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Dissertations / Theses on the topic 'Continuing Education for Teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Gikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.

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Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teach

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May, T. H. "Teacher decision making in further education." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/12133.

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Teachers' decision making is a crucial element in the quality of delivery of teaching and learning and, therefore, of educational outcomes in the form of student performance. There is, however, a dearth of relevant studies in this area, especially in the F. E. sector. This study sets out to investigate the practice of teachers' decision making in the substantive context of the Further Education sector in Scotland. The investigation adopted two main approaches: firstly, an interpretive approach,in which qualitative and quantitative methods were combined to collect and analyse data by the protoc

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Tyson, Deonte Rashawn. "How school leaders prioritize and allocate resources to improve teacher quality through teacher professional development| A multiple case study in suburban North Carolina." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641479.

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<p> This multiple case study examined the methods by which school leaders determined and planned teacher professional development, as well as what teachers perceived as their professional development needs and how they believe school leaders take those needs into account. The study took place at two suburban elementary schools (1 traditional public, 1 public charter) in the Charlotte Metro area. The analysis of qualitative data provided by school leader interviews revealed the process by which school leaders determined professional development for teachers in their respective schools. Descript

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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but t

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Wright, Colleen Louise. "Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3648.

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The Improving Head Start for School Readiness Act of 2007 required teacher assistants (TAs) to obtain their child development associate (CDA) credential by September of 2015. TAs who had not obtained their CDA within the required timeframe were either demoted or terminated from their positions. However, with the increase of working parents, the need for quality early childhood education has risen. In this project study, the barriers TAs confront in regards to their decision to continue their schooling to obtain a CDA credential were examined, as were the factors that deterred or prevented them

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Hockaday, Lisa Marie. "Teacher Perceptions of their Common Core Professional Development." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729969.

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<p> Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011–2012 school year, school systems across Georgia provided various professional development opportunities for teach

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Sheehe, Kay Roche. "Investigating teacher perceptions of professional development and student achievement in rural Maryland." Thesis, Frostburg State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140420.

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<p> This dissertation addresses 12 questions related to an overall investigation designed to determine if there is a relationship between teacher perceptions of professional development and student achievement in rural Maryland. During an era of federal, state, and local education reform, lessons learned could help dramatically redesign professional development for the future. “Pedagogical Content Knowledge” (PCK) coined in 1986 by Lee Shulman, a past president of the Carnegie Foundation for the Advancement of Teaching, and the 1995 book written by Stephen Brookfield <i>Becoming a

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Yeung, Po-shan, and 楊寶山. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960583.

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Barnes, Johanna S. "Teachers' continuation of action research elements after conducting studies during a Master's program." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589862.

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<p> Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement

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Hahs, Brinkley Catherine. "Teacher Education in Central Equatoria, South Sudan." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10025734.

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<p> Without education, many South Sudanese will continue living in poverty. There are numerous factors that limit their educational opportunities including tribal warfare, colonialism, missionary malpractice, civil wars, a high illiteracy rate, low government funding, and threats of war. These factors have left a substantial deficiency in available training for teachers. The purpose of this study was to determine the pedagogical needs of the teachers of South Sudan. Within a conceptual framework of participatory action research, this qualitative study examined educators’ view of the effe

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Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.

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Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study

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Brown, Sandra Kay. "Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3590.

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The issue of limited part-time teacher professional development and its effect on adult learners' success at an adult education center in the northeast United States was addressed in this study. At the research site, almost 50% of the teaching staff are adjuncts. Professional development opportunities have been limited, with only 1 opportunity recorded during the 2014-2015 school year. When teachers are provided appropriate and relevant support for the curriculum and student needs, they realize their own craft growth, with measureable student achievement as a result. Knowles's adult learning t

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Scruggs, Leigh A. "A Comparative Analysis of Required Continuing Education in Florida SB1108 and Teacher Self-efficacy for Inclusion." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785873.

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<p> While classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which amended Florida Statute 1012.585 (3) (e) (Process for Renewal of Professional Certificates, 2017) on pe

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Ross, Linda S. "The impact of teacher leaders on mathematics instruction in grades 1 and 2." Youngstown State University / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996671255.

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Hooks, Laura Sebastian. "Towards More Effective Teacher Professional Development Initiatives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1586.

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The No Child Left Behind Act (2002) and Race to the Top (2009) legislation have forged new school accountability measures and led to a sharp increase in demand for teacher professional development (TPD). However, data revealed that there is a disconnection between the training that teachers receive and its implementation, limiting its impact on student achievement. This qualitative case study's purpose was to reveal major barriers to TPD implementation and provide suggestions for crafting more impactful TPD. Based on the social constructivist foundation, this study sought to address the factor

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Edwards, Evonne. "A challenge to teacher professionalism : the training and deployment of Specialist Teacher Assistants in the North West of England." Thesis, Liverpool John Moores University, 2002. http://researchonline.ljmu.ac.uk/4974/.

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Assistants have been working in schools for many years. There are numerous types of assistants at the moment, such as: school caretakers, cleaners, cooks, dinner ladies, classroom assistants (including nursery nurses) and school secretaries. They relieve teaching staff from non-professional or time-consuming tasks, which could be carried out by a responsible adult, rather than a qualified teacher. The ST A initiative introduced a different set of tasks for classroom assistants. These placed a direct emphasis on assistants "contributing to teaching and learning of basic skills" (DfE 1993: par.

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Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.

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<p>The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better und

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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.

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<p> Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high e

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Jeannin, Loise. "Professional Development Needs of Faculty Members in an International University in Thailand." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10065197.

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<p> In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members’ needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers’ perceptions about their learning needs, program preferences, and

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Burgess, Debra Ann Paton. "Effects of adult developmental stages on the professional education of teachers." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2482.

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The purpose of this study was to examine the stages of teaching careers and staff development preferences within the context of Levinson's (1978) adult development theory. This study found that adult development theory affects teachers' view of their careers and identified four themes across the teaching career: isolation, low perceived status, student relationships, and support networks. Additionally, this study describes what constitutes sound staff development activities. Semi structured group and individual interviews were used to collect data from 31 practicing elementary teachers in two

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Schols, Maurice. "Continuing technology professional development : a technology learning preferences instrument to support teacher educators' workplace learning." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/continuing-technology-professional-development(07a1731f-420f-42ed-af16-7956aeea8eda).html.

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The knowledge-based economy, advances in information and communication technologies and new pedagogical perspectives all influence the need to improve competencies in the 21st century. Innovative educational ideas and concepts have transformed the roles of teacher educators and their students. Adequate technology training is therefore a prerequisite for the teacher educator to develop prospective teachers who can use new technologies to support and improve their students’ achievement gains. However, many of these efforts fail since they are mostly based on a formal, institutional delivery of i

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Pelafigue, Ashleigh L. "The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2483.

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The Center of Graduate Schools (2015) published a report detailing applications, enrollment, and trends in graduate schools across the nation showing that approximately one third of all first-time graduate school applicants in master’s degree programs utilizing the GRE assessment identify their career path in either business or teacher education. The purpose of this study was to examine the lived experiences of classroom teachers who concurrently pursued graduate studies to earn a master’s degree in education and to understand how adult learning provided opportunities for personal growth and t

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Mason, Cassandra. "Narratives of Elementary and Secondary Teacher Leaders as Agents of Transformational Change." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2453.

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Historically, being self-reflective has not been evidenced as critical to the career advancement of teachers aspiring to leadership roles. Five teacher leaders in a southwestern school district participated in a district Teacher Leadership Certificate Program (TLCP), which included self-reflective practices to broaden their understanding of the tools necessary to be an effective leader in 21st century schools. Theories of change suggest that teachers must acquire new knowledge and apply this new knowledge in practice. The theoretical framework for this project study was Mezirow's transformativ

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Tilley, Teri Lynn. "Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1852.

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Fifty years after Brown v. Board of Education, there remain large gaps in academic achievement between children of color and White students (Darling-Hammond, 2007). It is estimated that by 2050, the population of the United States will increase by 50%; 90% of which will be accounted for by minorities (Vanneman, Hamilton, Anderson, & Rahman, 2009). In less than 50 years, our citizenry will be comprised of "groups that are over represented among low achievers, and under represented among high achievers" (Ferguson, 2005, p. 4). Nationwide, districts are addressing the issue of the achievement gap

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Gross, Betsy Holley. "Mentor Perspectives on Effective Mentoring for Beginning Elementary School Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2928.

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The attrition of beginning teachers is an ongoing problem for public schools as it impacts campus moral, results in economic losses, and maintains the number of newly-hired teachers. Although induction programs for beginning teachers have been found effective in reducing novice teacher attrition, funding for many induction programs have been eliminated due to budget constraints, leaving local school systems with limited support of the mentors and no consistency as to expectations or outcomes. Compounding this problem is that little research has examined what is most successful and supportive f

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Hsiao, Ling. "Moving the Discussion Forward Through Surprises and Dilemmas: Teacher Learning in Academic Discussion." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14121809.

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Academic discussion deepens learning when students share multiple perspectives, challenge propositions, and build on each other’s ideas to develop their own understanding (Michaels, O’Connor, & Resnick, 2008; Cazden, 1988). But academic discussion is rare in practice, suggesting that teachers are not implementing effective ‘talk moves,’ or discussion-based strategies to foster genuine dialogues (Applebee, Langer, Nystrand, & Gamoran, 2003). How do teachers learn to respond to students effectively in academic discussion? This dissertation aims to describe the process by which teachers learn to

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Chen, Hsin-Heng. "Physical education teachers career and continuing professional development in Taiwan." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10179.

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This study investigates physical education (PE) teachers careers and professional development in the context of Taiwanese junior high schools (pupils aged 12-14), where a national educational reform the Grade 1-9 Curriculum was launched in 2001. In particular, from teachers perspectives, this study addresses questions about (1) how and why selected Taiwanese PE teachers engage in professional learning over their careers; (2) the impact of the introduction of a new curriculum and policies; (3) ways in which professional learning could be supported more effectively. Eight case study PE teachers,

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Johnson, Christopher P. "Increasing Students' Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1094.

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Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to

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Del, Valle Rodrigo. "Online learning learner characteristics and their approaches to managing learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204535.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0152. Adviser: Thomas M. Duffy. "Title from dissertation home page (viewed Jan. 8, 2007)."

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Sandoval, Dolores A. 1949. "The on-site master's degree program: A collaborative endeavor." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282494.

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The purpose of this study was to describe the perceptions and experiences of teachers participating in an on-site master's degree program in their school district. Its intent was to provide school districts and universities with information for establishing future programs. To accomplish this, a questionnaire was distributed to teacher participants and instructors of six school districts in metropolitan Phoenix. Additionally, selected teacher participants, all program administrators and the university program administrator were interviewed. The following conclusions were based on the findings

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Smith, Kelly Diane. "Public Secondary School Teachers in North Carolina| Levels of Idealism and Relativism, and their Impact on Occupational Commitment." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647581.

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<p> Secondary students in the United States are now competing in a global marketplace (Wagner, 2010). Any factor which decreases student achievement must be alleviated to permit students to reach their full academic potential. Student achievement has been negatively linked with teacher attrition (Ronfeldt, Loeb, & Wyckoff, 2012): occupational commitment has also been negatively linked with attrition. Occupational commitment, therefore, is related to student achievement and success. </p><p> Ethics is commonly recognized as an integral part of education, yet there is little research on the

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Johnson, Audrey D. "Professional Development that Enhances Pedagogy| Perceptions of Teachers in a Rural High School." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607658.

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<p>The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Dat

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Tantranont, Nuttiya. "Continuing professional development for teachers in Thailand." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.

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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practi

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Nunes, Allison. "Inclusion Teachers' Perspectives on Coteaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5762.

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The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and specia

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Kuebel, Christa. "PREPARATION, CONTINUING EDUCATION, AND PROFESSIONAL DEVELOPMENT OF INSTRUMENTAL MUSIC MAJORS TEACHING ELEMENTARY GENERAL MUSIC." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491408733327604.

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Husband, Gary. "The impact of teacher training on continuing professional development needs for teaching and learning in post compulsory education." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/the-impact-of-teacher-training-on-continuing-professional-development-needs-for-teaching-and-learning-in-post-compulsory-education(e785f36f-4e8a-4773-a8cc-ea2784c751cd).html.

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This thesis presents the findings of a research project that investigated the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD). The majority of colleges and universities operating in the UK now ensure that all teaching staff are given access to training in skills for learning and teaching. This training can take many different forms and this research explores the potential differences in outcome and influence on engagement with CPD and lifelong learning of graduates from these programmes. For the study, nineteen

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Bauer, Katia Cristini Souza. "A qualitative analsys of a continuing foreign language teacher education program from the perspective of exploratory pratice - EP." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93024.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009<br>Made available in DSpace on 2012-10-24T15:26:32Z (GMT). No. of bitstreams: 0<br>This qualitative study aims at investigating to what extent Programa de Educação Continuada para Professores de Inglês de Santa Catarina (PECPISC) can be considered a place for Exploratory Practice (EP). EP is currently defined as a means of reflection about the process of knowledge construction seeking the improvement of t

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Puente-Ervin, Leslie. "How High School Teachers Perceive the Quality of Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3063.

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New Jersey is 1 of 46 states to enroll in President Obama's Race-to-the-Top Initiative. Participating states must adopt national standards, revise teacher evaluation procedures, and administer new state assessments. States are prioritizing quality professional development (PD) to prepare teachers for these rapid shifts. The overall problem studied was how high school teachers perceive the quality of PD in a high school in New Jersey. While substandard PD alone is not enough to lose tenure, it has recently become one of the evaluative measures for teacher performance according to a new tenure l

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Louka, Marie Ruth 1965. "Operational research into the applicability of communication network analysis as a method of evaluating the multiplier effect and information decay of participant training programs." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278474.

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Sustainable international development efforts often rely on the ability of trained individuals to transfer their new knowledge to colleagues. Most USAID-funded participant training programs train for a multiplier effect. This study hypothesized that communication network analysis is an appropriate method to measure the multiplier effect and the degree of information decay of participant training. Returned Honduran participants (first generation learners) of teacher training were questioned on the nature of the relationship between them and the receiver (second generation) of the innovation inf

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Aliasar, A. "The extent to which selected adult learning principles were used by the faculty members of the College of Education of the Institute of Teacher Training and Education-Padang." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/570952.

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The main purposes of this study were to learn how frequently the faculty members of the College of Education used selected adult learning principles in teaching and how aware their students were of being taught with those principles. Five principles of adult learning were measured: (1) using the experiences of learners in teaching, (2) allowing for individual differences, (3) allowing for different teaching and learning styles, (4) guidance toward self-directed learning, and (5) providing evaluation/feedback.Respondents of this study consisted of all faculty members (the number was 82) and 160

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Tomlinson, Paula. "Mentor Teachers' Perceptions of Effective Mentoring Strategies." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13858505.

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<p> Educators at a public high school in Southeastern United States depend on mentor teachers to minimize the attrition rate among beginning teachers, yet the strategies implemented by mentors lack definition and clarity. The purpose of this study was to explore mentor teachers’ perceptions of effective mentoring strategies and their needs when mentoring new teachers. Maslow’s humanistic learning theory guided this bounded basic qualitative study. The research questions focused on the mentoring strategies mentor teachers perceived as effective and the needs of the mentors. Ten high

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Hardy, Annabelle. "Capability Approach and Teacher Quality: An Analysis of Female Teacher Experience in a Rural, Malawian Community." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3527.

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This study used the capability approach as a lens to understand teacher quality from both the perspective of educational leaders and practicing teachers in a rural community in central Malawi. The overarching question of this research study was “How can the capability approach inform our understanding of teacher quality from both the perspective of educational leaders and practicing teachers?” The focus questions to guide this research were: What do national educational leaders value in a quality teacher? What do rural, Malawian, female teachers value in teaching? How do these teachers pursu

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DeVille, Randall C. "The Application of Adult Learning Principles in Effective Preaching." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1035.

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Evidence suggests that a disconnect is growing between the information provided in Christian sermons and the life challenges faced by those church attendees. To bridge that divide, the purpose of this study was to better understand the characteristics of a sermon that enhance learning for churchgoers in Christian churches. The guiding question focused on churchgoing adults' perception of the sermon. Additional sub questions explored the relationship of the principles of adult learning, communication theory, and ambient teaching with churchgoers' and preachers' experiences with sermons. A qua

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Montane, Gladys. "Faculty Knowledge and Use of Best Practices in Online Professional Continuing Education." ScholarWorks, 2016. http://scholarworks.waldenu.edu/dissertations/1706.

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A recent mandate by the American Registry of Radiologic Technologists requires that U.S. radiologic technologists complete continuous qualification requirements (CQR). This study examined faculty skills and practices at an American university that developed online CQR courses in response to this mandate. It was specifically designed to assess the knowledge and skills of this university's faculty with regard to best practices in an online learning environment, so as to provide the basis for meeting faculty needs in distance education. Dewey's work on constructivism served as the framework guidi

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Johnson, Christopher P. "Increasing Students' Academic Involvement| Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601549.

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<p> Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study wa

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Tam, Siu-ling Maureen. "Conditions limiting effective teaching in a sample of part-time teachers in continuing education : implications for college management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033623.

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Miller, Catherine Marie 1959. "Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest th

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Yeung, Po-shan. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135919.

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Johnson, Kabrina Rochelle. "Fourth Year Teachers' Perceptions of the Student Teaching Practicum in Abu Dhabi." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1787.

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A local college in Abu Dhabi, United Arab Emirates began a Bachelor of Education program in 2008 to train prospective teachers to deliver a bi-literate education in Arabic and English to students in Abu Dhabi schools. Because there had been no examination of preservice teachers' perceptions of their practicum experience, a project study was designed to analyze the perceptions of a group of preservice teachers regarding the final practicum and whether that experience enhanced their ability to deliver educational practices to better serve students. This phenomenological study was guided by exper

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Chaplin, Miranda Rose. "EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/9.

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Curriculum for Agricultural Science Education™ (CASE) is an instructional system of support that provides professional development, curriculum, and assessments to agricultural educators. Through the CASE model, two CASE Lead or Master Teachers facilitate professional development, known as a CASE Institute. This study utilizes three sets of surveys to describe the motivation for CASE certified teachers applying to become CASE Lead and Master Teachers, determine the effectiveness of the professional development provided to Lead and Master Teachers during the Lead Teacher Orientation, and determi

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