examined the experiences of African American males in master of arts teaching (MAT) programs to understand why they enrolled and what factors led to persistence throughout their program enrollment. Six African American males currently enrolled in MAT programs in the southern, southwestern, and western regions of the United States participated. Data gathered for each participant included an individual, semi-structured interview and a demographic survey. Audio-recordings were used to capture the fullness of the interviews, and transcription software was used to code, analyze, and sort the data to help identify themes. This study looked through the lens of Strayhorn’s graduate student persistence and Albert Bandura’s self-efficacy theories. Factors that influenced African American males to enroll into a program were (a) education as a necessary credential, (b) desire to give back to society, (c) minority scholarship support, (d) making a connection to passion, and (e) desire to enhance teaching skills. External and internal factors were identified as assisting the males to persist within their programs. Academic institutions and policy makers may find the results useful for understanding the unseen educational barriers likely to limit African American males from enrolling in MAT programs, the issues likely to occur during the process of obtaining the degree, and the factors likely to be assistive to them for achieving program completion.
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Baartman, Nomakhaya. „Perspectives of Post Graduate Certificate in Education (PGCE) students on the effectiveness of school based mentoring“. Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5641.
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Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.
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Yates, Kelley Anne. „Graduate Preparedness for the Transition to Teaching: An Examination of Predictors of Transitional Difficulties during the First Year of Employment“. Thesis, Griffith University, 2011. http://hdl.handle.net/10072/367115.
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This thesis focused on the transition from university education to the first year of teaching. This may be a difficult transition, with several researchers reporting that 20% to 25% of newly qualified teachers do not teach beyond the first five years (Fimian & Blanton, 1987; Goddard & O'Brien, 2003a; Keeffe, Patton, & Spooner-Lane, 2005; Mackel, 2002; Stevens, Parker, & Burroughs, 2007), and that some teachers may experience symptoms of burnout after just eight months of employment (Fimian & Blanton, 1987; Goddard & O'Brien, 2003a, 2003b, 2006; O'Brien, O'Keeffe, & Goddard, 2008). The aim of this thesis was to examine graduate preparedness for teaching, and identify a set of skills and personal resources that may ameliorate burnout and turnover intentions during the first year of employment. Theories of Person-Environment Fit, along with the adaptation approach to stress, were adopted as conceptual frameworks for the thesis, and possible determinants of Demands-Abilities and Supplies-Values Fit were examined as resources that may enhance graduate preparedness and prevent burnout and turnover intentions. More specifically, graduates‟ perceptions of their own competency (perceived competency), their teaching self-efficacy and the training pathways they had followed to obtain their qualifications were considered as factors that may enhance Demands-Abilities Fit; while the graduates‟ sense of commitment to their careers (career commitment), their expectations regarding the rewards associated with teaching (reward expectations) and their expectations of the difficulties they would face in the workplace (challenge expectations) were considered as factors that may impact on Supplies-Values Fit.Thesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Psychology
Griffith Health
Full Text
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Pérez, Daniel. „Faculty responsiveness via a question-and-answer newsletter: Its impact on student satisfaction“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1702.
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Gardner, David. „THE EFFECTIVENESS OF STATE CERTIFIED, GRADUATE DEGREED, AND NATIONAL BOARD CERTIFIED TEACHERS AS DETERMINED BY STUDENT GROWTH IN“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3688.
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Federal, state, and local government agencies are promoting merit pay systems that are tied to student achievement. The main problem facing governments, school districts, and educators is that money is hard to come by in the current market and choosing where to spend merit pay monies to receive a maximum rate of return on the investment realized in increased student achievement is difficult to determine. This study did explore the student achievement results of third, fourth, and fifth grade state certified, graduate degreed, and National Board Certified teachers in Brevard and Seminole County Public Schools as compared to those of other teachers within and across these schools. The goal of this study was to determine the effectiveness of state certified, graduate degreed, and National Board Certified teachers. For this study teacher effectiveness was defined by their students Lexile Framework for Reading scores from the 2008-2009 school year. The hypothesis is that the Lexile Framework for Reading data demonstrated that there was a statistically significant difference between the learning gains of the students between groups. Overall, the findings indicate that there was a statistically significant difference between the learning gains of the students between groups; however, that change could not be attributed to the factor of teacher category. Specific teacher education levels or certifications did not make any difference in the learning gains as measured by the Scholastic Reading Inventory (SRI), among 3rd, 4th, or 5th grade students in Brevard or Seminole County Public Schools.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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Ketola, Randall Gordon. „Science teachers' perspectives on their experiences in a graduate program in physics education and effects on their practice“. Diss., Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/ketola/KetolaR0811.pdf.
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Physics education research is showing that programs for physics educators should look different than traditional physics programs designed for other majors, but how? In the literature review preceding this sequential, mixed methods study, three exemplary, research based physics programs for practicing teachers are examined with respect to physics education research, especially the five principles for effective physics teaching set forth by senior physicist and physics education researcher E. F. Redish. This study provides an in depth examination of a well-established physics graduate program for practicing teachers at a small, midwestern university that is also measured against these same five principles: Constructivist, Context, Conceptual Change, Individuality, and Social Learning. In this setting, information was gathered in the form of a teacher survey, as well as through case studies of selected participants. The results of this study affirm that graduate programs designed specifically for the development of physics teachers are, in fact, different. The data also indicates the value placed on, as well as the frequency with which the participants utilize these teaching approaches in their classrooms. Results showed that participants felt the program placed a higher emphasis on using multiple representations to convey information to students, as well as on teaching translational skills with respect to these representations. Smaller class sizes, more staff attention, and total immersion were cited as essential. Financial concerns with respect to some of the activities did occasionally arise. An area of concern was the lack of adherence to the Individuality principle, which states students have unique backgrounds and abilities that should be considered when designing a lesson. Assessing student prior knowledge when designing and implementing lesson plans also was not indicated as a frequent practice in the program, or in the teachers' own classrooms according to participant data. In summary, according to participants' reports, the graduate program investigated modeled four of the five the principles proposed by Redish to a great degree, the exception being the Individuality principle. Based on the data contained in the survey, interviews, and portfolio submissions, recommendations for designers of future graduate programs for physics teachers were also made.
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Semon, Sarah R. „Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003137.
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