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Jung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.
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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.
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Devine, Catherine. "Life Science For Elementary Teachers." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/169.
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Science is taught at all grade levels, yet there exists a deficiency in the amount of emphasis placed on science training for elementary teachers. As a result, teachers often feel inadequate in their knowledge of scientific areas and in their ability to develop science process skills in their students. As a result in this lack of training, a need exists to provide programs to increase skill and confidence of elementary teachers not only in teaching science concepts but science process skills as well.
One means of meeting this need was the development of an activity-based, process-oriented inservice curriculum designed specifically for elementary science. The curriculum was designed as an inservice component of 60 hours that emphasized process skills as well as updating science concepts. The curriculum was designed for use in grades 1-6 and stressed "hands-on" experiences using readily available materials and a minimum of specialized equipment.
The curriculum was field tested as a component of the Clay county, Florida Summer Inservice Institute. Thirty eight teachers, whose teaching assignments ranged from kindergarten to sixth grade, participated in the field test.
At the beginning of the Institute, no participant scored 80% or better on a pretest of knowledge of concepts and process skills. Each participant completed each 'activity in the role of a student, including forming a hypothesis, collecting data, and drawing a conclusion. Activities were then discussed stressing process skills used and an indepth review of concepts involved. On the final day of the Institute, 84% of the participants scored 80% or better on the posttest. Furthermore, evaluations of the component by particiPants indicated a marked improvement in confidence in and enthusiasm for teaching science process skills. Overall the curriculum met the objective of increasing elementary teachers' ability and willingness to teach science process skills as well as science concepts.
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Boutwell, Debra Ann Collins. "Organizational identity, self-concept, and commitment among teachers in northwest Florida." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000062.
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Blackwell, Sarah Elizabeth Channell. "The effect of concept mapping on preservice teachers' reflective practices when making pedagogical decisions /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1273120701&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193078368&clientId=22256.
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Stecklein, Jason Jeffrey. "Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1506.
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The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.
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Khmag, Khulod Abulghasem. "An examination of student teachers' concerns, experiences & perceptions about teaching practice opportunities in one Libyan university." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/426875/.
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Teacher Education in Libya has been struggling for decades now. Teacher Education institutions in particular, teachers, have been criticized for the way student teachers are prepared for teaching (Swuaed, 2014; Batilmal, 2012) and some have been blamed for pupils' underachievement. As a teacher educator at Azzawia University in Libya, the researcher had always been intrigued to learn how teacher education courses were being organised and taught since she herself graduated from Azzawia University without any type of practical teacher training. After the daunting experience of having to teach herself how to teach, the researcher wondered how other university students felt and thought about their teacher education courses. Thus, the researcher decided to speak informally with a number of students and university colleagues in the Department of English at the School of Education in Azzawia University about the nature of the teacher education course. Colleagues expressed concerns about the current ways in which the teacher education course was organized (in particular during Year 4) and had doubts about whether the sequence of the programme was arranged appropriately. They argued that what the School of Education lacked was an effective teacher education programme, which would equip student teachers with sufficient pedagogical knowledge and practice experience in order to teach effectively, and thus achieve positive outcomes for pupils. During the interactions, student teachers also expressed their frustration about what they saw as too much emphasis by university tutors on the 'theory' of becoming teachers and insufficient if any persisting emphasis on more practical elements and school-based teaching opportunities in the programme. This concern heightened the researcher's interest in investigating the development of greater school-based experiences for pre-service teachers. By this, the researcher found it necessary to first, examine student teachers' concerns, perceptions & experiences during a teaching practice placement opportunity. Second, to reflect on the implications of the findings of this research study, to determine the extent to which these can improve the teacher education provision at the target university in addition to other universities around Libya by reviewing the programme aims, scope and sequence. By conducting such research, student teachers might possibly have a smoother transition into the classroom, find their coursework more relevant and beneficial, and may be able to transfer more of their university-based learning into the classroom. There is no doubt that research that provides data on Libyan student teachers' concerns, perceptions and experiences of their ITE and examines their levels of preparedness and confidence to undertake the task of teaching in schools in Libya, will hopefully make a major contribution to the underdeveloped area of research related to teacher education in Initial Teacher Education programmes in Libya and provide new ideas and perspectives to restructure and reform initial teacher education programmes in Libya. In this research study, a mixed methods approach was adopted, using interviews, a questionnaire and observations as means of collecting data from the research participants. Quantitative data was gathered from one cohort of 40 (originally 150) student teachers from the English department using a 'Teacher Concerns Questionnaire' and then tracked in-depth, four student teachers' development journey through some school-based teaching opportunities across a period of 7 weeks (originally 12 weeks), encompassing their experiences within the school environment, their feelings about teaching practice (TP) and teaching and overall their feelings of preparedness to become teachers. Qualitative data was gathered from four target student teacher participants, who were considered as mini-case studies in this research, through interviews conducted prior, during and after observations and student teaching lessons during the teaching practice placement. Findings showed despite the positive experiences encountered during the teaching practice experience, classroom management and pupil behaviour were consistent challenges and impacted upon student teachers' lessons and development. Results showed that student teachers had idealistic views and expectations of what they expected to find prior to entering schools. A major conclusion was how student teachers were made to feel so unwelcomed and isolated in school by staff and school teachers in addition to occasionally being undermined by school teachers who refused to view them as real teachers. Another major conclusion from this study was amidst all the challenges (internal posed by the school and external through the conflict), student teachers were genuinely upset that teaching practice had to come to an end and felt the need to spend more time in schools. This is a clear indication of their determination and resilience towards learning to become teachers. Another conclusion from this was that the Teacher Concerns Questionnaire could be applied within an Arabic context, in this case Libya. A brief example, for instance, the results from the TCQ conducted on the Libyan research participants showed that the strength of concerns for classroom management and pupil behaviour increased across survey results and persisted on even after securing teaching posts in private sectors. This might suggest that more applied attention to strategies to manage classroom management in the ITE programme in Libya are needed. The use of the TCQ and the results from the questionnaire could help in restructuring the Teacher Education Programme in Libya as it will assist in revealing what student teachers might be concerned with before and during their teacher education programme. Findings also showed that through student teacher's development during their ITE, student teachers learning occurred and changed over the period of teaching practice through trial and error (repetition of lessons), observation and modelling of the researcher in this case, problem solving (pupil behaviour) and making sense of theory learned at university once they started teaching practice.
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Taylor, Amy Rebecca. "Students' and Teachers' Conceptions of Surface Area to Volume in Science Contexts: What Factors Influence the Understanding of the Concept of Scale?" NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03022008-181319/.
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The National Science Education Standards emphasize teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale (NRC, 1996). Since the relationship of surface area to volume is a pervasive concept that can be found throughout different sciences, it is important for students to not only understand the association of the two, but to also be able to apply it to various situations. The purpose of this study is to investigate the factors that influence the understanding of the concept of scale involving surface area to volume relationships. The first study reported here describes a pilot study with middle school participants in which the correlation between proportional reasoning ability and a studentâs ability to understand surface area to volume relationships was explored. The results of this study showed there was a statistically significant correlation between proportional reasoning scores and the surface area to volume posttest scores. This correlation was explored further in the second study in which middle school studentsâ, high school studentsâ, and science teachersâ abilities in proportional reasoning, visual-spatial skills, and understanding surface area to volume relationships were assessed. Regression results indicated that all participantsâ proportional reasoning and visual-spatial scores could be a possible predictor for oneâs ability to understand surface area to volume relationships. Discussion of the results is followed by implications for teaching scale concepts such as surface area to volume in the science classroom.
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Pastoll, Gregory. "The concept of educatedness : an analysis of the current perspectives of a population of university teachers on the personal qualities indicative of educatedness, and its implications for university teaching." Doctoral thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/21509.
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The author collected from a variety of sources descriptions of more than six hundred personal qualities held to be indicative of educational development. A survey was performed to determine which of these qualities are most widely agreed to be indicators of advanced educational development (that is, qualities which would indicate that a person had developed his or her potential as a functioning human being to an advanced extent). The respondents were 42 volunteer academics from many different university disciplines, with an avowed interest in the educational development of people. This survey made use of a card-sort method which enabled each respondent to assess each of the more than 600 collected qualities as potential indicators of educational development. Subsequent interviews gathered information on the respondents' insights into the essence of personal educational development and on the processes which they felt assisted in fostering the qualities they valued. A remarkable degree of consistency was found in the way the respondents (independently) prioritised the qualities. An analysis of the responses led to the deduction of the following eleven broad themes commonly held to characterise advanced educational development: • A sense of self-worth • A positive orientation to existence • A developed power of will • Creativeness • Individuality • A disposition to search for meaning • Being properly equipped to search for meaning • Movement towards self-understanding • Evidence of integrative understandings • A life-enhancing disposition and • The ability to make meaningful contact with others. The extent of alignment shown with these themes by respondents who exhibited a broad diversity of cultural and life-experiences makes it possible to propose that these themes might conceivably represent a substantial core of a universally valid interpretation of advanced educational development.
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Armenta, Delgado I. "Constructing the concept of 'culture' in a Mexican university language department : the struggles of a small group of English teachers and students." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12991/.
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This thesis is an investigation of how a group of foreign and local English language teachers and students at the Language Department of the University of Guanajuato, Mexico construct ‘culture’. Through an ethnographic approach, with the use of interviews and classroom observations as the means for gathering data, the stories of eight teachers and twenty four students were explored, in order to unravel their constructions of ‘culture’. Given the abstract nature of the concept ‘culture’, critical incidents from my personal and professional experience were used to spark the participants into sharing their stories. It was through the telling of these stories that the thoughts, ideas and feelings of the participants regarding the Self and the Other were revealed. The construction of ‘culture’ was found to be a complex process in which teachers and students struggle in negotiating diverse sources of knowledge—from the personal (parents and upbringing), to professional and/or public discourses. The processes of relativization, recognition and transformation, as understood in the cosmopolitan tradition, were adopted to explore individuals’ capabilities in constructing ‘culture’. When constructing people and ‘cultures’, individuals are seen to traverse personal and professional trajectories, making the ability to relativize worldviews a challenge. Thus, the cosmopolitan imagination, which foresees Self and societal transformation, is seen to aid the individual in effecting the relativization of worldviews, so that recognition from the perspective of the Other and transformation are made possible. Constructing ‘culture’ was found to be a non-linear process, sometimes smooth and sometimes a struggle. Indeed, this thesis proposes that there are many intersecting factors in the construction of ‘culture’: the concepts which are invoked, the processes involved, and the abilities utilized when deliberating over ‘culture’. The individual is seen to draw upon all of these resources according to the specific contextual factors of the intercultural event.
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Schäfer, Jean Stewart. "An investigation of how visual arts can be used to teach mathematical concepts of space and shape in Grade R." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003514.
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The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.
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Hand, Victoria Sanderlin. "Perceptions and Concerns of Novice Secondary Teachers in Louisiana: The Relationship of Novice Secondary Teacher Stress to Their Perception of Principal Leadership." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1020.
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The demand for highly qualified teachers is well documented, yet numerous stressors influence educators to leave their positions. The guiding question for this study was: Is there a relationship between perceived principal leadership behavior and the stress experienced by the novice secondary teacher? The target population was novice teachers in Louisiana. The purposive sample was delimited to novice secondary teachers having six semesters of teaching experience or less in grades 6 through 12. The ten largest parishes in Louisiana were selected to sample. Four of the ten parishes granted permission to survey novice secondary teachers. The Leader Behavior Description Questionnaire, Form XII (Stogdill, 1963) was used to determine the perception of principal leadership in two dimensions: consideration behavior and initiation of structure behavior. The Teacher Stress Inventory (Fimian, 1988) was used to collect demographic data on the participants and to determine a composite stress score from five sources of stress and five manifestations of stress. The statistical analyses included stepwise multiple regression and one-way ANOVA. Data were analyzed with the Statistical Package for the Social Science Version16.0 (SPSS). Time management, along with discipline and motivation, were the top two sources of stress for novice teachers. Fatigue manifestation and emotional manifestation were the most conspicuous manifestations of stress. These results reflect relevant issues facing the contemporary teacher. Professional investment, the diminished autonomy teachers experience when the locus of control is external to the classroom, was the single most reliable source of stress to predict both initiating structure and consideration leadership behavior. Emotional manifestation was the single most reliable manifestation of stress to predict initiating structure xiv and consideration leadership behavior. No significant relationship was found between the demographic and organizational variables and stress in the novice secondary teacher. Principal leadership is a potential predictor of teacher retention. Thus, the findings of this study have implications for three specific areas: programs of support for new teachers, preparation and training of principal leadership, and policies that are critical for the successful principal.
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TORRE, ALEXIS-JANE ARANETA. "UNCOVERING MATH TEACHERS’ UNDERSTANDING OF ALGEBRA CONCEPTS." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613743.
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In this study, we looked at thirty to thirty-three teacher responses to algebra questions. Through analyzing their submitted solutions using the lens of previously researched ways of categorizing teacher knowledge of algebra, we saw how point-wise and global approaches can both be beneficial, depending on the nature of the question. Sometimes, taking a point-wise approach can help teachers tackle problems with counter-intuitive solutions, and other times, global thinking helped guide teachers in the right direction by focusing them on the bigger picture. We also looked at the data through the framework of KAT, finding that teachers may possibly have gaps in their school algebra (SA), and advanced math (AM) knowledge in terms of applying and connecting formulas, which we saw in problems involving the distance, rate, and time formulas. Overall, our research has highlighted how middle and high school math teachers think about algebra questions, building off of previous research in this area and giving us insight into how we could better train future math educators.
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Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.
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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.
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Pilling, Jody Rae. "Teachers’ use of examples in the natural setting." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25506.
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This study was conducted to investigate how teachers present concepts
and use examples in the natural setting of the classroom.
A conceptual framework which afforded bases for the generation of questions
as well as general rationale was found within the concept acquisition research literature (Bourne & Guy, 1968; Carnine, 1980; Houtz, Moore & Davis, 1973; Hovland & Weiss, 1953; Klausmeier & Feldman, 1975; Tennyson & Park, 1980; Tennyson & Rothen, 1977; Tennyson, Steve, & Boutwell, 1975; Williams & Carnine, 1981). Within the developing research tradition, diverse instructional
strategies had evolved within a context of highly specific, carefully controlled experimental laboratory investigations.
Prescriptions based on the results of these research initiatives were being directed toward classroom practitioners (Engelmann & Carnine, 1982). The extent to which instructional design strategies emerging from the empirical activity could be transplanted from the artificial context of the laboratory to the unpredictable and complex environment of the classroom was a question which guided this inquiry. The focus of this descriptive study became an exploration of the verbal behavior of teachers in the classroom during the act of teaching, examining how concepts and supporting examples were being presented.
A naturalistic, descriptive mode of inquiry was adopted during the study. The observational technique was utilized, and a "sign system" was constructed to isolate and quantify the behaviors of interest.
Based on the literature, as well as trends discerned during two pilot studies, a number of questions relating to concept teaching in the natural setting were generated and explored in data from sixty different teaching lessons (N=8). These lessons reflected varying subject matters and students
of varying chronological ages. The questions were formulated in reference
to teachers' use of concept definitions, positive and negative examples, concrete as opposed to abstract examples, as well as the extent to which teachers asked students to generalize to new, different positive and negative examples. Frequencies associated with these verbal behaviors were reported. As well, the role which students were playing during concept teaching was examined.
The results of this exploratory investigation suggest that areas of complementarity exist between the respective perspectives assumed by researchers and teachers, particularly in relation to use of definitions and positive examples during concept presentations. At the same time, the naturally
occurring behaviors of the teachers in this sample were devoid of certain
strategies judged essential by instructional designers, in particular use of negative examples during concept teaching sequences.
Across the teachers, subject matters, and grade levels represented in this study, approximately one-half of the examples presented in relation to concepts were conceptualized and contributed by students. This pattern emerged during an instructional routine which Duffy (1983) terms the "turn taking model", where classroom interaction is characterized by the teacher asking a question, the student responding, and the teacher reinforcing or correcting. Because instructional designers' prescriptions for example presentation
during concept teaching rely heavily on strict control over content and sequence issues, the question is raised whether instructional design models for concept teaching are feasible within the natural setting in general,
given the constraints that may be imposed by adoption of turn taking procedures.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Thurston, Joy Gwen. "Japanese university students concepts of reading English and Japanese." Thesis, University of Bath, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493820.
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There are two aims of this research. The first is to gain an understanding of Japanese university students' concepts of reading English as a second language. This focuses on what they read, why they read and their attitudes towards reading a first and second language (LI and L2). The second is to develop and demonstrate the use of a culturally valid approach to research. Aspects relating to all dimensions of research are fully and transparently described to show how culturally valid research was accomplished. A study of 305 Japanese university students in Tokyo was conducted using questionnaires concerning the frequency of reading Japanese (L1) and English (L2), the students' purposes for reading English in the future and their ideas relating to reading English and Japanese. Supportive interviews with six of the students were also conducted to provide further perspectives. Quantitative data was statistically analysed to identify trends and relationships and qualitative data was coded using categories grounded in the students' responses. The findings of this study provide a better understanding of many aspects of Japanese university students' concepts of reading and reveal that reading Japanese and English is an integral part of their lives. They also demonstrate the interactive relationship between reading L1 and L2; they provide a possible model of the construct of reading in both L1 and L2; they expand the parameters of the context of reading; and they have potential application to teaching. Moreover, this study demonstrates the value of using a culturally valid approach and provides an illustrative example of guidelines for conducting research in a culturally valid way that can be applied to research in other contexts.
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Welder, Rachael Mae. "Preservice Elementary Teachers' Mathematical Content Knowledge of Prerequisite Algebra Concepts." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/welder/WelderR0507.pdf.
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Research illustrating that student achievement is affected by teachers' knowledge advocates for K-8 teachers to be knowledgeable regarding prerequisite algebra concepts: (1) numbers (numerical operations), (2) ratios/proportions, (3) the order of operations, (4) equality, (5) patterning, (6) algebraic symbolism (including letter usage), (7) algebraic equations, (8) functions, and (9) graphing. The theoretical framework for the knowledge for teaching mathematics built for this study suggests that the mathematical content knowledge needed for teaching consists of specialized content knowledge in addition to common content knowledge. Specialized mathematical content knowledge extends beyond solving mathematical problems to encompass how and why mathematical procedures work and an awareness of structuring and representing mathematical content for learners. The effects of an undergraduate mathematics content course for elementary education students on preservice teachers' common and specialized content knowledge of prerequisite algebra concepts was investigated, using a pre-experimental one-group pretest-posttest design. A quantitative, 51-item, multiple-choice instrument, developed specifically to measure both types of content knowledge with respect to prerequisite algebra concepts, was constructed from the Learning Mathematics for Teaching Project's Content Knowledge for Teaching Mathematics Measures question bank. This instrument was administered to all students enrolled in Mathematics for Elementary Teachers I (n = 48), at Montana State University, during the fall semester of 2006. Matched pairs t-tests, comparing pretest and posttest scores within the single sample, show significant gains (p = .000) in both common and specialized content knowledge and in all tested aspects of prerequisite algebra knowledge (numbers and equations/functions). Results also suggest a significant correlation (r = .716, p = .000) between preservice teachers' common and specialized content knowledge. Lastly, a oneparameter linear model was constructed to predict the number of participants to incorrectly answer each item, based on item difficulty. Items missed by notably more or less students than predicted were identified and analyzed. The one item students performed better than expected on addresses common content knowledge regarding a linear graph. The set of troublesome items address both common and specialized content knowledge of reading, writing, and representing functions in a variety of contexts and using ratios to write and solve proportions.
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Hall, Courtney A. "Evaluation of pre-service teachers' perceptions of water resources concepts." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339148.
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This study has examined the perceptions, knowledge and attitudes of pre-service teachers prior to and after a Project WET workshop within their science education and science methods courses at Ball State University. The attitudes and opinions of the pre-service teacher study group were compared to a pre-service teacher control group before and after the workshop. There is evidence to support that those who are exposed to Project WET will have increased knowledge and changed attitudes about water resources. This study found that teaching styles of instructors as well as the activities they choose can affect what is learned in a workshop by the participants. It was also found that pre-service teachers who participate in an environmental education workshop, such as Project WET, are more likely than those who do not participate in such a workshop to report that they felt more confident in their ability to teach science and that they plan to use the materials they received in the future.<br>Department of Natural Resources and Environmental Management
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Gallo, Elena. "University language teachers as autonomous learners." Diss., Ludwig-Maximilians-Universität München, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-176884.
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The present empirical study investigates how university language teachers approach their own professional development (PD) and which forms their development can take.
Research into teacher professional development largely tends to concentrate on school teachers, whereas in this study university language teachers are the focus of interest. Furthermore, the role of teachers’ personal contributions to their own professional learning is the main concern of the study rather than which features of teacher programmes might have a positive impact on teachers’ development.
The way the teachers proceed in accomplishing their PD task has been documented through a Grounded Theory approach to data. Questionnaries and follow-up semi-structured qualitative interviews were used to explore the approaches of ten university language teachers.
Two professional profiles were identified and were named the 'Learners' and the 'Developers' because they correspond to Vygotsky’s (1978) distinction between learning and development and because this best characterises the teachers' differences in this study.
The characteristics of the two profiles centre around their awareness, the way they arrange their learning environment and their attitudinal orientation.
The teachers with a “developer”-profile display a high capacity of ‘professional self’-revision, have a highly developed awareness of their own learning concerns and set long-term and demanding professional goals that require them to go beyond routines. They maintain a focused attention on their goals and on the various tasks to pursue them, and are attentive to their positive emotional well-being as teachers as well as to their cognitive needs. One critical result is that they adopt and develop appropriate strategies that lead them to their goals. As a consequence, they enter a cycle of change and ultimately achieve their affective goals.
The teachers with a ‘learner’-profile on the contrary are less attentive to all the relevant dimensions involved in their own professional learning. Contrary to the ‘developer’-colleagues, they lack the strategies appropriate for them to realise their goals and to reduce the complexity of the teacher development task. Their personal contribution to their own development is limited, their learning environment is consequently more secure, but less challenging than for the previous profile, and requires less effort on their behalf. Overall, they do not seem to be completely in charge of their own learning and reproduced “traditional” learners’ behaviours. Their attitudes towards their own professional development did not accord with their lifelong learning goals. Their ‘professional self’ could be more intensively developed.
The present study aims to complement the existing debate on language teachers’ professionalism and to add new insights on the dynamic way in which teachers make sense of their professional development. Based on the results, it is hoped that a contribution will be made to bridging the gap between research and practice by indicating how to augment existing reflective tools, such as teachers’ portfolios, designed to sustain reflection in language teachers and thus advance their professional development.
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Merrill, William Lord. "Preservice teachers' understanding of division as assessed by concept mapping /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662144452.
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Smith, Kia Antionetta. "Human capital : concepts of diversity in corporate and university settings /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136446.
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Pan, Yun. "Framing university small group talk : knowledge construction through lexical concepts." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/4031.
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Knowledge construction in educational discourse continues to interest practitioners and researchers due to the conceptually “natural” connection between knowledge and learning for professional development. Frames have conceptual and practical advantages over other units of inquiry concerning meaning negotiation for knowledge construction. They are relatively stable data-structures representing prototypical situations retrieved from real world experiences, cover larger units of meaning beyond the immediate sequential mechanism at interaction, and have been inherently placed at the semantic-pragmatic interface for empirical observation. Framing in a particular context – university small group talk has been an under-researched field, while the relationship between talk and knowledge through collaborative work has been identified below/at the Higher Educational level. Involving higher level cognitive activities and distinct interactional patterns, university small group talk is worth close examination and systematic investigation. This study applies Corpus Linguistics and Interactional Linguistics approaches to examine a subset of a one-million-word corpus of university small group talk at a UK university. Specifically, it provides a detailed examination of the participants’ framing behaviours for knowledge construction through their talk of disciplinary lexical concepts. Analysis reveals how the participants draw upon schematized knowledge structures evoked by particular lexical choices and how they invoke expanded scenarios via pragmatic mappings in the ongoing interaction. Additionally, it is demonstrated how the framing moves are related to the structural uniqueness of university small group talk, the contextualized speaker roles and the institutional procedures and routines. This study deepens the understanding of the relationship between linguistically constructed knowledge and the way interlocutors conceptualize the world through institutionalized collaboration, building upon the existing research on human reliance upon structures to interpret reality at both the conceptual and the action levels. The study also addresses interaction research in Higher Educational settings, by discussing how the cognitive-communicative duality of framing is sensitive to various contextual resources, distinct discourse structures and task procedures through the group dynamics.
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Sjögren, Stella. "Det vidgade textbegreppet : An expanded text concept - swedish teacher thinking in the upper secondary school and at university." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2141.
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<p>Föreliggande undersökning behandlar området bildtolkning, bildmedier och bildbaserade medier i gymnasieskolan och på lärarutbildningen, vad Skolverkets styrdokument säger om detta, hur lärarutbildare på lärarutbildningarna och svensklärare på gymnasiet förstår och anser sig tillämpa begreppet ’bildtolkning’. Syftet har alltså varit att studera hur styrdokumentens intentioner i det här avseendet realiseras i lärarutbildningen och skolpraktiken, enligt några lärarutbildares och svensklärares beskrivningar i intervjuer.</p><p>Det undersökningen i stort visar är att bildmedier och bildbaserade medier förekommer i undervisningen på gymnasiet, i olika grad. Samma sak gäller bildtolkning, men den förekommer för flera av de intervjuade lärarnas vidkommande inte på samma villkor som texttolkningen, och det verkar bero på att just de här lärarna känner sig osäkra på bildtolkning, bildmedier och bildbaserade medier, och anser sig behöva vidareutbildning för att känna sig säkra i undervisningen på området. De två lärarutbildare som ingår i undersökningen ger i olika grad de lärarstuderande verktyg för att hantera området, men har erfarenheten att de lärarstuderande på sina praktikskolor möter motstånd och därför inte får ta sina kunskaper i bruk. Ett försök gjordes att se om det finns något samband mellan de här lärarnas ämneskonception (Malmgren 1996) och förekomsten av bild och bildtolkning i undervisningen, men ingen säker slutsats var möjlig att dra.</p>
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Wright, Kimberly Boddie. "Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86023.
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Recognizing the need for U.S. students' mathematics learning to be built on a
solid foundation of conceptual understanding, professional organizations such as the
National Council of Teachers of Mathematics (2000) and the Conference Board of the
Mathematical Sciences (2001) have called for an increased focus on building conceptual
understanding in elementary mathematics in several domains. This study focuses on an
exploration of two aspects of Hill, Schilling, and Ball's (2004) mathematics knowledge
for teaching: specialized content knowledge (SCK) and knowledge of content and
students (KCS) related to fractions concepts, an area that is particularly challenging at
the elementary level and builds the foundation for understanding more complex rational
number concepts in the middle grades. Eight grades early childhood through four
preservice teachers enrolled in a mathematics methods course were asked to create
concept maps to describe their knowledge of fractions and interpret student work with
fractions. Results showed the preservice teachers to be most familiar with the part-whole
representation of fractions. Study participants were least familiar with other fraction
representations, including fractions as a ratio, as an operator, as a point on a number line,
and as a form of division. The ratio interpretation of a fraction presented the greatest
difficulty for study participants when asked to describe student misconceptions and
create instructional representations to change students' thinking.
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Kuok, Oi Mei. "Occupational stress of university teachers in China." Thesis, University of Macau, 1998. http://umaclib3.umac.mo/record=b1636732.
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Hinostroza, Juan Enrique. "Teachers' concepts and beliefs about educational software : a case study of teachers within a software development process." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10022658/.
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Most present day educational software has been designed for use as a cognitive tool, aimed at fostering students' learning outcomes and without considering the teaching framework in which it will be used. A literature review demonstrated that there is a lack of evidence about teachers' concepts and beliefs concerning educational software. In order to address this issue a case study was designed in which teachers would need to think deeply and purposefully about the characteristics and features of software. The case chosen was a process of educational software development, in which two teachers, a software engineer, a psychologist and a graphic designer, were committed to develop a piece of software during a seven month period. In each session the teachers expressed ideas and conceptions about software and were continuously reflecting on its nature. The sessions were video-recorded and the tapes transcribed, these data were analysed using both qualitative and quantitative techniques using systemic networks to organise and give a structure to the categories of analysis. Based on the discussion of the findings, the main implications of this study are represented as a model of understanding of educational software that considers teachers' actual concepts and beliefs about computers and software. This model, firstly, shows, that these teachers conceived of the computer as a resource that could replace them in the role of managing students' rehearsal of materials, and, secondly, presents the characteristics of the educational software that these teachers designed and shows the dimensions of their teaching strategies (classroom atmosphere, pedagogy, and learning conceptions) that were embedded in these characteristics (human-computer interface, browsing, and interaction with the software respectively). This model demonstrates significant links between the study of Pedagogy and the study of Information Technology in Education and has implications for the relationship between these two areas of research and consequently for teacher training.
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Provest, I. S. "Concepts of viewpoint and erasure : Botany Bay /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030910.162554/index.html.
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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
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Bulunuz, Nermin. "Understanding of earth and space science concepts strategies for concept building in elementary teacher preparation /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11272006-142026/.
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Thesis (Ph.D.)--Georgia State University, 2006.<br>Title from title screen. Olga S. Jarrett, committee chair; Barbara Meyers, Geeta Verma, Susan Swars, committee members. Electronic text (235 p.) : digital, PDF file. Description based on contents viewed May 14, 2007. Includes bibliographical references (p. 185-204).
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Aydemir, Murat. "The Investigation Of Teachers With Respect To Knowledge Level On Environmental Concepts." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608580/index.pdf.
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The aim of this study is to investigate the environmental knowledge level of teachers, who teach the elementary science and technology course, and to explore possible relationships between environmental knowledge level and their demographic attributes.
In this study, data was obtained by the instrument developed by the researcher to 183 teachers from 91 selected elementary schools throughout Ç<br>ankaya and Yenimahalle districts of Ankara in spring 2005-2006 semester.
The results of the study indicated that participant did not take adequate environmental education neither preservice nor inservice education. Teacher in the study used media (visual or printed) to reach environmental information. Majority of the teachers in the study had average knowledge about environmental concepts and only small number of teachers had adequate knowledge level about environmental concepts. The main predictor of teachers&rsquo<br>knowledge were teaching experience, class hours taught in a week and being a part of an environment project.
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Scales, Jason A. "Assessment of teachers' ability to integrate science concepts into secondary agriculture programs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4717.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<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 February 29, 2008) Vita. Includes bibliographical references.
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RUTHERFORD, LORI B. "EXPLORING ALTERNATIVE CONCEPTIONS OF TEACHERS AND INFORMAL EDUCATORS ABOUT SELECTED ASTRONOMY CONCEPTS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1100986162.
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Calkins, Stephanie Ann. "Understanding evolution influences on the teaching and student understanding of evolutionary concepts /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Calkins_SMITthesis2009.pdf.
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Futrell, Alvin L. "Relative importance of characteristics required to become an effective university supervisor of student teachers as perceived by university supervisors, cooperating teachers, student teachers, and building principals." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483473.
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The primary purpose of the study was to determine whether there was a significant relationship among perceptions of university supervisors, cooperating teachers, student teachers, and building principals regarding characteristics required to become an effective university supervisor of student teachers.In order to examine the research questions, data were collected from each of the four population groups with a questionnaire consisting of twenty-three supervisory characteristics. Twenty-three null hypotheses were tested by using the Chi square test of independence. The .05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. There was a statistically significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding nineteen of the supervisory characteristics.2. There was no significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding four of the supervisory characteristics.3. The average number of years teaching experience was 18.4 for university supervisors, 13.5 for cooperating teachers, and 17.6 for building principals.4. The average number of years of supervising student teachers was 9.9 for university supervisors, 5.2 for cooperating teachers, and 8.1 for building principals.5. There were 46.4 percent of university supervisors, 7.8 percent of cooperating teachers, and 22.2 percent of building principals who possessed supervisory training.6. Reflecting a positive professional attitude and a real liking and respect for teaching are the most important characteristics needed by university supervisors.7. There was an observable difference in the perceptions of practitioners regarding characteristics required to be an effective university supervisor of student teachers, when compared to reports in related literature.Conclusions1. Subjects tend to agree in their perceptions regarding the importance of personal qualities and professional skills.2. Subjects tend not to agree in their perceptions regarding the importance of managerial skills and general qualities.3. Cooperating teachers tend to have fewer years of teaching experience.4. Cooperating teachers have considerably less supervisory experience.5. A high percentage of the subjects was not properly trained in student teaching supervision.
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Al-Ruqaishi, Salama Abdul Aziz Ahmed. "Teachers' engagement in an Omani University Foundation Programme." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20299/.
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This study is about teachers’ engagement in a University Foundation Programme in Oman. In particular, the study probes the learning-teaching beliefs that both teachers and students hold inside the classroom in an Omani context. These students are in their first university year and come from a range of settings in Oman, so these learning beliefs could result from learning styles in the school being different to those in a university. The students were not used to be taught English as a second language in schools and they are not used to be taught by native speakers of the language. These changes in students’ learning environment could influence teacher engagement inside the classroom. This study used both quantitative and qualitative methods to answer the research questions. The Engaged Teacher Scale (ETS) and the Questionnaire on Teacher Interaction (QTI) were both used in this study. The Engaged Teacher Scale was in teachers’ questionnaire, students’ questionnaire and in the form of a closed diary every two weeks. The Questionnaire on Teacher Interaction (QTI) had two versions, one for teachers and one for students. Semi-structured interviews were conducted for both teachers and students to give reasons for their responses in the questionnaires and diaries. Analysis of variance showed a main effect of Students’ Level on their Social Engagement with their teachers. Teachers’ data also shows that Pre-Foundation (A) teachers were more socially engaged with their students which agree with the students’ data, but Social Engagement was not significant with Teachers’ data. Results from Teachers’ Diaries also indicated that participants did rate the three Emotional Engagement differently and that these differences were statically significant. This showed the importance of Teachers’ Emotional Engagement when the decreasing significance of Emotional Engagement can decrease all components of Teachers’ Engagement.
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Alothman, Manal Othman Hamad. "Saudi teachers' and university students' attitudes toward computing." Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3133.
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Computer technology is an important tool that enhances people’s learning, improves their education and influences the development of society. There is considerable research in Western countries studying attitudes towards computers but few studies have been performed in the Kingdom of Saudi Arabia (KSA). Therefore, it is worth measuring students’ attitudes to computer use in KSA as, if students are able to develop a positive attitude towards this during their educational years, they will increase their learning and knowledge, their future work will benefit and in turn this will benefit the national economy. The aim of this study is to investigate the associations between Saudi University students’ knowledge of English, their gender, computer experience, parents’ encouragement of use computer usage, place of residence and general attitudes towards the use of computers in their daily life. The main contribution of this study is the investigation of the attitude of both teachers and students within different regions of Saudi Arabia, using a large quantitative data set triangulated with qualitative data. The results show that Saudi undergraduate students have a positive attitude toward computers, and there are no significant gender differences between male and female students in their attitudes. This study also suggests students in the capital city have a more positive attitude towards computer than students from small cities. There is also a strong relationship between attitudes towards computers and English language skills, computer experiences, parental encouragement and undergraduate students’ computer attitudes. A majority of Saudi students in the study don’t have access to computers at university, especially females. The qualitative study conducted with school teachers shows gender differences, with male teachers having a more positive attitudes towards computers, and more computer experience and skills. The evidence presented in this work suggests that the educational use of computing in KSA requires an increased availability of computers; provision of computer workshops for students and educators starting from early education; levels to higher education and encouragement of students to use computers in learning methods in order to be successful.
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Bobo, Tammy Tillotson. "An analysis of working conditions of South Carolina teachers and expected working conditions of Clemson University student teachers." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263400508/.
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Rychetnik, Lucie. "Matters of Judgement: Concepts of evidence among teachers of medicine and public health." University of Sydney, 2001. http://hdl.handle.net/2123/2076.
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Doctor of Philosophy (PhD)<br>Introduction The aim of this study was to examine how the term “evidence” was conceived and used among academics and practitioners who teach medicine and public health. The rationale for the study was the widespread debate in the 1990s about evidence in health care. Methods Qualitative data were collected between 1996 to 1999. The core data came from unstructured interviews with researchers and practitioners linked to the Faculty of Medicine, University of Sydney. Other sources of data were: participant observation of group interactions in the Faculty of Medicine and at national and international conferences about evidence in health care; discourse in health care literature; and Internet posting to an international “evidence-based health” Email discussion list. The Grounded Theory method was adopted to analyse and interpret these data. The process involved systematic coding of the data to develop conceptual categories. These categories were employed to formulate propositions about the topic of evidence and how it was conceived and used by the study participants. Results Researchers and practitioners often discussed evidence from a “realist” view: that is they valued scientifically derived and rigorously substantiated knowledge about the natural world. Yet despite their widely shared epistemological perspectives, study participants presented several diverse concepts of evidence. Their ideas were also dynamic and evolving, and often influenced by the developing (local and international) debates and controversies about evidence-based medicine (EBM). Grounded Theory analysis leads to the selection of a core “social process”. This is a core conceptual category that draws together the ideas observed in the data, and that is adopted to present the study findings. In this study, “judgement” was identified as the core social process to underpin all examined reflections and discussions about evidence. Study participants defined the concept of evidence through a combination of description and appraisal. Evidence was described in three ways, i.e.: as a “measure of reality”, by its “functional role”, or as a “constructed product”. Evidence was also appraised on three “dimensions”, i.e.: “benchmarked”, “applied” and “social” dimensions of evidence. Participants invoked these concepts of evidence differently when forming their own judgements about medical or public health knowledge; when making decisions about clinical practice; and when using argument and persuasion to influence the judgements of others. Many researchers and practitioners also modified their judgements on evidence in the light of EBM. This was based on perceptions that EBM had become a dominant rhetoric within health care, which had the potential to channel the flow of resources. This led to an increasing consideration of the “social dimension” of evidence, and of the social construction and possible “misuse” of the term evidence. Conclusions The concept of evidence is presented in this study as a multi-dimensional construct. I have proposed that the three descriptions and three dimensions of evidence presented in this study, and recognition of the way these may be invoked when forming and influencing judgments, can be used as a basis for communicating about evidence in medicine and public health among colleagues and with students. There are significant gaps in knowledge (based on empirical research) about the social dimension of evidence. Particularly, in situations where researchers and practitioners wish to employ the concept of evidence to influence others’ medical and public health practice and wider social policy.
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Wesi, Rufus Pako. "Conceptualization of core concepts in electricity by physical science teachers / Rufus Pako Wesi." Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/3977.
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Electricity is one of the sections of physics in which students encounter difficulties. One of
the main causes of this difficulty is that some teachers' own understanding of electricity is
lacking. In fact, some teachers harbor misconceptions in electricity and transmit them to
students. The study was aimed at probing into science teachers' conceptualization of core
concepts in electricity and identify gaps and problems in their understanding. The empirical
survey was conducted amongst a group of 32 science teachers registered for a Higher
Diploma in Science Education in the SEDIBA Project at the Potchefstroom University for
Christian Higher Education.
The investigation was done by means ofa pre- and a post-test. The results of both the preand
the post-tests were used to analyze the gaps and problems in teachers' understanding.
These results indicated that teachers had problems in the understanding of electricity prior
to instruction in electricity in the SEDIBA Project. Intervention by instruction resulted in
improvement in teachers' understanding of concepts in electricity. Misconceptions and
general problems encountered by teachers in the understanding of electricity were identified
in the investigation.<br>Thesis (MEd)--PU for CHE, 1998.
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Schellen, Julie K. "An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271892/.
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Preparing teachers to teach in the diverse classroom has become one of the most important goals for universities and teacher training programs. The main purposes of this study included to examine what type of multicultural concepts were taught preservice teachers who sought certification in Grades 4-8 and how these preservice teachers understood and implemented multicultural concepts in their educational portfolios and coursework, field experiences, and student teaching. The population of the study consisted of 53 undergraduate, preservice teachers enrolled in the last two years of a 4-8 teacher certification program. A modified grounded theory methodology and interpretive approach was used in the analysis of the course syllabi, required readings and student coursework. The study found that this particular program exposed the preservice teachers to a significant number of multicultural concepts in preparation for teaching in the ethnically diverse schools in the area. In addition, the study looked at which of Grant and Sleeter's five multicultural approaches were found most often in the course syllabi and required readings, as well as the preservice teachers' portfolio artifacts, key assessments, and reflective writing samples. The research found the majority of the course syllabi and assigned readings covered concepts in the human relations and multicultural education approaches. The majority of the preservice teachers in this study identified most often with the multicultural education approach, although all five multicultural approaches were found in various portfolio artifacts, key assessments, and reflective writing samples. The study further indicates it was a combination of the multicultural courses, the field experiences, the student teaching, and the preservice teachers' adaptability to ethnic diversity that helped the preservice teachers experience successful opportunities with the students. The adaptability of the preservice teachers in the study also appears to match recent research that suggests that university students in general may be growing more accustomed to the ethnic diversity in the communities around them as the population demographics changes.
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Matsumura, Yuya. "Four research topics on new acoustic liner concepts and modal propagation measurement." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212076970.
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Phothongsunan, Sureepong. "Attitudes of Thai university students towards native English speaking teachers and Thai English teachers." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414047.
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Dorji, Kinley Nawarat Phlainoi. "Job satisfaction of primary teachers under samtse district of Bhutan /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838016.pdf.
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Khan, Muhammad Ilyas. "Reflection as a teacher education concept, connotation and implementation : a qualitative case study of a Postgraduate Certificate in Education (Secondary) Programme at a UK university." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11064.
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This thesis reports a qualitative case study exploring the connotation and implementation of reflection as an educational concept in a PGCE (secondary) programme at a UK university in the light of the perceptions of university tutors and student teachers. Reflection has been an important concept in many teacher education programmes but it has consistently been intricate in terms of its connotation and implementation and despite a vast amount of research aimed at deconstructing its complexity, the matter does not seem to have been resolved. Despite its conceptual complexity it has often been taken in its common sense meaning by practitioners in educational programmes and is, at times, turned into a slogan. This study was, therefore, aimed at an exploration of the meaning and implementation of the concept and the various factors that influence it in the programme under study. The findings of the study reveal that, true to its reputation, the concept defies any agreed upon understanding. On a conceptual level there was recognition of its complexity among the university tutors, although this did not come out in the case of student teachers who predominantly defined it in its common sense meaning. At the implementation level the common sense practice-oriented connotation appeared to prevail among both groups. Factors influencing this orientation included the practical emphasis of the PGCE, the focus on response to the centralised QTS standards, the time-work balance and the under-appreciation for theory in its technical-rational conceptualisation in the predominantly skill-oriented and subject-teaching focused structure of the training. The study implies that for reflection to be appreciated and implemented at the deeper, conceptual and critical level, it should be put into practice more overtly with elaborate theoretical underpinnings. This would call for changes in this and similar programmes in terms of structure, content and aims.
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Wilkinson, Robert H. "The measurement of university performance using concepts derived from data envelopment analysis (DEA)." Thesis, University of Stirling, 1991. http://hdl.handle.net/1893/2113.
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Performance measurement in higher education is examined during this study, in particular university performance indicators are reviewed and discussed. The conclusion is made that appropriate input and output indicators require some form of combination in order to allow practical consideration to be made. The technique of Data Envelopment Analysis (DEA) is reviewed and found to have a number of conceptual drawbacks. The model is considerably developed within the thesis, primarily by the introduction of weight restrictions on the variables. Taken as a whole the developments, coined the DEAPMAS process, create a technique which can be used to assess cost effectiveness rather than simply efficiency. Data for two examples of subject areas, defined by recognised accounting units, are applied to the program as inter-university comparison was felt to be impractical at institutional level; due to differing subject mixes. A considerable computer implementation of the developed theory was written and utilised to provide results over a number of data runs for the examples. It was concluded that the results obtained represented a considerable improvement over separate consideration of numerous performance indicators.
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Prayaga, Lakshmi. "Game development environment to teach computer science concepts." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000089.
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Stephens, Jodi Mishos. "NCLB's effects on teachers' sense of efficacy." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179331003.
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Thesis (Dr. of Education)--University of Cincinnati, 2007.<br>Title from electronic thesis title page (viewed July 20, 2007). Includes abstract. Keywords: Teacher Efficacy Research; No Child Left Behind Includes bibliographical references.
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Roy, George. "PROSPECTIVE TEACHERS' DEVELOPMENT OF WHOLE NUMBER CONCEPTS AND OPERATIONS DURING A CLASSROOM TEACHING EXPERIMENT." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4263.
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A classroom teaching experiment was conducted to document prospective teachers' development of whole number concepts and operations. The purpose of this mixed-methods study was to examine the collective understanding of prospective teachers in an elementary mathematics content course. Design research methodology, specifically a classroom teaching experiment was the methodology selected for this study since it allows learning to be documented in a classroom environment and is iterative in nature. A revised hypothetical learning trajectory and instructional tasks from a previous classroom teaching experiment were used in this study (Andreasen, 2006). Research about children's development of whole number concepts and operations was used in developing instructional learning goals. In addition, research regarding prospective teachers' development supported the instructional modification that all tasks would be presented and expected to be reasoned about in base-8. Both qualitative data and quantitative data were collected. Qualitative data included whole class dialogue that was videotaped and transcribed, as well as student work samples. Quantitative data included items from the Content Knowledge for Teaching Mathematics database that were administered prior to and subsequent to the instructional sequence in base-8 (Hill, Schilling, & Ball, 2005). It should be noted that the items selected from the database were in base-10. The emergent perspective served as the interpretive framework of the collected qualitative data. This perspective reflexively coordinates the social or group perspective simultaneously with psychological or individual perspective. As stated, this study sought to describe the communal mathematics understanding of prospective teachers in an elementary mathematics content course. Toulmin's (1969) model of argumentation and Rasmussen and Stephan's three-phase methodology served to document normative ways of group reasoning called classroom mathematical practices. The following classroom mathematical practices were identified as taken-as-shared by prospective teachers: (a) developing small number relationships using Double 10-Frames, (b) developing two-digit thinking strategies using the open number line, (c) flexibly representing equivalent quantities using pictures or Inventory Forms, and (d) developing addition and subtraction strategies using pictures or an Inventory Form. Quantitative results indicated that prospective teachers were able to apply mathematical understandings grounded in base-8 to whole number concepts in base-10. In the end, counting and calculating in base-8 provides a meaningful context for prospective teachers to reconstruct their knowledge of whole number concepts and operations.<br>Ph.D.<br>Department of Teaching and Learning Principles<br>Education<br>Education PhD
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Barron, Darlene H. "Student progress monitoring teachers' perceptions /." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07082009-152901.
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Myers, Lois C. "Self-concepts of Career Level II and III Teachers and Career Ladder Eligible Teachers in the Public Schools of Tennessee." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2756.
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The purpose of this study was to determine whether there is a significant difference in the self concept of Career Level II and III teachers and teachers who are eligible to apply but have not elected to participate in the Career Ladder Program in the public schools of Tennessee. The technique of causal-comparative research was used in this study. The Tennessee Self Concept Scale (TSCS), developed by William Fitts, was selected as the appropriate instrument for use in this study. The TSCS is a versatile instrument that measures ten dimensions related to self concept: total level of self esteem, self criticism, identity, self satisfaction, behavior, physical self, moral-ethical self, personal self, family self, and social self. Demographic data were also collected to obtain information concerning the personal characteristics of the teachers. A total of 1,115 surveys were sent to teachers in the public schools of the seven districts of Tennessee, stratified by whether they were career Level II and III or eligible. A total of 808 useable responses were returned. This sample represented 408 Career Level II and III teachers and 400 eligible teachers. Data analyses and interpretation indicated that statistically significant differences existed between Career Level II and III teachers and eligible teachers on all ten measures of self concept. All the null hypotheses were rejected. Eligible teachers were determined to have a significantly lower total self esteem score when compared to Career Level II and III teachers. Career Level II and III teachers indicated a higher score on all nine subscales, as well as the total self esteem score. However, the self concept scores of eligible teachers were still above the norm group mean. Inspection of Analysis of Variance (ANOVA) results revealed that no significant differences in mean total self esteem by educational level were found. One-Way Analysis of Variance (ANOVA) for mean total self esteem by age, followed by a Scheffe's post hoc multiple comparison test, indicated individuals aged 25-44 and aged 45-54 were significantly different on total self esteem as were individuals aged 25-44 and aged 55 and older. No significant difference was found between age 45-54 and age 55 and older. A t-test for independent sample for mean total self esteem indicated there was a significant difference in the total self esteem of males and females with females having a higher self esteem.
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Jiao, Xiaomin. "Influences on teaching: Perceptions and experiences of university teachers." AUT University, 2010. http://hdl.handle.net/10292/939.
Full textAbstract:
This study attempts to deal with the complexity of academic life and what influences teachers and teaching in university. The case for the research rests on the premise that the complexities of the nature of influences and how they are perceived, experienced and responded to were underestimated and under-represented in the majority of previous studies in this area. The primary goal of this research is to offer a more holistic understanding of the phenomena by investigating perceptions, experiences and responses of a sample of 22 university teachers in New Zealand in relation to influences on their teaching thoughts and practices. The inquiry began with the researcher’s reflection on his personal experiences of teaching and learning in higher education, including key influences on his thoughts about teaching and teaching practices. This prompted an interrogation of the literature, which revealed that while a range of influences had been identified in relation to university teaching at macro, meso, micro and personal levels, there were limitations in findings concerning teachers’ inner experience of and response to these influences, which provided a sound rationale for the conduct of this study. The researcher remained open to various theoretical positions as evident in literature. The study design presents a raison d’être for a phased theoretical assumption to an alternative perspective of understanding and theorising the phenomena. Two different theoretical lenses are adopted. Firstly, epistemological constructivism and theoretical interpretivism are advanced as a suitable philosophical framework for the prosecution of the study that offers a methodological rationale for a qualitative investigation; grounded theory and a case study approach are applied in interpretative analysis. Second, ontological realism and epistemological relativism are imported in gaining insights from the perspectives of personal and social identities, human agency and structure as embedded in the data. The data gathering involved semi-structured interview, stimulated recall, and document analysis. Some data were collected from the participants’ publications, conference presentations, and masters or doctoral theses. The data highlight a complex array of influences perceived and experienced by teachers in relation to their teaching ideas and practices. It identifies the significance of personal life experiences, both historical and ongoing, that influence teachers. It also reveals the range of contextual or structural influences that interact with these personal influences to affect teachers’ thoughts about education, conceptions of teaching, and approaches to teaching and classroom practice. For each participant, these influential factors obviously play out in both complex and idiosyncratic ways with one another to exercise various degrees of influence on teaching thoughts and action at different points in teachers’ lives. Data demonstrate the significance of teachers’ perceptions of personal agency and structural power as an important mediator of their internal conversations about influences and their actual responses to them. Although the focus of the study concerned the various sources of influences on individual teachers at different levels, how they interacted with each other and how teachers inwardly experienced and made responses, what emerged has wider implications for teaching and learning in higher education, teacher development initiatives, academic leaders and managers and for other university teachers. The study provides a more holistic way of looking at influences on university teaching and opens up new research possibilities. The inclusion perspective of social critical theory is seen as a potent means to add fresh insights into the dialectical nature of teachers’ agential power and contextual influences, echoing an emerging trend in the research on influence in higher education.