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Relevant bibliographies by topics / Classroom change / Dissertations / Theses

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Dissertations / Theses on the topic 'Classroom change'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Parker, Kirsten Elisabeth. "School councils and classroom change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/NQ41593.pdf.

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2

Van, Bodegraven Diane Beth. "Implementing Change: How, Why, and When Teachers Change Their Classroom Practices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1807.

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Teacher implementation of school reforms varies widely and often results in inconsistent student outcomes. Teachers adopt or resist change for complex reasons that are not fully understood. This qualitative study explored how veteran teachers described their experiences with school reform and changes in classroom practices that occurred over the course of their careers; it also examined factors that teachers identified as having positive and negative influences on their adoptions of change. The conceptual framework was based on Senge's systems theory as applied to learning organizations and Go

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3

Richmond, Pam, and n/a. "The more things change : enhancing the capacity of teachers to change their classroom practice." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061107.130304.

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The major issue of this thesis is that for effective change in teachers' classroom practice to occur, multiple actions are required at different levels of participation, from federal and state education jurisdictions through to school communities and individual classroom teachers. The thesis supposition is that practical action factors in schools and the community can be found which meet the needs of the change. The history of attempts to achieve educational change through changed classroom practice is littered with a range of different approaches, usually one-off events. They have sometimes s

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4

Walker, Robert William. "How belief systems of classroom teachers affect mandated change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ39603.pdf.

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5

Mattison, Merri. "Emancipation from Affluenza: Leading Social Change in the Classroom." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1351014167.

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6

Williams, Linnae Denise. "Understanding Teachers' Change Towards a Reform-Oriented Mathematics Classroom." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2332.

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Within the current mathematics teacher population there are teachers that want to change from traditional teaching styles to become more reform-oriented (i.e. focusing on student understanding rather than procedures). Many of these teachers do not know how to begin this change. This research looks into the tools that are most valuable for teachers as they change from traditional teaching practices to include more reform-oriented teaching practices. Through this phenomenological study, six successful reform-oriented teachers were interviewed to understand what tools they found to be most valuab

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7

Percy, John. "A case study of teachers' perceptions in a culture of change." Thesis, Australian Catholic University, 1997. https://acuresearchbank.acu.edu.au/download/192d68be43c6c5291d44928000a08ba47eff1ad57eb4ecf6a01de43c18b5ce15/5276275/Percy_1997_A_case_study_of_teachers_perceptions.pdf.

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The purpose of this research is to examine the effects of ongoing educational change that has occurred at a particular school. It attempts to identify the thoughts of teachers as they work within this culture of change and link them to the literature on what change looks like from the position of teaching. Unless the experience of teaching is considered from the perspective of teachers, educational change could become professional rhetoric. The research seeks to understand why some educational changes are perceived by teachers as being more effective than others in improving the teaching – l

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8

Davis, Heather C. "Curriculum Improvement: The Teacher Perspective on Change in the Classroom." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10022009-140421/.

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This study explored the curriculum change experiences of five social studies teachers, from three high schools within one school district located in a western Montana city, integrating an economics curriculum in their eleventh grade U.S. history classrooms for the first time. A review of the related literature on this topic revealed several areas of consideration regarding teachers' curriculum change experiences which guided the data collection and analysis process: commitment, workload, capacity, collaboration, and perception of the teaching profession. This qualitative, within case study was

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9

Hart, Maura A. "Implementing change in instructional delivery of classroom curriculum a phenomenological case study of classroom teachers implementing a problem-based learning approach in the classroom /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/42/.

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10

Kasapoglu, Koray. "Relations Between Classroom Teachers Attitudes Toward Change, Perceptions Of &quot." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612186/index.pdf.

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This study aimed at determining whether classroom teachers&lsquo<br>attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructivist curriculum change, and implementation of constructivist teaching and learnin

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11

Taylor, Toni. "Writing to change the world in an inner-city kindergarten classroom." Birmingham, Ala. : University of Alabama at Birmingham, 2007. https://www.mhsl.uab.edu/dt/2007p/taylor-toni.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2007.<br>Additional advisors: Lois M. Christensen, Lynn D. Kirkland, Maryann Manning, Deborah Strevy. Description based on contents viewed Feb. 8, 2008; title from title screen. Includes bibliographical references (p. 108-114).

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12

Shifflette, Linda Madsen. "Factors influencing positive change in the second[ary] teacher's classroom skills." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07132007-143151/.

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13

Hanrahan, Mary U. "Conceptual change and changes of heart: A reflexive study of research in science literacy in the classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.

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In this thesis, I present my themes at two levels. On one level I am concerned with learning in secondary school science, which the science education literature has shown to be problematic in some areas, while at the second level, I am concerned with my own learning, which leads me to search for a methodology consistent with my developing theory about learning and change. I have constructed a partial explanation for unsatisfactory learning in science, using a cross-disciplinary body of literature (including that relating to critical literacy teaching, second language learning, social and co

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14

Koosimile, Anthony Tsatsing. "Science curriculum implementation in Botswana." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.

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15

Olson, Jo Clay Langrall Cynthia Willey. "Teachers' acceptance of new leadership roles and changes in classroom practice." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106762.

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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed October 12, 2005. Dissertation Committee: Cynthia W. Langrall (chair), Norma Presmeg, Jeffrey Barrett, Darryl Pifer. Includes bibliographical references (leaves 193-207) and abstract. Also available in print.

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16

Camilleri, V. "Virtual worlds in pre-service teacher training : classroom technology acceptance and behavioural change." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/a011c326-4b55-4297-a91c-be057954f08b/1.

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Human behaviour in educational contexts can be facilitated and supported by technology enhancements. This thesis considers a virtual 3D world as one such technological enhancement and explores its use in supporting technology acceptance in pre-service teacher education. The adaptation of different educational technology tools can often be challenging for teachers due to negative perceptions, lack of experience and a fear of technology. This thesis investigates the role that immersion within virtual environments can play to change perceptions, increase experience with and overcome fears associa

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17

Kwong, Chung-yuk. "A classroom study of collaborative study at the computer." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137424.

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18

Hawthorne, Wendy, and n/a. "Classroom encounters and mathematics curriculum change : a single-site school improvement study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060720.152732.

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In November, 1986, Mrs Lorna Ireland; Principal of Junee Primary School in the Riverina Region of New South Wales; approached a Senior Lecturer in Mathematics Education at Riverina-Murray Institute of Higher Education in Wagga Wagga; seeking his involvement in a project aimed to assist teachers at the school with their mathematics teaching. In addition to the planned involvement in 1987 of this mathematics educator, the school was also to be a pilot school for the trialling of a strand of the New South Wales Education Department's Draft Mathematics Curriculum and a participating school in the

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19

Kewley, Clinton Garner. "Facilitating gender equity in and around the classroom, teachers as change agents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/MQ46179.pdf.

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20

Cree, Beverly Jean. "The impact of teacher change in an overseas military child development classroom." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1455/umi-uncg-1455.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Deborah J. Cassidy; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 274-291).

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21

Crayne, Jennifer. "Teaching Climate Change: Pressures and Practice in the Middle School Science Classroom." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19302.

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What are middle school science teachers teaching their students about climate change? And why? This qualitative study examined the experience of middle school science teachers from western Oregon, finding that while participating teachers accept the science of climate change and express concern about it, many teachers are reluctant to make the topic a priority in their classrooms. When they do include the subject, teachers frequently address “both sides.” They also report that students have persistent doubts and misconceptions about climate change. What accounts for these trends? I argue that

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22

Trivette, Carol M. "Extending Your PD Reach: Professional Development Strategies That Help Change Classroom Practices." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4433.

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This presentation will describe an evidence-based approach to professional development that will help deliver strong knowledge content and make changes in classroom practices. During this session, participants will discuss strategies they use to extend the impact of their PD on classroom practices; as well as help create and assess new strategies.

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23

Turkenburg-van, Diepen Maria Gertrudis Wilhelmina. "How science works : the impact of a curriculum change on classroom practice." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5480/.

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Background: In 2006 the UK National Curriculum for Key Stage 4 (KS4) was changed and increased emphasis was placed on How Science Works (HSW). KS3 and KS5 (Subject Criteria) followed suit around 2006. HSW encompasses those strands of curriculum which cannot be said to belong to any of the sciences in particular, such as History and Philosophy of Science (HPS), and investigative and socio-scientific aspects. Aim: This study aims to investigate the impact the curriculum change had on the classroom practice of UK secondary school science teachers, the influences they feel they have been subjected

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24

Vogelsang, Zabrina L. "Using Literature to Make Social Change: Talking about Race in the Classroom." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2653.

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25

Sage, Nicole Ann. "Peer Network Emergence and Change in the Classroom: A Multiple Systems Perspective." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/303.

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This study examined peer group processes in the classroom that can potentially explain how motivationally "rich" children get "richer" whereas motivationally "poor" children get "poorer." In contrast to research on group processes which focuses on socialization from group to individual, this study focuses on contributions from the individual to his/her group. The viewpoint taken for this study is that children actively choose group members based on their own self-system state, thereby creating their own peer environments in which they develop.Viewed as open complex systems, children's natural

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26

Nel, F. P. "Pressed to change : systematically reconsidering journalistic boundaries in the newsroom, boardroom and classroom." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/15341/.

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This thesis aims to present and reflect on a collection of research that has informed and shaped pedagogical and andrological praxis across the two decades since pioneers launched the first online news sites onto the World Wide Web, thereby setting off what is frequently described as a revolution in journalism. It makes a case for revisiting core principles of systems thinking to develop a holistic approach to reflecting on changing journalistic realities. A critical systems heuristic is then operationalised to consider how the diverse work in this portfolio reconsiders journalistic parameters

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27

Solarz, Pamela. "Meditation and cognitive, affective and behavioral change inside and out of the classroom." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Solarz_PMITthesis2009.pdf.

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28

Gourd, Karen Miller. "Freire's liberatory model of education : transformation at the classroom level /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7794.

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29

Ölmefors, Oscar. "Student Attitudes towards Flipped Classroom : A Focus Group Study on Attitude Change in Swedish Upper Secondary School, within Mathematics towards Flipped Classroom." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189170.

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In traditional schooling, one-way monologue from teacher to student is the established way of communication in the classroom. Modern pedagogues are presently breaking free of this status quo. This master thesis explores whether there is a change in the student’s attitudes towards their schooling and whether there is an academic benefit for the student when applying a flipped classroom model. This study was performed in Swedish upper secondary school during the students’ last course in mathematics. The study was carried out using focus group interviews and direct participating observation.

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30

Kiser, Selena Marie. "An Evolving Change in Public Schools: An Assessment of Teachers' and Administrators' Perceptions and Classroom Changes concerning High-Stakes Testing." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2027.

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The intent of this study was to investigate changes in the curriculum caused by high-stakes testing mandates within 3 Southwest Virginia school systems to find best practices for instructional application in classrooms. This qualitative study was comprised of indepth interviews and observations with elementary school teachers and administrators. High-stakes testing has impacted the nation in myriad ways. The mandates from the government presented teachers and administrators with conditions that must be met according to the No Child Left Behind Act and individual state's standards. Teachers' pe

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31

Cox, Susan. "Investigations into children's participation and agency : working towards change in classroom practices and cultures." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/49842/.

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My research broadly has two strands. The first has contributed to work on young children’s use of representational practices, showing how children’s drawing activities are grounded in intention and meaning-making in social contexts. In drawing attention to what children do and how they actively use visual representation it added new insights to theoretical work on learning in a socio-cultural framework where learning is understood as participation in social practices; as joint activity, mediated by other people and cultural activities and artefacts. The second strand was based in these underst

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32

Windsor, Angela Kathryn. "Observing the motors of change in interactive tertiary EAL reading to write classroom systems." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/385609.

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This study investigated the general shape of development underlying reading to innovate in writing (R2IW) performance in university-based English language learning contexts. To achieve the aim of this study, three sub questions were applied from a dynamic systems theory perspective within a fixed non-experimental descriptive research design. These sub questions measured how innovation emergence in English as a Second Language (ESL) writing from sources varied over different time periods, how stable it was in time, and how R2IW varied at a higher level of magnification in nested minute timescal

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Trulsson, Sara. "Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education." Thesis, KTH, Industriell ekologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191308.

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Universities world wide do efforts to integrate education on climate change in the educational programs, but teaching about climate change is challenging: the climate system is complex, future prognoses include difficult terms of likeliness and the topic as such awakes emotions. Simulations and games are sometimes used to address climate change matters, and along with an increasing number of available interactive online simulations there is an on-going revolution in how online-material is used to provide students with information in higher education. Some practitioners move parts of the inform

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34

Dolci, Emily. "Leave no teacher behind a classroom-based study of school reform and teacher agency /." Diss., Connect to the thesis, 2005. http://thesis.haverford.edu/119/01/2005DolciE.pdf.

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35

Richardson, Lesley. "Open learning technology and the rural school: The effects on classroom practice." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/15860/1/Lesley_Richardson_Thesis.pdf.

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New developments in information and communications technologies have rapidly made their way into the forefront of educational concerns. With exciting possibilities for global communication, access to vast amounts of information and new approaches to teaching and learning practices, a small number of schools have integrated the technology into the school environment. However, the majority of schools are just feeling their way and this is particularly so in small rural schools which are removed from the high technology communications networks of the capital cities. This study placed open le

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Richardson, Lesley. "Open learning technology and the rural school: The effects on classroom practice." Queensland University of Technology, 2001. http://eprints.qut.edu.au/15860/.

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New developments in information and communications technologies have rapidly made their way into the forefront of educational concerns. With exciting possibilities for global communication, access to vast amounts of information and new approaches to teaching and learning practices, a small number of schools have integrated the technology into the school environment. However, the majority of schools are just feeling their way and this is particularly so in small rural schools which are removed from the high technology communications networks of the capital cities. This study placed open le

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37

Stinson, Anthony B. "An Autoethnography:A Mathematics Teacher's Journey of Identity Construction and Change." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/43.

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Despite some gains, improving secondary mathematics instruction remains an area of concern of the National Council of Teachers of Mathematics (NCTM). Recitation, also known as lecturing, prevails as the practice of choice of mathematics teachers in the United States. However, the report of the NCTM Research Advisory Committee 2000 indicates that the mathematical proficiency of students increases when the practice of choice includes more than recitation. Therefore, changes in instruction in the mathematics classroom should occur to improve student learning. The purpose of this dissertation is t

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38

Joo, Hyun Jung. "Teacher Change in Argumentative Writing Instruction in a High-School ESL Classroom: A Longitudinal Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546193831535107.

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39

Thieman, Gayle Yvonne. "Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/1461.

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In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209. The case studies included multiple sources of evidence (administrator an

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40

Ozkan, Desen Sevi. "Transdisciplinarity on Paper: How do interdisciplinary faculty translate university initiatives into the classroom?" Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99106.

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University-level transdisciplinary initiatives have become prevalent as institutions reorient disciplines around complex problems that are relevant to society. Transdisciplinary research initiatives, like those of interdisciplinarity in the previous decade, are reinforced by federal funding agencies because of their potential to yield technological innovation, and in turn, economic growth. However, the sustained development of transdisciplinary or interdisciplinary curriculum design remains limited due to the multiple competing factors that govern the curriculum. This dissertation research foc

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41

Ramoroka, Noko Jones. "Educators' understanding of the premises underpinning outcomes-based education and its impact on their classroom assessment practices." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04052007-185249/.

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42

Kwong, Chung-yuk, and 鄺頌鈺. "A classroom study of collaborative study at the computer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960212.

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43

Hawley, Douglas Dean. "The influence of developing a web-based course on university professor classroom instructional techniques as measured by the MTQ." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4167.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 24, 2006) Vita. Includes bibliographical references.

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Scott, Margaret Anne. "The Role of Dialogue and Inquiry in District Implementation of Classroom Walkthroughs at Four Elementary Schools." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/242372.

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Classroom walkthroughs as a means of providing data for inquiry between principals and teachers and between teachers show promise for improving classroom instruction. Using data collected from classroom walkthroughs and through the development of a community of practice where administrators and teachers utilize dialogue and inquiry around these data collected, educators can design and improve instruction. Inquiry, involving both dialogue and reflection, is key to the effective use of these data. A case study of one elementary school embedded in a suburban district is used to investigate this d

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45

Riddell, Jeannette Linda. "Equalizing the composition classroom: A look at who and what we overlook and strategies for change." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/786.

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Nagel, Steven Todd. "Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468847305.

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47

Suurtamm, Christine, and Barbara Graves. "Mathematics education reform:The role of coherence within the complexity of change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80980.

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This paper draws on data gathered from a large-scale, multi-year research project, Curriculum Implementation in Intermediate Mathematics (CIIM), that examines the implementation of a reform (inquiry-oriented) mathematics curriculum in Grades 7 – 10 in Ontario, Canada. To describe classroom practices and ways that teachers have been challenged and supported in implementing an inquiry-oriented approach, the data included teacher questionnaires (n =1096), focus group interviews with mathematics educators across the province, and nine case studies. While some of our data align with the research of

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Sim, Ju Youn. "The impact of in-service teacher training : a case study of teachers' classroom practice and perception change." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/36858/.

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The central focus of this study concerns the impact in Korea of an in-service teacher training (INSET) course on teachers’ classroom practice and their perception change. A qualitative case study involving observation and interviews was carried out during a period of six months before and after an INSET course. The three-week INSET course itself was observed. This was followed by the observation of five consecutive English lessons given by the two teachers. The teachers also took part in four semi-structured interviews. While the observations shed light on how the teachers implemented what the

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49

Callinan, Carol Jane. "Constructing scientific knowledge in the classroom : a multimodal analysis of conceptual change and the significance of gesture." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28744.

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Constructivism remains one of the most influential views of understanding how children learn science today. Research investigating learning from within this viewpoint has led to the development of a range of theoretical models, most of which aim to explain the underlying processes associated with conceptual change. Such models range in depth and scope with some attributing change to purely cognitive processes while others suggest a role for social factors. Contemporary research has also begun to explore links between the role of practical activity, skills development and language. This study u

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Badroodien, Rizwana. "Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15487.

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Includes bibliographical references<br>The Classroom Communication Resource (CCR) intervention was developed to improve peer attitudes towards children who stutter (CWS). This pilot study will inform the feasibility of a Randomised Control Trial (RCT) through the following aims: 1. To analyse selected procedural aspects including recruitment, participation and re tention rates and questionnaire-questionnaire completion trends. 2. To observe treatment and cluster effect of the CCR intervention at one and six months post-intervention. An experimental, quantitative cluster randomised trial desig

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